Department of Management in Education

Tutorial by discipline
"Fundamentals of educational management technologies"

For system professional retraining and promotions
qualifications in the program “Management in Education”

Moscow Financial and Industrial University "Synergy", 2017

One of the most popular approaches is the resource approach, which defines the grouping of technologies depending on the resources with which this technology “works” (Table 1). Within the framework of this approach, rather, it is not specific technologies that are identified, but groups of them.

In Group behavioral technologies Both classic tools are presented - stimulation and motivation, rotation, personnel assessment, etc., and quite exotic ones - manipulation of consciousness, neuro-linguistic programming and the like. All of them are in one way or another connected with the “transformation” of human resources and focusing them on organizational tasks.

Table 1.

Classification of technologies by resources

Technologies	Basic resource	Characteristic
Behavioral	People	Procedures and actions related to the recruitment, certification, motivation, placement and organization of work of the organization’s personnel
Financial	Finance	Actions and operations related to receiving, converting, multiplying and spending Money organizations
Information	Information	These technologies include everything related to information processing: from computers and software to specific techniques for structuring and distributing information
Production	Raw materials	Actions and operations directly related to the transformation of material and raw materials

Within financial technologies a variety of tools are used, such as budgeting, cost estimates, derivative financial instruments (working with securities, derivatives, etc.)

Information Technology. In the modern production of goods and services, information technologies are increasingly becoming the basis of other technologies and business processes. For example, now it is difficult to imagine human resource management without databases and various personnel software products, and financial management without special financial (accounting and settlement) programs. Modern production technologies use programs for inventory and sales management, resource allocation, and product accounting. Educational technologies (from the selection and structuring of content to direct interaction with students) are mostly implemented using information technology. Without information technologies effective marketing, innovation or social activities of the organization are impossible.

Information technologies are also associated with the emergence of previously unimaginable types of business and services - e-commerce, Internet banking, Internet advertising, distance learning, etc.

Information networks themselves are becoming the most important source of information resources.

If we talk about the field of education, then in it as production technology technology is the main process, that is, educational technology. Only the initial levels of education, training, development and upbringing act as raw materials, which during the application of educational technologies are transformed, improved and increased (provided, of course, that the “raw materials” are of the proper quality and the technologies themselves are properly implemented).

Within the framework of this approach, management technologies (their groups) are classified depending on the priority tasks they are aimed at solving. Many such technologies have been identified in the literature; we will briefly (and in the next two courses of the module – in more detail) describe those that are most applicable in the management of educational organizations.

Strategic planning. As we will see later, strategic management and strategic planning are often considered as an approach, concept, model, etc. management. Here we will pay attention specifically to the technological aspects of this concept.

Strategic planning is a comprehensive process aimed at determining what a business should become in the future and how best to achieve this state. The strategic planning process evaluates a business's potential and aligns business goals, activities, and resources needed to achieve them. Strategic planning is a systematic process of asking the most important questions facing the management team and finding optimal answers, which subsequently form the basis for decisions made.

Thus, the philosophy of strategic planning is based on a number of postulates:

· we live while we move and develop; moving, you need to understand where, developing, you need to understand why; and we need to describe as clearly and completely as possible the image of our future state;

· the future is uncertain, the right strategy helps reduce this uncertainty;

· tracking, analyzing and taking into account everything that affects us plays a decisive role on the path to the future;

· on the way to the future, we are faced with threats, but we are also given opportunities: we try to avoid threats, and use opportunities;

· correctly formulated and accessible to all personnel vision, mission and goals are the future to which we will come.

Accordingly, the purpose of strategic planning as a technology is to determine the possible future state of our organization (business) and the optimal ways to achieve this state.

As for the algorithm for implementing this technology, i.e. typical actions and operations that management undertakes as part of its implementation (in relation to the field of education), it is discussed in more detail in the course “Strategies for the Development of Educational Organizations”.

Marketing management. The creation of marketing management technologies is an outstanding breakthrough in management theory, which is often associated with the name of the American scientist and businessman Philip Kotler. The evolution of marketing ideas has led to the fact that marketing as such (along with strategic management) is now also considered as a certain model and concept of management.

Marketing management is a management that allows you to achieve the financial and social goals of the organization due to its complete focus on the consumer, towards increasingly more complete satisfaction of his needs and requirements. American Association Marketing Marketing management refers to the process of planning and implementing pricing policies, promoting and distributing ideas, products and services, aimed at achieving exchanges that satisfy both individuals and organizations. Such activities of organizations are carried out in a certain environment, the elements of which interact with each other.

The philosophy of modern marketing is based on understanding and manipulating human desires and needs. Modern marketing does not follow the needs of people, it shapes their desires, helping (or forcing) to navigate the ocean of goods, products, and services. Another, no less important idea of ​​modern marketing is that the market is a battlefield, sometimes quite cruel and ruthless, and marketing, according to another outstanding guru of modern management, Jack Trout, is a strategy, tactics and tool (weapon) of war for the consciousness of the consumer. At the same time, the consumer, as a prize to the winner, is also a value that needs to be protected, cherished and taken care of. Otherwise, there will be no consumer, and there will be no companies... For education, this understanding of marketing has far-reaching consequences. Since the state is still poorly coping with the role of the main customer of the educational system, educational institutions have to enter the mentioned field and begin to fight using marketing technologies.

Hence, the goal of marketing management as a technology is to obtain better results (financial and image) than competitors by winning consumers, forming and fully satisfying their needs, interests and requirements.

Just as in the case of strategic planning, we will consider the algorithm of this technology separately, in the course “Marketing of Educational Services”.

Other management technologies of this group that can be applied in educational institutions include:

· Management by Objectives;

· customer relationship management (CRM);

· balanced scorecard (BSC, BSC);

· knowledge management.

Topic 3. Characteristics of the main technologies of educational management

Management by Objectives.

Basic principles of the “Management by Objectives” technology ( Management by Objectives, MBO – we will indicate this further) formulated by Peter Drucker in his book “The Practice of Management” (“The Practice of Management”) in 1954.

The main philosophical idea of ​​MBO (which brings it closer to strategic planning), formulated by Anthony Rye ( Anthony Raia) is that this technology focuses on trying to predict and influence the future, rather than reacting and acting retroactively. MBO is a results-oriented philosophy that emphasizes the importance of achievements and results. Efforts typically focus on changing and improving the performance of both employees and the organization as a whole.

The resulting main goal of MBO as a technology is to orient all personnel of the organization to achieve certain results through the acceptance and understanding of organizational goals by each employee.

The essence of MBO is the development and implementation of an “end-to-end” system of goals and objectives facing the organization and the employee. An important part of MBO is the measurement and comparison of the current performance of employees among themselves and with a set of established standards.

The general MBO algorithm is as follows:

1) determining the goals of the organization (see course “ ", well " Educational management" and course " Strategies for the development of an educational organization") associated with the purpose of the activities of senior management;

2) decomposition of goals to the first level of the organization’s structure, i.e. level of functional deputies responsible for specific areas (production, marketing, finance, etc.)

3) decomposition of what happened at the previous stage to the next level of the structure - heads of divisions, departments, etc. in the corresponding blocks.

4) decomposition to the level of specific employees. Thus, the goals of the entire organization are transferred to the level of specific actions of specific employees.

In the process of implementing MBO technology, certain conditions must be met:

· all goal statements must comply with SMART requirements (see course “ Manager's professional skills»);

· Goals are set from top to bottom for all levels of the company, and goals even at the lowest levels must be consistent with the goals and strategy of the organization as a whole;

· the optimal number of goals for each subject (employee, unit) is 3-7;

· employees should be involved in the process of setting goals and determining the direction of action necessary to achieve them, in this case they will be more motivated to fulfill their duties;

· in development of the previous point: goals for an employee are formed in a joint dialogue with him - the employee must accept the goals of the organization and understand how his work will allow it to achieve them;

· the employee/unit must be provided with appropriate resources to achieve the assigned tasks;

· performance assessments should be regularly carried out, during which the achievements are assessed and the following goals are set;

· To assess the achievement of goals, key performance indicators (KPIs) are determined. This concept is also used in balanced scorecard, so we’ll pay a little more attention to it when we consider this technology.

How does this technology work in relation to, say, a secondary school?

1.Setting organizational goals. The school management organizes a series of events (teacher councils, round tables, seminars, etc.) at which the current state of the school and the external environment is discussed, problems and ways to solve them are formulated. Then draft goals are formulated (or submitted for discussion). For example (in relation to the following academic year, the goals are not structured by sections, just a set of different areas of the school’s activities):

2) bring the quality of knowledge in school to an average of 61%;

3) prepare 2 medalists;

4) increase the number of regional Olympiad winners to 5 students;

5) bring the level of admission of 11th grade graduates to universities and vocational education institutions to at least 65%;

6) increase the number of people involved in sports and recreation sections to 90%;

7) increase the number of teachers who have undergone advanced training to 100%;

8) increase the provision of the educational process with modern technical teaching aids and aids to 60%;

2.First level decomposition. The above goals are distributed (with possible specification) into blocks:

· educational work – deputy for educational work– goals 1, 2, 3, 5;

· educational work – deputy. for educational work - goal 6;

· methodological work - to the head of the methodological commission or deputy. for methodological (scientific and methodological) work - goals 7,8, etc.

We should not forget that the decomposition process must take place openly, with the participation of the teachers themselves. The second option: the school adopts a scheme according to which the highest goals are discussed and formulated (approved) collectively, but then, again according to a mutually agreed upon mechanism, they are brought down the hierarchy.

3.Teacher level decomposition(perhaps we missed some other levels in this example). Some goals are transmitted unchanged: let’s say goal 6, the way it is formulated is communicated to the physical education teacher. And goals 2,3,4 are specified, for example:

· the mathematics teacher of ___ grade must ensure the level of quality of knowledge in the subject is not lower than 69%;

· Geography teacher ___ to prepare 1 participant and winner of the regional Olympiad;

· literature teacher ___ to increase the level of use of computer technology in lessons to 50% (of the total number of lessons)…

It is also necessary to recall that each goal must be supported by resources. So, having set the above goal for a literature teacher, management must ensure that this teacher can actually use the computer, including at home (preparation in this case is often more important than execution), so that the computer works without failures and freezes, etc. .d.

It is clear that all the work on setting goals will be in vain if performance is not monitored, performance is not celebrated, or performance is not monitored, or something that is not recorded is monitored. If we ask the class teacher about his progress in mathematics, but this was not in his personal system of goals, then all sorts of collisions may arise. The conclusion is that the MBO very well disciplines not only ordinary performers, but also management, encouraging them to carefully think through the wording and skillfully distribute goals.

Consumer relationship management technology ( Customer Relationship Management – CRM) has been implemented by marketing-oriented businesses for quite some time. But for the educational sphere (surprisingly) this technology is relatively new and unusual.

CRM is a technology that involves managing proactive relationships with buyers of our goods and consumers of our services. In this case, the term “proactive” means proactive, preventive, anticipatory.

The center of the CRM value system is the consumer, the core of the ideology is the orientation of all processes of the organization towards building and maintaining such relationships with the consumer so that he remains loyal to the organization for as long as possible and turns to it for goods, products and services as often as possible.

The main purpose of CRM in relation to the educational sphere is to build a strategy for interaction with consumers of educational services that corresponds to this philosophy: students, parents, organizations that order training programs and courses, as well as labor market entities hiring graduates of vocational educational institutions. In particular, this technology is used to optimize marketing, increase sales of educational programs, improve interaction (service) with consumers by storing information about them and the history of relationships with them, establishing and improving management processes and subsequent analysis of results.

CRM is an interaction model that believes that the customer is at the center of the entire business philosophy, and the main areas of activity are measures to support effective marketing, sales and customer service. This support includes the collection, storage and analysis of information about consumers, suppliers, partners, as well as the company’s internal processes.

Basic principles of using CRM technology in educational organizations (in fact, these principles reflect the standard algorithm for implementing this technology):

1. The presence of a single information repository where information about interactions with consumers is collected - the “client” base. The structure of such a database may differ depending on the type of educational institution: in kindergartens and schools, most of the database is apparently dedicated to parents; in colleges, universities and institutions of further education - to the students themselves and employers.

2.Use multiple channels of interaction: directly to the organization, phone calls, email, events, meetings, open houses, career fairs, registration forms on websites, advertising links, chats, social networks.

3.Analysis of collected information about consumers and preparation of data for making appropriate organizational decisions - for example, segmentation (grouping) on ​​various grounds, forecasting the need for certain services, attitude towards the educational organization as a whole, towards individual administrators and teachers.

4. Availability of information. When interacting with a specific consumer, the employee has access to all the necessary information about the relationship with him and the decision is made on the basis of this information (information about the decision, in turn, is also saved).

5.Customer-oriented staff. This means that any employee, from the cleaner to the director, must understand that the pupil, pupil, student, parents, representatives of organizations that order educational programs, employers are the main factor in their existence and the main source of their well-being, and it does not matter who finances the training: budget, students themselves or organizations. Unfortunately, you can often see, especially in budgetary institutions, examples of treating students and parents as beings of the lowest class...

CRM systems used by businesses have a “post-sales service” block. In the educational field, this means maintaining relationships with alumni of the educational institution. For most educational institutions, this is a very powerful factor in promoting themselves in the educational market, increasing competitiveness, increasing prestige and improving their image; an additional channel for attracting consumers of paid services, or even directly attracting financial resources (endowments, see the OFCD course) and direct assistance in improving infrastructure.

As for the forms of “after-sales service,” these are most often various societies, clubs and alumni associations. And the task of an educational institution using CRM technology is to constantly maintain relationships with them, invite them to internal events, inform about events, conduct joint actions, etc.

Balanced Scorecard.

This section provides only a general description of this management technology; it is described in more detail in elective course"BSC for an educational organization."

Balanced Scorecard (BSS), Balanced Scorecard ( BSC ) – a method of general assessment of an enterprise’s activities, intended to analyze the company’s performance in achieving strategic goals. The concept of the BSC was developed based on the results of research conducted in the early 1990s by Robert Kaplan and David Norton and ultimately became one of the largest innovations in management of the second half of the twentieth century.

At the level of operational management in an organization, control over the implementation of strategic activities occurs through key performance indicators - KPI ( Key Performance Indicators - KPIs ). In Russian-language literature, however, another translation has taken hold - key performance indicators (KPI), which is not entirely accurate. However, in this case it is the same thing.

KPIs are measures of the possibilities of achieving one or another organizational goal. KPIs are also indicators of the level of efficiency of both organizational processes in general and the work of each employee in particular. In this context, the BSC is an integral tool not only for strategic planning, but also for operational management.

The balanced scorecard in its modern form includes 5 blocks, each of which has a unique set of KPIs that reflect the effectiveness in implementing the strategic goals of the organization in which the BSC operates. At the same time, taking into account the specifics of the educational sphere, the emphasis in the system of indicators is placed slightly differently than in organizations in the production and commercial sphere.

1. Financial block. It is a traditional part of almost any model for assessing management effectiveness. It is of primary importance in commercial (manufacturing, trading, etc.) organizations. Reflects the dynamics of changes in the most significant financial indicators and groups of indicators for the organization: profitability, liquidity, turnover, solvency. The financial block of the system describes the material side of achieving strategic goals using various financial indicators: profitability, value for shareholders and others. And if a group of universal indicators of the financial block has been developed for commercial organizations, then determining the KPI for educational institutions is a rather complex process. First of all, it makes sense to introduce financial KPIs in those PAs where the share of paid services is large (or they predominate, as in most private PAs). Typical KPIs of the financial block characterize total income, income from the sale of paid educational services, marketing efficiency (the ratio of costs for marketing and promotion of paid services to income from their sale), efficiency of space use (the ratio of income to space - general, educational, etc. ), specific efficiency of the educational process (ratio of income to number of students), etc. A more complete list of indicators and their essence are discussed in the elective course “Balance Sheet for an Educational Organization.”

For an educational institution that receives most of its funding from the state (municipality), it is necessary to very clearly monitor and competently manage incoming and outgoing cash flows. An established mechanism for continuous monitoring and accounting of income and expenses is also desirable. The following indicators are aimed at reflecting the quality of the monitoring mechanism:

· coefficients of the ratio of planned and actual expenses (the ratio of the total amount of actual expenses for the period to the total amount of planned expenses for the same period);

· coefficient of actual and planned financing (the ratio of the total amount of income for the period to the amount of income that was planned to be received for the same period).

These indicators can be called basic for the financial component of the PPP, modified for a state educational institution.

2. Consumer rating block . The indicators of this block help to evaluate the results of the organization’s functioning in the target market segment. The block usually includes several basic indicators: meeting customer needs, maintaining and expanding the customer base, volume and share of the target market. In addition, this includes specific indicators of the value of the offers received by the consumer of the target segment from this organization. These are the factors that are most important for maintaining consumer loyalty. In an educational organization, the object of this block is the relevant groups of consumers of educational services - applicants, students, parents, organizations that order training, employers. Typical indicators of the client block for an educational organization include: the number of people accepted into educational programs, the share of the educational organization in the educational services market (country, region); quality of applicants (average GIA, Unified State Examination, share of applicants based on the results of Olympiads); level of student satisfaction (graded by levels and types of educational programs), student loyalty indicator (the difference between the proportion of those who would recommend enrolling in an institution and those who would not), the same indicator is applicable to assessing the loyalty of parents, employers, training customer organizations; and others.

3. Block of internal business processes . Indicators in this area evaluate the main processes, the successful functioning of which determines customer satisfaction, as well as the achievement of financial goals. The main processes of an educational organization usually include education itself (teaching and educational work), research and development (research and development work). Sometimes they include methodological (educational and methodological) work, although, strictly speaking, it is a supporting process in relation to those mentioned above. As a rule, this block defines quantitative and qualitative parameters: the number of educational programs (by levels, types and forms), the safety of the contingent; training quality indicators (depending on the type of educational institution: average rating according to GIA, Unified State Exam, final certification, percentage of diplomas with honors, etc.); specific indicator of the volume of R&D (the ratio of funds allocated for R&D to the total number of teachers and researchers); the share of educational programs that have passed public-professional and/or international accreditation; demand indicator – the share of graduates who are employed in their specialty, etc.

Please note that the KPI system does not include indicators related to compliance with licensing and accreditation requirements, Federal State Educational Standards, SNiP, requirements of the SES, the Ministry of Health, etc., since they exist conditions normal functioning of OO, which we must fulfill if we want to exist.

4. Innovation block . This component considers innovation processes as an integral part of the functioning of an educational organization. The indicators of this block show, for example, the level of equipment modern means training, the degree of use of innovative models and teaching methods (competency-based model, modular training, practice-oriented training, developmental training, etc.), the degree of innovative activity of teachers and researchers, the number and demand for educational programs focused on innovative industries and services etc.

5. Personnel development block . This block defines the actions that need to be taken to ensure the growth and improvement of the organization in the long term.

The above BSC blocks typically reveal significant gaps in the existing capabilities of people, systems and procedures compared to those required for advanced development. Filling this gap is facilitated primarily by investments in retraining and advanced training of personnel, continuous improvement of mechanisms for involvement in management, incentives and motivation, and the formation and development of organizational culture.

In the same block there may be indicators of the level of development and quality of the so-called connecting processes: mutual communication, communication and transfer of information, operational data processing, as well as levels of collegial decision-making, conflict.

The process of implementing BSC technology (technology algorithm) begins with defining specific strategic goals based on the adopted strategy.

For each specific goal, indicators are selected that characterize each section of the system. Based on these indicators, a top-level strategic BSC map is compiled (see Fig. 4), which is a model that demonstrates how block goals are combined through strategy.

Rice. 4. Fragment of the BSC strategic map (with examples of balancing goals)

The developed system of indicators is a kind of general business model, to the creation of which everyone contributed. Thus, each participant in the creation of a BSC takes on a certain responsibility for its implementation, and the system itself and, as a consequence, teamwork becomes the organizational basis for managing almost all business processes in the organization.

The BSC strategic map should clearly illustrate that the goals of all 5 blocks are interconnected by cause-and-effect relationships.

The goals of all blocks brought into strategic alignment are the main tool for creating a strategic BSC map: the architecture of cause-and-effect relationships that permeates all BSC blocks is the structure on the basis of which the strategic BSC map is built.

Based on the organization's BSC, BSC of divisions is also developed.

Thus, it is necessary to draw up a strategic map for each department in accordance with the priority BSC indicators. To accomplish this task, the strategic goals of the BSC are transmitted “from top to bottom” to each level of enterprise management, which is called cascading.

One of the decisive issues at this stage is staff motivation, so that each employee understands what contribution he makes to the implementation of the strategy, and what reward he receives for this (both material and intangible aspects must be taken into account).

The peculiarity of constructing a BSC in an educational institution is that the results obtained from its functioning almost completely depend on the management of the educational institution, and this human factor largely determines the success or failure of the implementation of the BSC as a management technology.

The BSC should have a close connection with the process of agreeing on the development goals of an educational institution. This connection is intended to ensure that each employee understands his role in the institution and act as a motivator for more effective work of teaching and administrative staff.

In general, due to the specific nature of the activities of educational institutions, building a balanced scorecard for them may turn out to be a more difficult task than introducing a BSC in a commercial organization. This is largely due to the fact that educational institutions sell an intangible product and at the same time are responsible for the results of their work to students and other consumers, teachers and employees (staff), contractors (contract workers, suppliers), and to the state as a source of financing (state NGOs), before society as a whole.

Knowledge Management.

Knowledge management ( Knowledge Management ) is one of the most “fashionable” and popular management technologies, which is closely related to such concepts as “learning organization”, “knowledge-based economy”, “knowledge engineering”, etc.

At the turn of the 1980-1990s, three different conceptual approaches to “knowledge management” emerged almost simultaneously in Sweden, the USA and Japan, which later received the corresponding names: Scandinavian, American and Japanese. In 1986, Carl Wiig introduced the concept of knowledge management. The development of this concept is still ongoing. In 1990, Peter Senge introduces the concept of a learning organization, i.e. one that is capable of continuous self-improvement through self-education. A major contribution to the development of the concept of knowledge management in 1995 was made by Japanese scientists I. Nonaki and H. Takeuchi, who introduced the concept of “knowledge spiral,” which characterizes the process of interaction of different types of knowledge when creating new knowledge in an organization (see below).

Knowledge management can be characterized as a system of interconnected processes through which the core intellectual assets of an organization necessary for its success are created, stored, distributed and applied; and as a system of activities that transform all types of intellectual assets into higher productivity, efficiency and new value.

The main philosophical and ideological idea is that knowledge or intellectual assets, becoming the property of all employees, become a determining factor in the success of a modern organization in all senses. This is well illustrated by the old parable about the exchange of ideas: if you and your partner exchange objects, you will end up with one object each, but if you exchange ideas, you will have two ideas each.

Knowledge not only represents value in itself, it generates a multiplier effect in relation to other organizational processes, influencing their level. In other words, now the factor of competitive advantage is not market position, but knowledge as assets. At the same time, the central link of knowledge management technology is not the creation of knowledge, but its movement and use in the organization.

As already noted, the Japanese researcher I. Nonaka developed a “knowledge spiral” that explains how, when creating new knowledge in an organization, explicit and implicit knowledge interact, passing through the processes of their transformation (Fig. 5):

· socialization (transformation of tacit knowledge into tacit knowledge);

· externalization (transformation of tacit knowledge into explicit knowledge);

· combination (converting explicit knowledge into explicit knowledge);

· internalization (transformation of explicit knowledge into tacit knowledge).

Rice. 5. Spiral of knowledge

During the process of socialization, tacit knowledge is transferred non-verbally from one employee to another, for example, through observation of another. Externalization is the process of turning tacit knowledge into explicit knowledge through unusual use of language, various metaphors and analogies. Combination is the transfer of explicit, codified (formalized) knowledge from one person to another using various means and technologies, and internalization is the transformation of explicit knowledge into a hidden form, for example, through the practical performance of some activity.

The main attention in this approach is paid to informal knowledge - premonitions, understanding, guesses, emotions. Such knowledge helps the organization solve many important problems and makes it possible to see it as a living organism, and not as a bureaucratic machine for processing incoming and outgoing.

Speaking about the technique of implementation and application of knowledge management technology, it should be noted that each organization has its own model, taking into account the specifics of the activity, the scale of production, organizational characteristics, and the culture of the organization. However, regardless of this, the following principles and rules must be ensured. Let's look at them using the example of an educational institution.

1. Ensuring the effective functioning of the knowledge spiral . To do this, Nonaka and Takeuchi introduced a model in which management follows a “center-up-down” path, with middle managers at the center of events. In this case, they are conductors of ideas between senior managers who are divorced from reality and sometimes put forward too idealistic theories and the mundane, routine activities of ordinary employees who must implement these concepts. In a university, these are most often deans, heads of departments, heads of educational and methodological structures, in colleges - heads of departments and methodological commissions, in schools - deputy directors and heads of methodological services. They “translate” into a language understandable (in the managerial sense, of course) to the executive employees those ideas and concepts that are born in the minds of strategic managers.

2. Creation of new knowledge . In OO (if you do not touch research work), new knowledge is created in the process of analyzing political and economic factors, trends in the development of the professional and labor sphere, research and analysis of the labor market, opportunities for developing new segments of the educational market, world experience and the experience of partners and competitors, opportunities for using various technologies in the educational process, etc. This new knowledge can be formalized in analytical reports, generalizations, recommendations, etc.

3. Using existing knowledge to make decisions . Analyzing the acquired knowledge, management makes decisions, say, on the creation of new departments and profiles, the introduction of a new additional service or program, the introduction of ICT in the educational process, the implementation of a distance learning program, etc.

4. Translating knowledge into products and services . In the process of implementing the decisions made, new knowledge becomes the basis for creating new educational programs and technologies, expanding the range of methodological techniques, creating, filling and updating educational content (formalized in teaching materials and other documentation). In other words, knowledge turns into personnel competencies, which, if properly processed, can become a competitive advantage of an educational organization. This transition is especially important in the context of the emergence of new professions and specialties that are at the forefront of scientific and technological progress and changes in technological structures.

5. Transferring existing knowledge from one part of the organization to another . A very important point, which in traditional structures raises many questions, and even resistance, and this is also typical for teaching staff. However, this is one of the most important rules for the effective implementation of this technology. It is important that each employee is motivated to understand the fact that, while working for common success and common achievements, he must invest his intellectual potential in this. And the intellectual potentials and capabilities of individual employees, collected together and correctly structured, constitute what we previously called the intellectual asset of the organization.

6. Ensuring access to necessary knowledge, as well as protecting knowledge . The rule follows from the previous one. Now there are many software products on the market that allow you to more or less adequately structure knowledge and build access systems to corporate knowledge. As a rule, these are specialized databases built on the principle of Internet search engines, when anyone, even by asking a not very precisely formulated question, but by indicating at least the direction, can find the necessary information. It is also important to ensure the constant updating of such databases, the correct classification and structuring of knowledge, and the creation of models for displaying and using information that are understandable to everyone.

Thus, from the point of view of knowledge management, the essence of a modern organization (including an educational one) is to unlock the potential for creating, transferring, collecting together, integrating and exploiting knowledge as assets. As a result, competencies are formed from knowledge, which, in turn, serve as the basis for the creation of services offered by educational institutions in the educational market. In other words, knowledge management is a technology of the 21st century that allows educational organizations to ensure their competitiveness in the educational and labor markets.

Topic 4. Design and effectiveness of management technologies

The development of a specific management technology suitable for a given organization and a given manager involves determining the number, sequence and nature of operations that make up the management process, developing or selecting appropriate methods, techniques and technical means for each operation, identifying optimal conditions and resources to support the process of transferring the managed object into desired state.

Effective work of the governing body requires dividing the management process into actions and adequately combining actions. Each action is linked to the previous ones and its implementation is linked to the performance of other actions. As already noted, the concept of “management technology” is closely related to the process of algorithmization of actions and operations within the framework of certain management functions.

The algorithm of the management process is a regulation that determines the content and sequence of actions in any process. These are the rules for the sequential implementation of certain interconnected actions into which this process can be decomposed and which must be implemented to achieve the desired goal. A procedure can be defined as a system of sequentially implemented instructions for performing actions in a certain order that lead to the solution of management problems.

Schematically, management technology can be presented in the form of information and organizational interaction of three main cycles or processes, within which various operations and procedures are performed (Fig. 6).

Rice. 6. Processes for implementing management technology

Extremely important aspects of management technology are the study and description of effective directions and ways to implement management processes using appropriate procedures. But, unfortunately, management processes are so variable and situational that it is almost never possible to clearly and completely describe and unambiguously formulate in words the algorithms for the functioning of management systems and determine the entire set of methods for carrying out and streamlining organizational transformations and interactions. Nevertheless, we must strive for this.

Currently, there are several approaches to the formation of management technology. Since it is determined by the structure of management work, then, accordingly, its construction can be carried out depending on what approach to understanding management is taken as a basis, or what management style characterizes the activities of the organization’s management.

The most developed and simplest is the traditional functional approach, which is based on an understanding of management as a process of implementing management functions: planning, organization, motivation and control. Here, management technology can be defined as the regulation of procedures and methods of working with information within each function. For example, a step-by-step procedure is created for the development of educational, work, calendar-thematic and lesson plans, teaching materials, etc. Also, in detail, down to the level of individual actions, regulations for monitoring the implementation of both the plans themselves and management instructions are prescribed. Using a functional approach, separate procedures and algorithms are developed for, for example, the development and approval of new programs, the organization and conduct of Olympiads and competitions, etc.

In rapidly changing environmental conditions, a situational approach will be acceptable, the essence of which is to substantiate the technology algorithm based on taking into account the factors and parameters of a certain situation or problem. In other words, the composition and sequence of management actions will be unique in each specific situation (or for a typical situation, if they are repeated). Typical examples of the implementation of a situational approach are crisis management technologies. The management technology diagram in this case looks like this (Fig. 7).

Rice. 7. Situational approach to the design of management technology

The effectiveness of management technology, like any other process or action, is assessed by the ratio of the result obtained and the costs of all resources. There are no clearly “digitized” indicators of the effectiveness of management technologies, since in each specific case the combination of goals and resources is unique. So, for example, if ultimate goal organization in a certain period will have basic survival with hope for the future, then managers will apparently make every effort (i.e., spend their own emotional and intellectual resources), spend money and time, etc. to achieve this goal. However, there are some general criteria by which, applying your indicators within their framework, you can evaluate the effectiveness of management technologies:

· simplicity (control technology should not be overly complex, contain many intermediate stages and operations, and should be understandable to people);

· flexibility (adaptation to changing conditions - you need to be able to correct or adjust in a timely manner, for example, some provision or regulation, which our people really don’t like to do...);

· reliability (availability of a safety margin, a backup mechanism, including from the point of view of people and resources);

· efficiency (technology can be effective, but not economical; this is especially true for thoughtless ICT costs, for example, on the introduction of electronic document management while maintaining paper);

· ease of use (technology may be useless if it is inconvenient for the people who will have to work).

Concluding the course, let us recall that within the framework of any technology, including management, management tools (or techniques) occupy a special place.

Typically, management tools (which practically coincides with the understanding of the term “learning tools”) mean a set of material means that can improve the quality and efficiency of decisions made: reduce the labor intensity of work, speed up the transfer of information and reduce execution time, optimize communications, etc. And, just as in educational processes, management technology tools include a variety of office equipment, communications equipment, computer equipment and systems, software, presentation equipment, etc.

Literature

1. Bukovich U., Williams R. Knowledge management: a guide to action. – M.: INFRA-M, 2002.

2. Drucker P. Encyclopedia of Management. – M., St. Petersburg, Kyiv: Publishing House Williams, 2004

3. Ignatieva E.Yu. Knowledge management in managing the quality of the educational process in higher education. – Veliky Novgorod: NovGU Publishing House, 2008.

4. Kaplan R.S., Norton D.P. Balanced Scorecard. From strategy to action. – M.: JSC “Olympus-Business”, 2003.

5. Kudinov A., Sorokin M., Golysheva E. CRM . Practice of effective business. – M.: 1C-Publishing, 2012.

6. Molino P. Technologies CRM : express course. – M.: Fair-Press, 2004.

7. Nonaka I., Takeuchi H. The company is a creator of knowledge. The origin and development of innovations in Japanese companies. – M.: ZAO “Olymp-Business”, 2011.

8. Sakharova O.V. Management: technologies, methods and functions // Modern problems of science and education. – 2012. – No. 1; URL:https://www.science-education.ru/

9. Senge P. The Fifth Discipline. The art and practice of the learning organization. – M.: JSC “Olympus-Business”, 2003.

10. Modern control technologies. Electronic journal.

TOMSK REGIONAL INSTITUTE OF ADVANCED PROFESSIONALS

AND RETRAINING OF EDUCATION WORKERS

ABSTRACT

Topic: Technology for successful management of an educational institution

Completed by: Selezneva I.R.

Tomsk-2011

Technology for successful management

educational institution

In a broad sense, the concept " Management"(from the English manage - manage, manage, manage) is interpreted as leadership or management of socio-economic systems, and also denotes the management itself and managers at various levels in the organization.

Management is also a professional activity that requires certain knowledge and experience in managing people.

A certain ancient sage once said: the art of managing people is the most difficult and highest of all arts.

On the eve of the 21st century, the success of any business organization largely depends on its employees. This was due to the rapid development and widespread dissemination of knowledge in the field of personnel management. In developed countries, the study of the discipline “Human Resource Management” has long become an essential part of the training of managers at all levels, and this is a necessary component of higher education in general.

Perhaps there is no more difficult profession today than that of a manager. Yes, being a leader is one of those professions that is called complex, because it requires a person to possess so many and so different skills. He must know, albeit a little, but about everything - from the secrets of marketing to the tricks of financial science, from methods of organizing modern production to the secrets of human psychology.

To be a leader, you must have subordinates. The idea is not very original, but it is not without its underwater reefs. These reefs are hidden under the word “have,” which clouds the vision of many managers, who habitually believe that their subordinates are almost their property.

However, it is precisely that area of ​​a manager’s activity that is associated with his relationships with subordinates that occupies a key position in terms of the success of the manager’s work as a whole. No matter how talented and hardworking the boss is, if his efforts are not supported by his subordinates, the result of the department’s activities as a whole is unlikely to be particularly successful. The work of the team depends on the success of solving the problem of seeing a person in a subordinate.

Note that just the ability to adequately perceive and evaluate another person for normal development subsequent relationships are clearly not enough.

^ Personality of the leader.

The personality of a leader can be represented in the form of three groups of characteristics, which are: biographical characteristics, abilities and personality traits.

^ Biographical characteristics.

1.Age of the manager. The problem of the age limit for high-ranking managerial workers, as well as questions of the optimal age for managers in certain types professional activity have existed for quite a long time. Thus, analyzing the materials collected by T. Kono, the average age of presidents of large Japanese companies is 63.5 years, their American colleagues are somewhat younger - 59 years. Here's what he thinks about this problem. Lee Iacocca, a famous American manager: “I have always considered the practice absurd in which we are obliged to immediately retire a person who has reached 65 years of age, regardless of his physical condition. We must rely on our senior managers. They have experience. They have wisdom." In other words, age is largely an experience; not only a natural, but also a social characteristic of a person, including a leader.

However, one should not think that only mature age (and therefore experience) gives its owner the right to count on a high position. History shows that the creation of the largest companies was started by very young people. A. Morita, the founder and long-time leader of the world-famous Sony Corporation, was only 25 years old on the day the company was founded. And there are many such examples.

Thus, the age of a manager can be neither an advantage nor a hindrance in order to manage effectively. The relationship between age and leadership effectiveness remains unclear.

Gender of the leader. This characteristic has recently attracted increasing attention from researchers who are trying to explain the difference between male and female leadership behavior. Particular interest and many publications in various publications are devoted to models of female behavior. This is explained by the fact that in the life of modern society it is difficult to find an area in which a woman would not play an important, if not the main role. Women occupy the positions of president, prime minister, head of a major political party, diplomat, businessman and even minister of defense.

But researchers note that in certain types of activities that require significant verbal activity from the people participating in them, women behave timidly in the presence of men. Therefore, women are less likely to become leaders and show less inclination than men to achieve this role. This is explained by the fact that men have greater competence in solving group problems, as well as their desire to have an advantage in the group. Of particular importance is the presence of a certain standard of behavior accepted in society. The performer of the male role is also expected to behave accordingly. And women, in order to be treated as worthy leaders, have to prove their abilities and inherent business qualities.

The researchers also identified another significant difference between male and female managers, namely, women's great interest in relationships between people. Women are superior to men in democratic leadership, and, consequently, in the degree of orientation towards human relations. But it is still impossible to say with certainty who is more effective as a leader: a man or a woman. The percentage of women leaders is too low compared to the representation of the strong half of humanity in this position.

Socioeconomic status and education.

These characteristics are very important for a leader. An effective leader must have a variety of knowledge in the field of management and business, special sciences related to the company’s activities, and foreign languages. Currently, managers strive to acquire not only specialized knowledge, but also economic and legal knowledge. In our country, the need for managers to know foreign languages ​​has increased. This was facilitated by the cooperation of many enterprises with similar foreign organizations. And the leader, as the face of the organization, must be fluent in at least one generally accepted English language. The interest of managers in psychological management issues has also increased. Many of them undergo training and internships at prestigious Western business schools.

^ 2. The next component of a leader’s personality is capabilities. All abilities can be divided into general (these include intelligence) and specific (knowledge, skills, etc.). The greatest influence on the effectiveness of leadership is exerted by general abilities, that is, intelligence. Back in the 60s, the American industrial psychologist E. Giseli, examining groups of managers, came to the conclusion that the relationship between intelligence and management effectiveness is curvilinear. This means that the most effective managers are not those with very high or low intelligence scores, but those with an average level. But all this data is not some kind of standard for intellectual potential. A particular effective leader may have fairly low results on an intelligence test.

Later studies by F. Fiedler and

A. Leister showed that other factors also influence the relationship between intelligence and performance. These include: the motivation and experience of the manager, as well as his relationships with senior management and subordinates. Insufficient motivation and experience of the manager, weak support from his subordinates and tense relations with senior management result in a decrease in the influence of the manager’s intelligence on the effectiveness of his activities.

Specific (special) abilities of an individual include special skills, knowledge, competence, and awareness. There is no need to particularly prove and give examples on specific individuals how important these abilities are for the successful performance of management activities.

^ 3. The following characteristic of a leader is personality traits. The most frequently mentioned personality traits in various studies include: dominance, self-confidence, emotional balance, stress tolerance, creativity, desire to achieve, enterprise, responsibility, reliability in completing tasks, independence, sociability.

Let's look at each of these characteristics separately.

Dominance or the ability to influence people. A manager must have this characteristic, since it is difficult to imagine how one can effectively manage people without influencing them. Influence on people should be based not only on official authority, but also on the psychological and pedagogical characteristics of the leader’s communication with his subordinates. Influence should be based on a fair approach of the manager to the subordinate.

^ Self-confidence. The influence of this characteristic is directly reflected on subordinates, who, if the leader is confident, feel calm, support, protection, reliability, and confidence in the future. Thus, a certain psychological comfort provides and increases motivation to complete the task. An insecure leader cannot inspire trust and respect in himself either from his subordinates or from managers of equal or higher rank.

^ Emotional balance and stress resistance. Emotional balance should be manifested in the manager’s control over his emotional manifestations. The relationship between the manager and subordinates should be smooth, business-like and not depend on personal sympathy and one’s own mood. Emotional balance affects the emotional state of subordinates. A negative outburst of emotions in a manager can reduce the sense of confidence in subordinates, which will result in a decrease in their business activity. Employees will be forced to deal with their own feelings rather than with work problems. Emotional imbalance can undermine a leader's image in the eyes of business partners. But constant suppression of negative emotional reactions, restraining them can result in unpleasant consequences for the individual - neuroses and those developing on their basis. psychosomatic diseases such as, for example, hypertension or gastric ulcer. Therefore, the leader must pay special attention to the means of emotional release. Relieving tension can occur during physical exercise, communicating with friends and loved ones, and engaging in all kinds of hobbies. In Japan, mannequins representing senior managers are broken for emotional release. Therefore, in recent years, experts are increasingly talking about the need for a rational organization of managerial work, allocating sufficient time for emotional release of managers.

^ Creativity or the ability to creatively solve problems. The key to effective leadership is whether the leader is able to see elements of novelty and creativity in the activities of his subordinates, as well as support their endeavors.

^ Desire to achieve goals and entrepreneurship - the most important features modern leader. Closely related to them is the individual’s propensity to take risks. A leader should not stop halfway, he should be able to take risks and calculate his risk. A good leader does business not so much for the sake of money (they are for him an indicator of success, and not a means of enrichment), but rather because of the constant need to concentrate all mental abilities to solve an infinite number of various problems. For a good leader, business is a necessary stimulus and a vital dose of adrenaline.

^ Responsibility and reliability in the execution of tasks. We constantly feel the deficiency of these human qualities in everyday life. A leader should prefer situations in which it is necessary to bear personal responsibility for the decision made. A leader must be a responsible and reliable person, since he is an example and personification of the ideal personality of his subordinates.

Independence. This characteristic is undoubtedly an important personal trait of a leader, ensuring his successful actions in various spheres of the organization’s life. No matter what advice a leader takes from the people around him, he always makes the final decision himself. The more independent a leader behaves, the more his independence manifests itself. But this does not exclude the need to listen to the opinions of colleagues or subordinates. The main thing is that the leader has his own point of view on emerging problems, his professional and human face, and also supports this quality in his subordinates. But excessive independence of a leader can develop into tyranny and voluntarism. Independence implemented in this way contributes to a decrease in management efficiency.

Sociability. According to scientific research, managers spend more than three-quarters of their working time on communication. Therefore, the manager’s communication skills must be quite high. Many business relationships and management of subordinates begin with communication.

What does it take to be a successful leader, carrying a huge load and responsibility on your shoulders? The main thing is to look forward and see the goal, make the right decisions, act correctly and certainly complete the task with success and victory. Successful directors set high internal performance standards. They have high expectations for their students and staff; they communicate these expectations to people inside and outside their school.

The main qualities that a leader must have are the following:

• Competence.
• Communication skills.
• Attentive attitude towards subordinates.
• Courage in decision making.
• Ability to solve problems creatively.

The last one is the most important. A modern leader is a creative person who is able to overcome stereotypes and find unconventional ways to solve problems facing the school, create and use innovative management technologies.

A modern leader is a person who is constantly working on himself, on his professional and personal qualities.

A modern leader is a strategist who sees the prospects for the development of his organization for several years ahead, based on existing social conditions and resources.

A modern leader is a carrier of organizational change, developing new approaches to solving problems, promoting new values ​​among employees, obsessed with an idea, and ready to overcome long-term difficulties to bring it to life.

A modern manager is a leader who strives not to order, but to listen to colleagues, who is psychologically inclined to approve proposals, who is an enthusiast and prepares and supports enthusiasts.

A modern leader is a person who integrates the efforts of employees into the widespread use of cultural and ethnic management tools. Thus, a modern school director must possess the above human qualities and have the following traits of a manager-leader:

• Available to any employee, the tone of discussion of any problems is always friendly.
• Understands that managing means doing things with the hands of others. Hence, he devotes most of his time to working with personnel, constantly paying attention to reward systems. He personally knows a significant part of the workers.
• Opponent of the office management style, prefers to discuss problems locally, knows how to hear and listen, is decisive and persistent.
• Tolerant of expressions of open disagreement, skillfully delegates authority to performers, and builds relationships on trust.
• In difficult moments, he does not strive to find the culprit, but looks for the cause of failures and deviations.
• He does not command or command, but convinces; strict control is replaced by trust.
• Strives to develop collective forms of work as a single team.
• Always open to new ideas, creates an atmosphere in which free expression of ideas becomes the norm.
• Forms a good psychological climate in the team, does not satisfy the interests of some workers at the expense of others.
• Readily, and most importantly, publicly recognizes the merits of employees.
• Doesn't imitate change, but actually strives to make positive changes.

At the same time, the manager-leader thinks:

• protocol - distinguishes facts from opinions, the real from the apparent, the actual from the desired;
• inertialess - accumulated experience and knowledge do not prevent him from making an original decision when considering new, non-traditional problems;
• methodically - consistently, without being distracted from the goal, comprehend commercial, managerial and psychological-pedagogical situations;
• mobile – transfers accumulated experience to new areas of knowledge, taking into account their characteristics, place, time, conditions;
• dominant – highlights the main thing and does not get lost in the details;
• constructively - not only reveals the causes of shortcomings, but also knows how to find the most rational ways and means of eliminating them, knows how to qualitatively improve things.

A manager-leader thinks not according to the “either-or” principle (either this or that), but according to the “both-and” principle (both) - it all depends on specific circumstances and conditions. Life itself and the market situation force him to be a spontaneous dialectician. He operates with seemingly mutually exclusive concepts such as: “quality quantity”, “creative performance”, “initiative discipline”, “organized disorganization”, etc.

A leader not only must organize and lead change, but he must “be the change” that he wants to see in others. “The leader is given the function of a “social architect”, “studying and creating what is called “work culture” - those intangible elements that are difficult to identify, but which are extremely important: behavior, values ​​and norms. “ Peculiarity modern look on the leader is, - write M.V. Grachev, A.A. Sobolevskaya, D.V. Kuzin, A.R. Sterlin in his book “Capitalist Management: Lessons from the 80s”, - that he is considered as a carrier of an innovative organizational culture, as the main agent of consistent changes in the corporation”(12, pp. 36-37).

This is the general outline of a manager-leader. Bringing this model to life is not easy, but as the Americans say: “The ability to walk on water does not happen overnight.”

The school director must lead, teach how to learn, and create an image of the future. The head of the educational system must influence the value aspects of people’s consciousness, their culture, and vision of the future. Leadership does not come down solely to the ability to come to an agreement with teachers or find a compromise with them; it is about transforming the culture of a school organization and focusing on internal changes.

The school director is a strategist, the developer of the “General Rules of the Game”, new ideas on the basis of which the concept of the school is developed. Providing teachers with creative and professional independence, initiative, and “pedagogical entrepreneurship.”

Based on an in-depth study of the literature on management theory, we have constructed the following concept of intra-school management, the methodological foundations of which are:

1. Increasing the level of cooperation within the management apparatus, between the administration and trainers and teachers, between teachers and students. Transferring intra-school management to a democratic basis, i.e. inclusion of trainers-teachers and students in the management process. The school has 34 educational and training groups, in which 14 trainers and teachers participate.

2. Deep analytical penetration of the leader into the essence of the pedagogical phenomenon, into the lesson, into the pedagogical process for a qualified, in-depth assessment of the teacher’s work.

3. Possession by the manager of the necessary amount of knowledge, management experience, and special management training.

4. Possession by the manager of the necessary amount of knowledge, management experience, and special management training.

When making decisions and implementing management functions it is necessary to focus on the following principles of team management:

1. The principle of respect and trust in a person:

• respect a person's personal dignity;
• provide individuals with freedom of choice;
• trust a person based on mutual respect;
• not showing sufficiently high demands on a person;
• contribute to the discovery of human capabilities and the development of initiative;
• encourage the achievements and personal contribution of everyone to the affairs of the school;
• guarantee each employee and student personal security in the team.

^ 2. The principle of a holistic view of a person:

• build your relationships with teachers not as an official with subordinates, but as person to person;
• delve into the life, spiritual world and aspirations of employees;
• do everything possible to make the time spent at work bright and joyful;
• meet with teachers in an informal setting.

^3. Cooperation principle:

• know and take into account the personal qualities of teachers;
• value competence, initiative, and responsibility in a teacher (teacher);
• treats with care the manifestation of any pedagogical expedient initiative.

^ 4. Principle of social justice:

• evenly distribute not only educational, but also social workload among teaching staff;
• systematically cover the activities of the administration in the team;
• provide teachers with equal “starting” opportunities;
• bring the merits of a teacher’s work into line with their public recognition.

^ 5. The principle of an individual approach in school management:

• deeply study the work system of each teacher;
• systematically improve the quality and depth of the pedagogical analysis of the teacher’s lesson;
• instill professional confidence in the teacher;
• gradually level up the professional skills of teachers, bringing those lagging behind to the level of advanced ones;
• take into account and correct temporary emotional states of members of the teaching staff;
• determine for each teacher his individual goals and milestones for their achievement and thereby provide him with a path to success.

^ 6. The principle of enriching the work of a teacher:

• monitor the professional development of teachers;
• conduct seminars, round tables, symposia on the problems of teaching methods;
• consult with teachers about their current and future professional needs;
• systematically discuss in the teaching team literary novelties in different directions;

^ 7. The principle of personal stimulation:

• use moral and material incentives fairly;
• have a well-thought-out incentive system. Politeness, a smile, an attentive and sensitive attitude towards a person are more powerful incentives than awards;
• remember that incentives are an effective tool for creating an uplifting, healthy microclimate in the teaching staff.

^ 8. The principle of single status: all school employees, teachers and students, regardless of their position and position in the school, should be in the same democratic conditions.

^ 9. The principle of permanent advanced training:

• ensure continuous professional development of teachers through the work of methodological and coaching councils, creative seminars and creative reports, self-educational work of the trainer-teacher within the school;
• to form stimulating motives for the development of an intra-school system of advanced training for teachers.

^ 10. Consensus principle:

• objectively evaluate the points of view of team members when discussing problems and making decisions;
• clearly and logically argue a point of view and logically argue a point of view so that it is accepted by the majority in the team;
• carry out a logical analysis of erroneous judgments, reveal contradictions, seek a revision of conflicting points of view;
• “mobilize” the opinion of the most influential part of teachers.

^ 11. The principle of collective decision-making:

• make collective decisions only on important, promising, strategic issues;
• make vital decisions with the active participation of those who will have to carry them out;
• involve the dissenting “minority” in the process of implementing the decision.

^ 12. The principle of participation in the management of trainers and teachers and delegation of authority:

• do not involve teachers in management without their desire;
• involve the teacher in management, taking into account his individual characteristics;
• to ensure that the teacher considers participation in the management process as an act of trust, as one of the opportunities for his professional growth;
• provide the teacher with attention and assistance in the area assigned to him;
• achieve public recognition of the results of management activities of teachers.

^ 13. Principle of targeted harmonization:

• no matter what is done at school, everything must be done on the basis of a meaningful, pre-formulated, pedagogically appropriate goal;
• strives to form a targeted unity of the teaching staff.

^ 14. The principle of horizontal connections: promote the establishment of connections between teachers and each other to achieve the final result - the development of the child’s personality.

This principle works within the framework of the school’s activities. Creatively working teachers are united into “mini-teams” with specific tasks.

^ 15. Principle of control autonomy:

• Autonomous management areas should be headed by highly qualified teachers, elected at a meeting of the entire staff, who have undergone appropriate training;
• For this work, it is necessary to determine material remuneration.

^ 16. The principle of constant renewal:

• any major changes must be prepared in advance, creating a certain psychological mood in the team;
• if there is no confidence in the success of the changes, then it is better not to carry them out;
• do not be afraid of resistance to change on the part of teachers;
• remember that the process of change in school is a process of change in views, methods, solutions to organizational problems, etc. teachers.

Technology for successful school management

The “technology” of successful school management consists of three main stages:

• collecting information about the state of the managed object;
• its processing;
• issuance of information by the team.

This means that the success of management depends on the availability of an intra-school information system.

Each school director must have a “mandatory minimum of information” about the people he manages, about their relationships and connections, about the state, progress of development of those processes, links, areas of the school’s work for which he is responsible and on which he is trying to exert managerial influence.

Coordination– the main task of management activities.

^ Successful Management– this is a realized goal. A goal is a desired and pre-programmed result that can be achieved in the future.

The main thing in management– clearly see the goal. The goal causes organization, the need for program-targeted planning and developing a specific program to achieve each goal.

^ The main purpose of the leader– create systems: a system of intra-school control, a system of extracurricular and extracurricular educational work, a system of working with parents, etc.

It is possible to manage a modern school successfully only if you subordinate your actions to certain rules and a clear regime. A systematic approach to management consists in a clear, scrupulous distribution of functional responsibilities not only among managers, but also among all members of the teaching staff. When distributing functional responsibilities, the following requirements must be adhered to:

• the definition of the responsibilities and rights of employees must be clear, defined, and in writing;
• everyone must be responsible to a certain person for the results of their work;
• responsibilities must be clearly defined;
• decision rights are delegated downward to the greatest extent possible.

For management to be democratic and effective, and for employees to grow intellectually, it is necessary delegation of authority.

Delegation- this is a manifestation of trust, it is a tool for including the employee in the management process, and therefore, the democratization of the latter.

One of the most important management functions is control.

Control, to a certain extent, should be considered as a SERVICE that a manager provides to his employees.

During control, the manager is obliged to instill in each employee a “sense of success”, a feeling of a winner and constantly support him, because victory is life and moving forward!

Not a single management function (collecting information, analyzing and assessing the situation, forming and selecting management decisions, issuing tasks and adjusting the progress of work, evaluating results) can be implemented without business communication. To successfully manage people, you need to create all the conditions so that people want to be managed. The main role here belongs to communication.

A person who is incapable of communication will never become a good leader, because through communication and through personal example he exerts the necessary influence on people.

In business communication the following information is important:

Personalized – appearance;

• social and financial situation;
• health status;
• profession;
• taste;
• accuracy.

External reactions-> emotional state of the partner.

^ Status information– physical and emotional state of partners (malaise, fatigue, emotional excitement, upset feelings, spoiled mood).

^ Environment information(place, setting, environment, “atmosphere”, noise, smells, temperature, presence of strangers, lack of time).

Taking into account the information “flows” of business communication, you can win over and “win” an attentive and friendly interlocutor. Without taking them into account, you can, on the contrary, offend, outrage, traumatize him - and then the interlocutor turns into an enemy.

^ In order for communication to be businesslike, you must:

1. Be able to control yourself. Don't make hasty conclusions.
2. Be able to listen carefully to everything, understand it, think it through.
   Make decisions and act only when your opinion is confirmed with certainty.
3. Be impartial. Emotions are inappropriate in management.

^ The main commandment of management– to attract (attract, attract) subordinates.

Mutual respect between the manager and subordinates is a necessary condition for their professional relationships.

True leadership is the art of communication, the art of influencing people through example and conviction so that they recognize the leader as the most capable and worthy person in the organization.

In order to win a person’s favor, to cultivate in him an emotional attitude (liking, sympathy, friendship, love), a person must be sincerely respected and appreciated.

The success of a school director depends not so much on the presence of business qualities, but on the ability to clearly present them to others.

80% of success is related to the development of communication skills.

It is important to present yourself brightly and interestingly, to make a good impression, and to recognize the character and intentions of other people by their gestures.

III. The school director is responsible for the fate, health and well-being of children.

This position involves not only enormous intellectual and moral, but also emotional and physical costs. What resources can be used to cope with such a huge burden? You must be able to constantly change: not adapt to someone, but develop the functions of self-regulation, self-correction, self-organization, i.e. you need to know yourself, overcome your stereotypes, reveal your Natural resources. At any difficult situation Without relying on anyone, you should use your own resources. The resources of any person are practically unlimited. Having believed in the unlimited resources of his resources, a person begins the process of constant self-improvement, but this happens only when he:

• sincerely and deeply believes in his resources;
• knows the features of physical and psychological development, has the skills to manage various conditions and use one’s potential;
• has the will, because the process of improvement must be systematic and purposeful.

So, in order to control your behavioral and emotional reactions, recognize and assess the situation, get out of a conflict situation with dignity, be able to quickly recover and switch, put yourself in a creative state, you need to:

^ 1. Accept yourself for who you are, find self-love, recognizing your own uniqueness.

2. Recognize the uniqueness of others. Find qualities in yourself that help you understand the opinion, point of view, behavior of another.

3. Study your preferences, reactions, states in various life circumstances, situations, periods of time, explore your character, the peculiarities of its manifestation in various areas of its activity, constantly monitor the work of your body.

4. Find your own algorithm for achieving equilibrium.

5. Stop worrying and learn to live now.

6. Learn to forgive.

7. Learn to get rid of fear and choose love over fear.

Control functions.

The control function (from the Latin function - commission, execution) is the relationship between the control system and the controlled object, requiring the control system to perform a certain action to ensure the purposefulness and (or) organization of controlled processes.

There are general management functions, also called management actions (this is planning, organization, management, control, analysis, etc.), and specific functions when the management action is not named in itself, but together with the object to which it is directed: for example, planning work with teaching staff, quality control of education, organization of activities of quality circles and subject departments, etc.

Of the many functions, we will consider only some of the most important ones for achieving the quality of work of an educational institution.

For very experienced, mature managers, the structures (algorithm) for managing the quality of work of an educational institution as management based on results can be built as a sequence of four main management actions. Let's remind them.

Planning. Essentially, it includes work on drawing up a school development program (or a program of local and modular experiments);

Organization involves the construction of an organizational structure of individual and collective (newly created and previously existing, temporary and permanent) entities involved in managing the quality of work of an educational institution.

Management. This managerial action, which involves, first of all, motivational work with all participants in the educational process based on studying their needs, influencing these needs in order to change them, is of particular importance. After all, we are talking about a change (development) of their pedagogical worldview, value orientations, almost certainly for the majority of teachers, a change in the educational paradigm, about teaching teachers research skills. This is a huge daily work, which is specially thought out and planned in advance, since resistance from some part of the team is inevitable, as we are talking about additional large-scale work, about setting new intense goals for the school.

Practice shows that the leadership function, the main essential part of which is the motivational work of managers, although accepted by managers, is most often sentenced rather than implemented.

Control is of a special nature in content, because it involves periodic (this periodicity is different in each specific case) tracking of current, intermediate, final and long-term results of educational activities. Comparison of these results with the forecast, if necessary, adjustment of the predicted goals (results) and the development program as a whole, up to the action plan. This function is systematically (the frequency is determined by the director so that it is optimal) is performed first by the teachers themselves, and then by monitoring groups and deputy directors of the school.

^ Leadership style

The influence of the situation and its perception on the choice of management style seems indisputable, but why the authoritarian style is more preferable for some people, and the democratic one for others, remains open.

The individual psychological characteristics of a particular leader bring originality to his managerial activities. Based on the corresponding transformation external influences Each leader exhibits his or her own individual leadership style.

It should be said that the study of leadership style has been conducted by psychologists for more than half a century. So, researchers have now accumulated a considerable amount of empirical material on this problem.

^ Traditional approach.

The change in leadership style and the very emergence of this concept are associated, first of all, with the name of the outstanding German psychologist

K. Levin. In the 30s, together with a group of his employees, he conducted a series of experiments in the USA, where he was forced to emigrate from Nazi Germany, at the University of Job, with ten-eleven year old children, and as a result of analyzing and comprehending the data, he identified three “classical” leadership styles :

• authoritarian;
• democratic;
• neutral (or anarchic).

The names of the styles were clearly inspired by K. Levin by the political events of this era, although in their psychological essence they merely reflected the nature of decision-making in a social group. Later, terminological changes were attempted, and the same leadership styles are now often referred to as:

• directive;
• collegial;
• conniving.

Firstly, there are often cases when the form and content of a leader’s actions do not coincide with each other. Let's say an essentially authoritarian leader outwardly behaves quite democratically. This is often achieved through the development of very advanced communication techniques, for example, by demonstrating an external disposition towards people, increased interest in them, their ideas, emphasized politeness, etc., which in itself could only be welcomed if behind all this , alas, there were no purely pragmatic goals.

Such a leader will listen to you with pleasure, ask you to make suggestions on the issue under discussion, thank you for your active participation in the discussion, but... The decision, to the development of which he seemed so interested in inviting his employees, in fact, he had already made for himself a long time ago. However, you will find out about this too late.

However, the opposite option is quite likely: a leader who is quite democratic in his internal content looks outwardly like a kind of autocrat. He is not well-educated, has not acquired the appropriate manners, and is sometimes rude in his interactions with colleagues. Well, in order to penetrate into the essence of the managerial style he professes, a subordinate needs some time.

Secondly, an important point is related to the fact that in its pure form this or that leadership style may not reveal itself in any specific episode of organizational life. It is determined by a number of socio-psychological factors that the manager inevitably has to keep in mind, namely: the specifics of the current situation, the uniqueness of the tasks being solved, the qualifications and teamwork of team members, their personal characteristics, etc.

The most important common basis for identifying styles was the nature of management decision-making and the manager’s attitude towards subordinates.

The manager makes all decisions, as well as little interest in the employee as an individual. The leader controls his subordinates due to his legitimacy of power arising from hierarchical organization enterprises. He expects appropriate behavior from his subordinates.

The manager himself, without justification to his subordinates, defines goals, distributes tasks and strictly controls their implementation. He is convinced that he better understands the organization’s goals and ways to achieve them, and is more competent than his subordinates, although in reality this is not at all the case. The decisions of the boss are in the nature of orders that must be followed unquestioningly by subordinates, otherwise they should expect sanctions. Status symbols support the leader's position of power. He rewards and punishes employees at his own discretion, without any firmly established evaluation criteria known to everyone. Employees are provided with only the necessary minimum information about the general state of affairs.

A sharp, unfriendly, commanding tone;

Separating yourself from the group.

Organizational effectiveness: In authoritarian-led groups, productivity is slightly higher than in democratic teams. However, in the absence or change of leadership, it falls, and often the labor process itself is interrupted. In such groups, there is higher tension between team members, more frequent and acute conflicts, less interest in work and job satisfaction, and there is no true cohesion. All this reduces the labor achievements of authoritarian-led groups.

Democratic style.

The leader’s desire to develop collective decisions, interest in informal, human relationships. The manager, together with the employees, coordinates the goals of the organization and the individual wishes of the group members, and distributes the work. When evaluating employees, he is guided by objective criteria known to all, and provides subordinates with the necessary assistance, trying to increase their ability to independently solve production problems. Such a leader is distinguished by self-criticism, sociability, self-control and smooth relationships with subordinates.

Characteristic forms of external manifestation:

Leaders are more sociable;

Goodwill;

The predominance of “we” over “I” in speech.

Organizational effectiveness: the democratic style has superiority in work motivation, job satisfaction, and quality of work. Employees feel a sense of pride in their work, value being in the group, and show ingenuity, resourcefulness and initiative. There is a trusting, friendly atmosphere in the team. The labor process has the property of self-regulation and is not disrupted in the absence of a manager.

Permissive style.

The manager’s desire to avoid making decisions or shift this task to others, as well as his absolutely indifferent attitude to the affairs of the team. A leader who has chosen this style usually gives complete freedom of action to his subordinates, letting their work take its course. He is friendly in his interactions with employees, but plays a passive role and does not show initiative. He provides the necessary information to employees only upon their request. The group lacks any structuring of work, or any clear distribution of tasks, rights and responsibilities. The manager avoids both positive and negative assessments of employees and regulation of group relations. In extreme terms, the laissez-faire style means a lack of leadership, as the manager withdraws completely from his managerial role.

Characteristic forms of external manifestation:

• serves as an indifferent look as a leader;
• his desire to be invisible;
• an ingratiating tone when dealing with employees.

Organizational effectiveness: the permissive style correlates with the lowest productivity and group identification, often accompanied by an increase in frustration and aggressiveness among team members, leading to its disintegration. In groups, there is usually low labor discipline; informal leaders with a negative nature of activity in relation to the goals of the organization often appear. New or weaker workers are often harassed by stronger ones. Because of this and a number of other similar points, the permissive style was considered unacceptable and was not the object of later research.

Summarizing all these types of management activities, we can conclude that control- this is the conscious, purposeful activity of a person, with the help of which he organizes and subordinates to his interests the elements of the external environment - society, living and inanimate nature, technology.

The elements to which this activity is directed constitute the object of management. The director of management activities is called subject of management, which can be either an individual or a group of people.

^ Subject of management activities- an individual, a living person through whom management relations are implemented.

Management activity is a specific type of labor process, and is characterized by the subject of labor, the means of labor, the work itself, as well as its results.

The subject of labor in management is information. All information collected and received from various sources as a result of management activities is analyzed and decision options are created on its basis, that is, information based on which the management object can take specific actions.

^ Controls are everything that will facilitate the implementation of operations with information - from computers, telephones, pens and paper to the organs of the human body.

Management belongs to the category of mental labor, which is carried out by a person in the form of neuropsychological efforts (listening, reading, speaking, contacting, observing, thinking, etc.).

All management actions differ in purpose, specific content, forms and methods of implementation, and degree of complexity.

The complexity of management is determined by the scale, number and structure of the problems being solved, the connections between them, the variety of methods used, and organizational principles. Complexity is also characterized by the degree of novelty of the decisions made, the volume of required changes, the search for unconventional approaches, and is also determined by the degree of efficiency, independence, responsibility, and riskiness of the decisions that need to be made.

Management of an organization is one of the main types of the entire set of management. It is a way of influencing the production process of any goods or services in order to streamline it on the basis of objective laws of production development.

Management can be divided into managing people and managing the activities of an organization. Management in an organization is the relationship between the manager and his subordinate personnel, aimed at achieving the results of the organization's activities. Management connects all human and material resources in order to accomplish the tasks facing the organization.

Close attention is paid to the development and practical application of the main basic provisions of management activities, correlated with the characteristics of social interactions of individuals. At the same time, importance is attached to ensuring the effectiveness of management activities: preparing and making decisions, their scientific validity, their practical implementation, monitoring their implementation.

Nowadays, managers must pay more attention to the human qualities of their subordinates, their dedication to the company and their ability to solve problems. The high rate of obsolescence and constant changes that characterize almost all industries today force managers to be constantly prepared to carry out technical and organizational reforms, as well as to change their leadership style. Even the most experienced manager, who is fluent in management theory, is not immune from an unreasonable, emotional reaction to a situation.

Not only the authority of the leader and the effectiveness of his work, but also the atmosphere in the team and the relationship between subordinates and the leader depend on the choice of leadership style. When the entire organization works quite efficiently and smoothly, the manager discovers that in addition to the set goals, much more has been achieved, including simple human happiness, mutual understanding and job satisfaction.

A modern specialist, even if he is not a manager, can fully express himself at work, but actively interacting with the team and management, and he must have the necessary culture of communication.

^ References.

Andreeva G. M . Social Psychology. 2nd ed. - M., 1988

Gerchikova I. N. Management. Tutorial. - M., 1994 p.502, 514.

Goncharov V.V. In search of management excellence. Guide for senior management personnel. – M., 1993

Zhuravlev A.L. Leadership style and organization of competition. – In the book: Social and psychological aspects of socialist competition. – M.. 1977

Ivantsevich J.M. Lobanov A.A. Human resources of management. – M., 1993 With. 300

Kibanov A. Ya. Zakharov D. K. Formation of a personnel management system at the enterprise. – M., 1993 With. 6

Krichevsky R. L. If you are a leader. – M., 1988

Mausov N. Personnel management is a key link within the company // Problems of theory and practice of management. 1995 With. 109

Peter F. Drucker. Results-oriented management. – Political business school. – M., 1994

Management psychology: course of lectures / Responsible. Ed. Udaltsova M.V. - Novosibirsk: Publishing house NGAEiU; M.: INFRA-M., 1997.

Pugachev V.P. Management of the organization’s personnel. – M., 1998

Rusalinova A. A. Some characteristics of a leader as a subject of management of a labor collective // ​​Labor collective as a subject and object of management. – L., 1980 With. 101

Sventsitsky A.L. Social psychology of management. – L., 1986

Semenov A.K., Maslova E.L. psychology and ethics of management and business. – M., 2000

Personnel management in a social environment market economy/ Under. ed. R. Marr, G. Schmidt. p.66

Filipov A.V. Ilyin G.L. The problem of organized labor in management psychology // Questions of psychology. 1987 No. 5

Shakurov R. Kh. Socially psychological problems management teaching staff. – M., 1982 With. 158

Iaccona L. Manager's career. – M., 1990 from 206

MM. Potashnik, management in education. -M..2000

EDUCATION MANAGEMENT TECHNOLOGIES

MOTIVATIONAL MANAGEMENT AS A FACTOR OF THE SUCCESS OF EDUCATIONAL ORGANIZATIONS UNDER THE INTRODUCTION OF THE FSES

The article presents an analysis of the interaction between administration and motivational management, based on a system-activity approach, aimed at effectively managing the introduction of Federal State Educational Standards into the practice of general education institutions.

Key words: Federal State Educational Standard, value-semantic attitudes, motivation, management, administration, management, motivational management.

One of the primary tasks of every educational organization (EGO) in our country is to achieve the quality of education that corresponds to the Federal State educational standards(FSES). The responsibility entrusted to educational organizations for the introduction of the Federal State Educational Standard is great, since we are talking about guidelines for achieving a radically new quality of education, fundamentally different from the minimum requirements for the content of education and educational standards based on ZUNs, within the framework of which general education worked in previous decades .

The current situation in which educational institutions (EIs) are now operating can be conditionally represented as life “in two worlds” - “ZUN” and “FSES”, and the first “world” is quite real, supported by fairly strong guidelines in the activities of managers and teachers, many years of practice and software resources - textbooks, manuals and test materials. Another “world” - the world of new standards being introduced - is still rather virtual for most educational institutions (and above all, for the levels of basic (5-9th grades) and high school (10-11th grades), existing in the form of texts of standards , exemplary educational programs and educational programs created in each educational institution on the basis of exemplary ones.

This situation, on the one hand, is legitimate, since we are talking specifically about the transition to new educational standards, which cannot be carried out “overnight”; it requires serious training of teachers.

L.M. Asmolova (Plahova)

logical and managerial personnel.

On the other hand, the sixth year of implementation of the Federal State Educational Standard at the level of primary general education and the beginning of the introduction of new standards in basic general education is a milestone that reflects almost half of the path traveled. And “life in two worlds” - the ZUNovsky and the Federal State Educational Standards - is not so much proof of the transition period as a signal that educational organizations are “slipping” on the path to solving their tasks.

The reason for this is a set of problems associated with the introduction of the Federal State Educational Standard, in the disclosure of which it is advisable to rely on the positions of the system-activity approach, since new education standards were developed on its methodological foundations.

FOR WHAT

What are the value and semantic guidelines?

"SUBJECT" PLAN

In what ways

AND TECHNOLOGIES

are the goals achieved?

MOTIVATION PLAN

INTENTIAL-OPERATIONAL-TARGET TECHNOLOGICAL PLAN PLAN

With his help

are they being implemented?

Through what resources?

Are the chosen methods implemented?

RESOURCE AND ENERGY PLAN

Plans for systems analysis from the perspective of the system-activity approach

“The system-activity approach involves, when studying any phenomena of the psyche and designing various spheres of social practice, highlighting the following systems analysis plans as methodological tools: a motivational analysis plan associated with answers to the question “for what”, for what “motives” is the development of this or that another phenomenon; an intentional-target plan of analysis related to the answer to the question “what”, to what “goals” the actions of a particular system are directed; an operational-technological plan of analysis related to the answer to the question “in what way”, through what “ operations”, “technologies”, the motives and goals of the system are achieved in certain conditions of its existence; a resource-energy analysis plan associated with the answer to the question “due to what”, what sources, for example, certain psychophysiological resources of the body or material resources;

but-technical resources of society, certain “actions”, “operations” or “technologies” will be carried out to ensure the achievement of the motives and goals of the system; and, finally, a “subjective” plan of analysis associated with the answer to the question “who” will be an “agent” interested in transformations, transformations, changes of a particular system, for example, “society as a system”, “education as a system” or “ personality as a “system”.

When presenting the problems of introducing the Federal State Educational Standard into the practice of educational organizations, it is advisable not only to refer to a diagram reflecting the highlighted analysis plans, but also to identify the levels of problems as those involved in the implementation of changes encounter them.

One of the significant problems in introducing the Federal State Educational Standard is associated with insufficient resource and technological support for the change process. Therefore, most often practitioners talk about a lack of finances, trained personnel, lack of necessary teaching materials, equipment, etc. Technological problems aggravate the situation by the fact that a significant part of the teachers participating in the process of introducing the Federal State Educational Standard have fairly strong ZUN technological and methodological training, developed over years of teaching practice. We can say that the “young” Federal State Educational Standards are fighting an unequal battle with a venerable enemy, on whose side they are also “fighting” technological incompetence in the implementation of new standards.

Without removing the importance of resource and technological problems from the agenda, let us turn to the problems of target and value-semantic (motivational) plans for analyzing activities.

The problems of motivational and target levels represent one of the most difficult positions, directly related to the achievement of the educational results stated in the Federal State Educational Standard. Without exception, all educational programs have goals that correspond to the required program structure. However, between the reflection of the correct goals in OO educational programs and practical goal orientation pedagogical activity There is an invisible “right-of-way” in the OO. Applying the definition of A.N. Leontyev about motives that are only known, but not really operating, we can say that formally known (or rather, written, and even more precisely, copied from Model educational programs) goals are not in most educational organizations the actually operating drivers of teachers’ activities , whose professional attitudes were formed in the paradigm

ZUN standard, the goals of which are clearly and clearly understood as the results of subject training. Therefore, such a position of the new standards as education targets, including personal, meta-subject and subject results, which at first caused consternation among most teachers, at this stage of the introduction of the Federal State Educational Standard, has become a formally necessary slogan of the new trend.

The formation of teleological (Greek telos - completion, goal; teleos - having achieved the goal and logos - teaching) competence of teaching and management personnel in the context of the introduction of the Federal State Educational Standard is one of the most difficult tasks, since the perception of target guidelines, the design of goals as perceived “images of the required future” (N.A. Bernstein) and effective goal setting and goal achievement is impossible without a clear understanding and awareness of the value-semantic guidelines of the Federal State Educational Standard as fundamentally new, born in a different - cultural-activity - paradigm of education.

Federal state educational standards are “permeated” with the main goal of nurturing a motivated, educated individual. But, unfortunately, in practice, the least people think about the motivation of those who implement the Federal State Educational Standard, and the motivation of those who manage educational organizations in the context of their transition to new educational standards, believing that the administrative resource here will provide more, and most importantly, more quick effect. And for those who manage the process of introducing the Federal State Educational Standard and rely primarily on administrative resources (and in the practice of management as administration, in contrast to motivational management, this is the leading position), those who directly implement the Federal State Educational Standard are only objects, bearers of the functions necessary to execution.

Therefore, a manifestation of the problem of introducing the Federal State Educational Standard at the value-semantic, motivational level is ignoring the existing value-semantic professional attitudes of the current participants in the introduction of the Federal State Educational Standard in the conditions of the predominance of the ZUN paradigm. Hence the lack of direction of efforts towards the formation of new worldviews, value-semantic professional attitudes of teachers and those who manage educational organizations and municipal and regional educational authorities that correspond to the cultural-activity paradigm of education.

But value and semantic attitudes cannot be changed by order or instruction. They are generated and changed in activity, in activity

ity of the subject, in the personally significant activity of the subject.

“To change motivational-semantic relationships, various methodological techniques based on the principle of activity-based mediation can be used. The essence of this principle is as follows: in order to rebuild the motives and semantic attitudes of an individual, it is necessary to go beyond the boundaries of these semantic formations and change the activities that generate them. ... The key to the formation, restructuring and correction of personality lies in the organization and change of the personally significant activity of the subject. ...

Personal meaning is an individualized reflection of reality, expressing a person’s attitude towards those objects for the sake of which his activity and communication unfold” (author’s italics - editor’s note).

Revealing the motivational problems of the introduction of the Federal State Educational Standard, we see that the underestimation of the “compromise of strength” of fairly stable ZUN professional attitudes ultimately leads to the “slipping” of educational organizations on the path of their movement in implementing new standards. And the emphasis on management and administration, which sees in the personnel of educational organizations only objects, bearers of pedagogical and managerial functions, only aggravates this problem.

Issues of the formation of value-semantic attitudes and the generation of personal meanings of subjects = participants in the introduction of the Federal State Educational Standard, issues of attitude towards participants as true subjects of activity and their motivation, issues of uniting participants in joint activities to solve common problems, questions of reflection of practical activity - all these and other essential tasks are called upon to be solved by management, represented by motivational management.

Administration and management are the most important components of social management educational organization. Administration is based on positions that reflect the object-functional orientation of management in achieving the goals of the organization (“impersonal management system”). The field of management extends where personnel, as carriers of a certain functionality, are considered as subjects who have their own personal and professional attitudes and positions and have a certain level of competence and ability to solve problems of professional activity. “Management concerns a person, and only a person. The task of management is to ensure that people work together and effectively, giving

them the opportunity to realize their potential to the maximum extent strengths and neutralizing their shortcomings. This is what the main task of any organization comes down to, which is why management becomes a vitally important, determining factor in solving this problem.”

In other words, what is considered in administration as objects endowed with functions, as impersonal personnel conditions and educational contingent, for management becomes subjects, individuals, participants in joint activities with individuality; The success of an educational organization in the context of the introduction of the Federal State Educational Standard depends on their interest and motivation to achieve results.

Administration is a necessary component of managing the functioning of an educational organization, and it is important to emphasize that it is necessary, but not sufficient.

The efforts of administration alone are not enough for the development of the educational institution, and for the educational institution to become precisely an organization, or rather, a co-organization of all actors, an organization capable of self-organization, an organization striving to become competent in solving atypical and diverse tasks arising from from modern problems of conditions of uncertainty. It is management in an educational organization that plays the leading role of personality-oriented management.

Management is management addressed to the individual and carried out by the individual.

Therefore, in the area of ​​interests and tasks of management there are not just personnel who “decide everything”, but individuals participating in the management of an educational organization and its activities, their attitudes, worldviews, positions, their ability to solve the problems of an educational organization, their subject, social and reflexive competence, their motivation and focus on achieving results.

And if the administration deals with the most important issues for the functioning of the organization, the delegation of powers to divisions, management bodies and the distribution of the functions of the educational organization to the functions of officials/appointed/elected persons, then the management, receiving such a functional “relay baton” from the administration, takes on the most difficult management issues.

And they are difficult because management works not with functions, but with specific people performing certain functions, and sees and values ​​in each of them not functional suitability, but individuality and develops the abilities of subjects in solving various functional and social problems of the entire organization .

The difficulty of management lies in the fact that its main issues are not just coordination in the performance of functions between different departments, management bodies and officials working nearby in an educational institution, but rather the joint activities of all participants in educational relations in the organization, interacting to achieve a common goal. “This is only when and where there is an orientation towards the character and result of the actions of another person. This is a mechanism that coordinates joint activities, but not side by side, but in cooperation in the presence of a common goal” (D.B. Elkonin).

Management is the management of the joint activities of individuals, aimed at their common achievement of the goals of the organization.

Administration is in charge of the distribution of employees and students of an educational organization according to the formal structure of the institution to perform certain functional tasks (this position in management theory is called “functional division of labor”). Thus, students are distributed into groups and classes, and employees are assigned to a structural unit, department, association, etc. Finding themselves in a certain “place” of the organizational structure, both employees of the educational organization and students perform their assigned functions.

But how they work together in this place of the organizational structure, how they interact, how their work becomes cooperation, what interpersonal and intergroup relations arise in the process of their joint activities - this is one of the main and critical issues management.

It is these questions that determine the essential and fundamental positions that separate administration in an educational organization as object-functional management and management as the creator of joint activities of participants in educational relations. Administration tasks include what is necessary to ensure the functioning of

division of functional responsibilities and formal assignment of responsibility for their implementation. Management, immersed in the sphere of joint activity, is based on its essential foundations, which lie in the fact that the participants, interacting with each other, take on obligations and bear conscious responsibility to themselves and to their comrades in a common cause.

Responsibility as a personal position of a subject of activity and responsibility as a developing social norm of a collective subject of activity are not formed by orders and instructions, but are an important component of the motivation of activity. Management, turning to the origins of responsibility, delves into the motivational sphere of the individual and the motivation of the collective subject of activity, which, in turn, is personally significant and socially significant for the participants in joint activities.

At the same time, involved (and not forced) in solving these important tasks, participants in educational relations, not at the request of the functions assigned to them, but seeing the tasks as an area of ​​their competence, engaging in joint activities, develop their competence.

This position becomes especially important in the context of the introduction of the Federal State Educational Standard, since the achievement of new educational guidelines expands the range of competencies of teachers, students, and parents of students. But participants in educational relations will be able to become competent in solving the problems that the Federal State Educational Standard is oriented towards by becoming full-fledged subjects of joint activities, motivated to solve personally significant and socially significant tasks in the implementation of the Federal State Educational Standard.

It is management, and not administration, that creates in an educational organization an atmosphere of cooperation, mutual support, collective and individual initiative, joint reflection on what has been achieved, which are so necessary for an educational organization in solving complex, atypical and diverse tasks of introducing the Federal State Educational Standard.

Management is the management of a developing social organization that develops participants in joint activities.

It is management as management, let us repeat once again the definition of P. Drucker, “concerning a person, and only a person,” that is able to take on the solution of the most important task of an organization - “to ensure joint

and effective work of people, giving them the opportunity to realize their strengths to the maximum extent and neutralizing their weaknesses. This is what the main task of any organization boils down to, which is why management becomes a vitally important, determining factor in solving this problem.”

It is thanks to management, the semantic and target orientation of which is the creation in an educational organization from the initially specified formal personnel, the contingent of students and the contingent of parents of students, of a competent organization represented by the pedagogical, children's and parent communities that act together. United by common goals and involved in joint activities, they develop their abilities in solving new problems.

And such a semantic and goal-oriented orientation of management not only does not contradict administration, but, on the contrary, helps it in solving the important task of an educational organization in fulfilling the functions assigned to it by the state.

This is all the more important when the introduction of federal state educational standards into the practice of an educational organization becomes a new state task for educational organizations, which only competent organizations capable of independently solving problems in new operating conditions can successfully cope with.

Management “sees” the areas of joint activity in management objects, and its main tasks are involvement, motivation, determination, and development of the competence of participants in educational relations in the public organization in the process of solving the problems of the public organization’s activities.

In other words, management, unlike administration, is not aimed at the functionality of objects, but at the competence of participants in jointly achieving the goals of the organization, working according to the “formula” of R. de Charmes - “motivation through a sense of effectiveness.” And through motivation, determination, coordination of actions and competence of participants in joint activities, it provides invaluable assistance to the administration, and in essence, ensures the fulfillment of the functions of an educational organization, while relying on the motivational resources of the activity.

And management does this not through the administration’s favorite external influence, emphasizing duties and responsibilities, but relying on

internal motivation, which allows the subject to “feel like a source of action”, realizing the meanings and understanding the goals of the activity, directing oneself to overcome difficulties for the sake of achievements in personally and socially significant activities.

It is precisely these tasks that motivational management sets itself, for which the “field of activity” is the creation in an educational organization of a developing motivating environment of joint activity as the leading prerequisite for the formation of value-semantic and target attitudes of participants in educational relations: the administration, teachers, students, and their parents.

It should be immediately warned that, in contrast to:

Personnel management, the tasks of which are related to managing the development of the organization’s human resources potential;

Pedagogical management, solving the problems of managing the personification of educational activities, developing and implementing an educational program that is appropriate for each student;

Organizational management as management of the formation of organizational culture, norms of organizational behavior, image of the organization, etc. -

Motivational management does not manage motivation, but creates conditions for joint activity, during which the motives of the subjects of activity are generated and the value-semantic and target settings of the participants in the activity change.

Thus, motivational management is not an objective “division” of management in the areas of activity of a public organization, but the basis, the foundation of all management.

Let us emphasize, highlighting the peculiarity of motivational management, that we are not talking about managing motives, not about managing changes in personal meanings and semantic attitudes of individuals, but about changing the activity of the subject, in the process of which personal meanings are generated and semantic attitudes change.

Thus, the mediation of changes in motivational-semantic relations by changes in the underlying activity becomes the main starting position for motivational management, the central task of which is the creation, design and construction of activities that generate personal meanings and change the semantic attitudes of participants in joint activities.

Motivational management is management that constructs activities that generate personal meanings and change the semantic attitudes of participants in joint activities.

The lack of understanding of this most important, fundamental basis for motivational management in practice leads to the fact that administration, armed with the formula “Must! Must! ■ Perform!”, requires performers to act, regardless of whether they understand, whether they are aware of why, for what purpose and why they should do it.

Therefore, under the conditions of the introduction of the Federal State Educational Standard, administrators also have problems with those performers who initially did not see the point in introducing new standards and showed obvious or hidden resistance to changes. Therefore, those teachers who were interested in innovations, but faced difficulties in developing content, methods and resources, without seeing the semantic and target orientation of educational and pedagogical activities in the conditions of the Federal State Educational Standard, “gave up.”

The words of A.N. can be attributed not only to the tasks, but also, in essence, to the mission of motivational management. Leontyev, what he said about art: “To be able to overcome the indifference of meanings and convey personal meanings.” Therefore, motivational management, in contrast to the “craft” of administration, can be classified as the art of management.

Motivational management is a semantic management that explains and clarifies the meaning of activities, creating through communication and reflection the conditions for the formation of a perceived need for implementation

activities.

Essentially, speaking about the tasks of motivational management in the conditions of the Federal State Educational Standard, we can define them as follows: we are talking about the re-education of teachers whose semantic attitudes were formed in the ZUN paradigm. And having set such a task of re-education, always remember the “order” of A.N. Leontyev: “They don’t teach meaning. Meaning is brought up."

That is why motivational management becomes that effective tool of organizational development, which is capable of ensuring the achievement of joint actions realized and realized by the participants.

activities of changes in the quality of education, which are defined in the new educational standards.

Unlike administration, where the “driving force” is external requirements for performers, motivational management follows a different, albeit longer and more complex, path:

^ through insight into the meaning of the new phenomenon of the Federal State Educational Standard, based on other value-semantic priorities in the development of education;

^ then through comprehension of problems and reflection of “ZUN reality”, which depersonalizes children for the sake of the significance of subject knowledge;

^ motivational management moves on to actions to introduce the Federal State Educational Standard, which, unlike actions carried out under the sword of Damocles of external requirements, become meaningful and conscious actions of participants in joint activities in an educational organization.

However, the introduction of the Federal State Educational Standard is one of the most difficult management tasks, since, unlike the previous tasks set by the ZUNs, arising from a clear focus subject teaching, and detailed requirements for learning outcomes in previous programs, the current situation is characterized by uncertainty, and for many teachers, by vagueness of goals and incomprehensibility of actions. New tasks require something that teachers have not previously encountered: the need - in the presence of target guidelines for personal, meta-subject and subject-specific educational results at each level of education - independent design of educational and pedagogical activities, taking into account an understanding of the individual development situation of each child and the social situation of the child’s development team.

Therefore, even if the meaning of the Federal State Educational Standards has become “clarified” and their introduction becomes meaningful, management faces a new motivational problem. It is due to the fact that both administrators and teachers, accustomed to being successful in the previous ZUN conditions of activity, are wary of the introduction of the Federal State Educational Standard, thus preventing possible failures and their failure to succeed in the new conditions of activity.

Thus, not only the lack of meaning and understanding of the tasks of introducing the Federal State Educational Standard, but also the motives of avoiding failures, which are based on the subjects’ feeling of their incompetence in solving new tasks of activity, become another factor of demotivation. Acting first as stress from confusion and discomfort associated with the need to work in new conditions, with new goals, according to new programs and with

the use of new technologies, demotivation can not only provoke open dissatisfaction with changes, but lead to sabotage of changes in the organization, returning to the usual actions and methods in the ZUN paradigm.

The well-known expression “Success gives you wings!” confirms that success and the feeling of success become the very driving force of achievement motivation, causing the intention to continue the work started and achieve the best results. However, the understanding of success, despite the fact that this term has become one of the most common in the general education system in recent years, is understood differently by many, and sometimes becomes synonymous with effectiveness and efficiency.

Defining its meaning from the position of achievement motivation, we talk about success where and when we are talking about the subject achieving a difficult goal for him and solving a difficult task for him, achieving high results that few can cope with, surpassing himself in his own achievements. And in understanding success we put not just the result as the result of an activity, but the result obtained in overcoming thanks to the efforts and efforts of the subject put in to achieve it.

In evaluation achieved results, in which administration sees only compliance/non-compliance with planned goals, motivational management “digs deeper”, understanding the most important components of achieved results, which, according to the Fritz Heider model, include such positions as effort, intention, perseverance, abilities, skills and task difficulty .

For motivational management, it becomes important not only to evaluate the skills as the competence of participants in solving problems, but also, taking into account the difficulty of the upcoming tasks, to develop the abilities of the subjects. Motivational management sees the result taking into account the difficulty of the tasks being solved, which is especially important in the context of the introduction of the Federal State Educational Standard.

For motivational management, the first position in understanding the achieved results is its motivational component as the demonstrated diligence, the desire of the participants to persistently achieve their goals.

For management, all of the above means that, along with the analysis that is so necessary in the practice of administration, motivational management is “armed” with important reflective tools, making individual and group reflection the most important assistance.

Kami in developing the abilities of participants in the activity to self-assess their capabilities, the efforts made and the current level of competence, ensuring their success in solving problems and achieving goals.

Motivational management is a reflexive management that orients participants in activities towards success in overcoming difficulties and success in solving difficult tasks for them.

Thus, focusing on the most important tasks of motivational management of constructing and designing activities, in the process of joint implementation of which conditions are created for changing the semantic attitudes of participants, we highlight the special role of management. He becomes a “director of motivation”, whose ultimate task is to generate in the process of activity motives “colored by the motive of achievement” and “motives for generating an effect” (effectance motive), which encourages the subject to constantly enter into a dispute with the outside world, including and social, for the sake of improving one’s ability to act effectively” (R. White).

Therefore, if for administration functions and the corresponding level of qualifications of performers are important, for management these are competencies as the area of ​​responsibility of subjects of activity and the competence they demonstrate in the process of activity, then for motivational management, which places the activity of achievements at the center of its attention, the most important reference point is determined as follows : “striving for competence” and “motivation by efficiency” (R. White).

It is the super-task (not a super-difficult task, but a super-task, i.e. “task of tasks”) of motivational management that becomes the perception of subjects of themselves as competent participants in activities, capable of not only coping with the challenges of problems and tasks facing an educational organization, but also achieve “positive changes”, positive effects in resolving problems. Efficiency motivation as “the feeling of being a source of change” (R. de Charms) generates the most important motivational and motivating effect for management - not only confirmation that participants in the activity were able to cope with a difficult task, but their self-affirmation in their own capabilities.

Based on the principles of self-efficacy (A. Bandura), motivational management “relies” not on such indicators as skill level, length of service and comparison of employee performance - traditionally important in administration. On the contrary, the attention of motivational management is focused on the growing skill and developing competence of participants in the activity by allowing them to evaluate these positions themselves as their capabilities (personal and collective potential) in solving the problems facing the organization.

Therefore, for motivational management, self-efficacy acts not only as the participants’ self-assessment of their current competence, but also as their self-determination of their own, in the words of L.S. Vygotsky’s “zone of proximal development”, making a self-prediction of the competencies that they need to master in order to become competent in achieving the short-, medium- and long-term goals of the organization.

Motivational management is a “managerial bridge” between current competence and the zone of immediate and strategic development of a competent organization.

A competent organization begins with the developing competence of each participant in the activity. And for motivational management, which sets the goals of organizational development, it is important that each participant in joint activities not only “knows and read” the goals of the educational institution in the context of the introduction of the Federal State Educational Standard, and not only really understands the scale of changes that need to be implemented in the educational organization.

In order for each participant in joint activities to really feel their effectiveness and perceive themselves as a source of change in the conditions of the Federal State Educational Standard, it is necessary to rebuild the “accustomed” administration of the management of an educational organization. And this restructuring begins through the personally perceived goals of the participants (goal expectations, goal aspirations, goal achievement), through their perception of their effectiveness as ability, competence to cope with complex and difficult tasks, through individual and joint reflection of the achieved results precisely from the standpoint of success and increased self-esteem and self-esteem through a sense of overcoming difficulties.

Therefore, in the new operating conditions, when educational organizations are faced with such large-scale tasks of introducing the Federal State Educational Standard, it is necessary

It is possible to effectively, and this means, taking into account the understanding of the tasks and all opportunities, to combine the potential of the administrative and motivational resources of the organization to create conditions for the involvement of each participant in achieving the goals of the entire educational organization.

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10. Elkonin D. B. Selected psychological works. M.: Pedagogy, 1989. - P. 499. [Electronic resource] Electronic library Moscow City Psychological and Pedagogical University - Access mode. - URL: http://psychlib.ru/mgppu/eit/EIT-001-.htm

Strategic school management is understood as a component of intra-school management practice; the activities of various management subjects, aimed at - solving the most relevant strategic tasks for the long-term success of the school, - preparing, adopting and implementing strategic management decisions and relying on special, strategic management thinking, specific ways of working, which are based on the application of the concept and tools of strategic management as one of the key paradigms of modern management. (according to A.M. Moiseev) Strategic management of educational institutions

Fundamental regulatory documents of the Russian Federation in the field of education the federal law dated December 29, 2012 273-FZ “On Education in the Russian Federation” (The document will come into force on September 1, 2013, with the exception of certain provisions). The concept of long-term socio-economic development of the Russian Federation for the period until 2020 (approved by order of the Government of the Russian Federation of November 17, 2008). Strategy for innovative development of the Russian Federation for the period until 2020 (APPROVED by order of the Government of the Russian Federation of December 8, 2011 NQ 2227-r). Priority national project “Education” for years. The concept of a nationwide system for identifying and developing young talents (approved on April 3, 2012).

Fundamental regulatory documents of the Russian Federation in the field of education Decree of the President of the Russian Federation dated May 7, 2012 N 599 “On measures to implement state policy in the field of education and science” Decree of the President of the Russian Federation dated June 1, 2012 761 “On the national strategy of action in the interests of children for years." Decree of the President of the Russian Federation dated October 20, 2012 “On improving state policy in the field of patriotic education” State program of the Russian Federation “Development of Education” for the years // Approved by order of the Government of the Russian Federation dated November 22, 2012. Action plan (“road map”) “Changes in sectors of the social sphere aimed at increasing the efficiency of education and science” // Approved by order of the Government of the Russian Federation dated December 30, 2012.

State program of the Russian Federation “Development of Education” for years

Priorities of state policy in the sphere of implementation of the state program Concept of long-term socio-economic development of the Russian Federation for the period until 2020 (approved by order of the Government of the Russian Federation dated November 17, 2008); The main directions of activity of the Government of the Russian Federation for the period until 2012 (approved by order of the Government of the Russian Federation dated November 17, 2008); Strategy for the development of the information society in the Russian Federation (approved by the President of the Russian Federation on February 7, 2008 Pr-212); National Security Strategy of the Russian Federation until 2020 (approved by Decree of the President of the Russian Federation on May 12, 2009 537); Strategy for Innovative Development of the Russian Federation for the period until 2020 (Order of the Government of the Russian Federation dated December 8, 2011); Strategy for the development of physical culture and sports in the Russian Federation for the period until 2020 (order of the Government of the Russian Federation dated August 7, 2009); State strategy youth policy in the Russian Federation for the period until 2016, approved by order of the Government of the Russian Federation dated December 18, 2006;

Priorities of state policy in the sphere of implementation of the state program Action Plan for the modernization of general education for the years (approved by the order of the Government of the Russian Federation dated September 7, 2010 “On the implementation of the national educational initiative “Our New School”); Federal Target Program for the Development of Education for the Years (approved by Decree of the Government of the Russian Federation of February 7, 2011 61); Federal Target Program “Russian Language” for years (approved by Decree of the Government of the Russian Federation of June 20, 2011 No. 492 “On the Federal Target Program “Russian Language” for years); Decree of the President of the Russian Federation of May 7, 2012 597 “On measures for the implementation of state social policy”; Decree of the President of the Russian Federation of May 7, 2012 599 “On measures to implement state policy in the field of education and science”; Decree of the President of the Russian Federation of May 7, 2012 602 “On ensuring interethnic harmony.”

Goals, objectives and tools of the state program of the Russian Federation “Development of Education” The goals of the State program are: ensuring that the quality of Russian education meets the changing needs of the population and the long-term goals of the development of Russian society and the economy; increasing the effectiveness of the implementation of youth policy in the interests of innovative socially oriented development of the country.

Goals, objectives and tools of the state program of the Russian Federation “Development of Education” The first task is the formation of a flexible system of continuous professional education, accountable to society, developing human potential, meeting the current and future needs of the socio-economic development of the Russian Federation; The second task is the development of infrastructure and organizational and economic mechanisms that ensure the most equal availability of services for preschool, general, and additional education for children; The third task is the modernization of educational programs in the systems of preschool, general and additional education for children, aimed at achieving modern quality of educational results and socialization results; The fourth task is to create a modern system for assessing the quality of education based on the principles of openness, objectivity, transparency, and public and professional participation; The fifth task is to provide an effective system for the socialization and self-realization of youth, and the development of youth potential.

The main tools for implementing the State program are: differentiated financing of state assignments of educational organizations, including providing support for the most difficult categories of students and the teachers teaching them; support for regional education systems in exchange for commitments to modernization; competitive support for regional and interregional projects and programs, development programs and initiative projects of educational organizations and public organizations; competitive support for best practices and projects for their dissemination; competitive support for joint initiatives of educational organizations, as well as joint projects with companies and foreign partners; stimulating initiative, activity and independence of individual organizations and innovation networks.

Subprograms of the state program of the Russian Federation “Development of Education” and federal target programs Subprogram 1 “Development of Vocational Education”; Subprogram 2 “Development of preschool, general education and additional education for children”; Subprogram 3 “Development of a system for assessing the quality of education and information transparency of the education system”; Subprogram 4 “Involving youth in social practice”; Subprogram 5 “Ensuring the implementation of the State program and other activities in the field of education” Federal target program “Russian language” for years; Federal target program for the development of education for years.

Action plan (“road map”) “Changes in sectors of the social sphere aimed at increasing the efficiency of education and science” // Approved by order of the Government of the Russian Federation dated December 30, 2012.

I. Changes in preschool education aimed at increasing the efficiency and quality of educational services, correlated with the stages of transition to an effective contract. II. Changes in general education aimed at increasing the efficiency and quality of educational services, correlated with the stages of transition to an effective contract. III. Changes in additional education for children, aimed at increasing the efficiency and quality of educational services, correlated with the stages of transition to an effective contract. IV. Changes in the field of vocational training and secondary vocational education, aimed at increasing the efficiency and quality of educational services, correlated with the stages of transition to an effective contract. V. Changes in the field of higher education aimed at increasing the efficiency and quality of services in the field of education, correlated with the stages of transition to an effective contract

1. Main directions Ensuring that Russian schoolchildren achieve new educational results includes: the introduction of federal state educational standards; formation of a system for monitoring the level of training and socialization of schoolchildren; development of methodological recommendations for adjusting the basic educational programs of primary general, basic general, secondary (complete) general education, taking into account Russian and international studies of educational achievements of schoolchildren; program for training and retraining of modern teaching staff (modernization of teacher education). Ensuring equal access to quality education includes: development and implementation of a system for assessing the quality of general education;

1. Main directions for the development and implementation of regional programs to support schools operating in difficult social conditions. the introduction of an effective contract in general education includes: the development and implementation of mechanisms for an effective contract with teaching staff of general education organizations; development and implementation of mechanisms for an effective contract with the heads of educational organizations of general education in terms of establishing the relationship between the quality indicators of the state (municipal) services provided by the organization and the effectiveness of the activities of the head of the educational organization of general education; information and monitoring support for the introduction of an effective contract.

2. Expected results Ensuring the achievement of new educational results includes: ensuring the education of all schoolchildren according to the new federal state educational standards; improving the quality of training of Russian schoolchildren, which is assessed, among other things, by the results of their participation in international comparative studies. ensuring equal access to quality education includes: introducing an assessment of the activities of general education organizations based on indicators of the effectiveness of their activities; reducing the gap between the average Russian level of educational results of school graduates working in difficult social conditions. the introduction of an effective contract in general education provides for updating the staff and attracting young talented teachers to work in the school.

Measures to improve the efficiency and quality of services in the field of general education, correlated with the stages of transition to an effective contract Activities Implementation deadlines Indicators Training and retraining program for modern teaching staff: the share of the number of students in modernized programs of secondary vocational pedagogical education and higher vocational pedagogical education, as well as for modernized programs for retraining and advanced training of teaching staff development of a program for training and retraining of modern teaching staff pilot testing of a program for training and retraining of modern teaching staff implementation of a program for training and retraining of modern teaching staff

Content of the concept of “management” Management = purposeful human activity Ordering Regulation of interaction Regulation of interaction Creating conditions for development Creating conditions for the development of Objects and processes Nature of Society Technology

Strategic planning Ensures the survival of the organization in the future Prerequisites Unlimited growth of production capabilities Deepening differentiation of needs Sharp increase in competition for resources Internationalization of business life Changing the role of humans in production Development creativity The need to overcome the Unpredictability of ways to develop the organization of its future

Strategic plan TypesElements Proposals about the nature of future environmental changes Mission and most important goals of the organization General strategy Summative plan, which gives an idea of ​​the main directions of the organization's activities, profitability, growth rate Economic plan, which specifies the summary plan in relation to divisions Action plan for creating competitive advantages Fundamental plan that contains the development of individual functions of the organization Functional strategies Contingency strategies

Strategic management Management based on anticipation of changes Management of solving strategic problems = = Management of implementation strategic plans Action taking into account the situation, ensuring the implementation of the strategy = Activities aimed at providing the company with a strong position in the competition and practical survival

MODERN MANAGEMENT TECHNOLOGIES AND THE BASICS OF THEIR IMPLEMENTATION IN EDUCATIONAL ORGANIZATIONS OF HIGHER EDUCATION

N.B. GOLOVANOVA, Doctor of Economics, Professor;

Deputy Vice-Rector for methodological work; Federal State Budgetary Educational Institution of Higher Education "Moscow State University of Information Sciences"

technologies, radio engineering and electronics", e-mail: nataligol@inbox. ru A.V. BEKAEVA, Candidate of Economic Sciences, Associate Professor of the Department of Marketing and Commerce, Moscow State University of Information

technologies, radio engineering and electronics", e-mail: Bekaeva [email protected]

Abstract: The article is devoted to substantiating the relevance and feasibility of using modern management technology “Management by Results” in the activities of organizations in the field of higher education operating in the modern conditions of reforming Russian education.

Abstract: the Article substantiates the relevance and practicability of the use of modern technologies of management “Management By Objectives,” “in organizations of higher education, functioning in modern conditions of reforming of Russian education.

Key words: higher education, modernization, educational organization, results-based management.

Keywords: higher education, modernization, educational organization, management By Objectives.

Education as a social institution in modern society performs a number of important interrelated functions, the implementation of which is aimed at satisfying both individual and social needs. The entire history of the development of society convincingly demonstrates that education and society are inextricably linked, and this connection is two-way in nature. On the one hand, education is the main transformative force of society; helps to build up the intellectual potential of the country, creates the necessary conditions for the dynamic development of society, improving the well-being of citizens and, in general, the very possibility of further progress. On the other hand, all the main processes of an economic, political and social nature occurring in society and the problems it faces are reflected in the field of education.

Being one of the key elements of the modern social system, education is integrated into the ongoing process of modernization, because the latter can be effective if the principle of complexity is observed, that is, provided that all elements of the system are included in it without exception. The purpose of modernization

professional education, first of all, is the creation of a sustainable and dynamically developing socio-economic mechanism that can ensure the development of the education system in accordance with the needs of society. An indicator of such compliance is, in particular, the balance of the labor market and the market for educational services.

It is obvious that the object of modernization should be not only educational technologies, content educational process, resource base of educational organizations, but also management technologies. As rightly noted in the publication of E.V. Sapkulova, both theorists and practitioners understand that solving the problems of reforming education without regard to transforming the education management system is impossible; modernization of the education system also implies changes in the management system. Moreover, these changes concern all levels of management, that is, both government bodies and the management system of an educational organization, which, in order to achieve the best reform effect, must be carried out unidirectionally and almost synchronously.

If we consider management at the level of an educational organization, we can identify two main arguments in favor of the need to modernize management. The first argument is related to the development of market relations in general and in the field of vocational education in particular. Their manifestation was the emergence of the non-state educational sector; transition to economic independence of state educational organizations; the emergence of paid educational services in state educational organizations; ending the centralized distribution of graduates; the establishment of processes of interaction between the emerging market of educational services and the labor market; increased competition among educational organizations; development, in addition to the main one, of other types of activities (provided for by the charter of the educational organization) in order to additionally attract economic resources etc.

Since education belongs to the sphere of social services and is, as stated in the Law on Education in the Russian Federation, a socially significant benefit, it is obvious that the development of market relations and the use of market instruments has certain features and restrictions. At the same time, being an integral element of the market system, educational organizations can no longer count on successful activities without taking into account the action of market mechanisms. This forces them to restructure their work, including the organization of management, which, relying on the use of only traditional methods and technologies, can no longer ensure the sustainable position of the educational organization.

The second argument for the need to modernize the management of an educational organization should be called the inherent “lag” in management from the development of production processes. Practice shows that development

production activity and management is asynchronous in nature with a lag in the development of management technologies. As a result, a so-called organizational lag arises, that is, the development and improvement of the production process is carried out under the conditions of using old management technologies and methods. This situation negatively affects the overall efficiency of the organization and determines the objective need to “pull up” management technologies.

Obviously, the problem of discrepancy in the pace of change in production and management technologies also occurs in educational organizations. Moreover, due to certain “market limitations,” this discrepancy is somewhat greater than in commercial organizations. However, today it is already clear that the use of “traditional” management becomes a brake on further development, which means that increasing the effectiveness and efficiency of the functioning of educational organizations, especially the sphere of higher professional education, is impossible without adequate changes in management methods and tools.

In this regard, the introduction of modern technologies and methods of managing educational organizations should be considered as one of the tasks of both the subsystem that manages educational organizations, in this case, the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of the Russian Federation), and the management of educational organizations themselves. Solving this problem will ensure the integrity and complexity of the development of the system of higher professional education, taking into account the requirements for it.

Today, the range of modern technologies that provide a tangible effect on organizational performance is quite wide. The most widely used concepts include the concept of the balanced scorecard BSC, business performance management BPM, management based on key performance indicators - KPI, management by objectives.

While there are undoubtedly differences in the methods and mechanisms of management that are implemented within the framework of each of these concepts, what is common to them is the philosophy of management. All of the above concepts focus management on the external environment of the organization. If in traditional management the objects of the main management influences are the internal environment of the organization, then modern technologies shift priorities to the external environment. This reorientation is dictated by the fact that in modern conditions it is important not only and not so much what happens in the internal environment of the organization, but how the results of its activities are perceived and assessed by the external environment, those subjects of the external environment who are the main parties interested in the organization’s activities. Today, as one of the leading experts in the field of management, P. Drucker, pointed out, there is no point in evaluating an organization by

state and situation in its internal environment, since this contradicts the very function and nature of the organization. And it is the reaction of the external environment that becomes the main criterion for how successful and efficient an organization is.

The integration of various modern management technologies has led to the emergence of a broader, holistic model of management, focused on achieving interrelated, interdependent quantitative and qualitative goals, on obtaining the desired results in an effective manner, called results-based management.

The Management By Objectives technology appeared as a business response to management problems. The main task that the Management By Objectives (MBO) system had to solve during its formation was to ensure the agility of a business organization and create conditions for its rapid and adequate response to changes in the external environment. The problem was that the use of traditional management of commercial organizations - management by deviations (when management intervention is carried out only when a deviation from established standards is discovered in the work of a particular department or employee) did not give the expected result. The reason was, first of all, the increasing complexity and dynamism of the external environment, the intensification of social and technological changes.

Compared to the traditional approach to management, the MBO system represented a new view, a new philosophy of business, and therefore new principles for managing it. The main idea of ​​this concept was that in conditions of intense competition and rapidly changing situations, organizations must not only focus on the internal state of affairs, but also develop a long-term strategy of behavior that would allow them to keep up with changes occurring in their environment. Having first become widespread in the commercial sector, the concept of results-based management subsequently “took root” in the public sector, and the education sector was no exception.

Management By Objectives is translated into Russian as “management by results”, which accurately conveys the main meaning of this management concept: we are talking about managing the movement (of the company as a whole, a division or an individual employee) towards those business results that are at this stage of the company’s development are of paramount importance to her.

The relevance and feasibility of introducing results-based management technology for educational organizations of higher education is due to the fact that a modern educational organization can function successfully only if it responds quickly and adequately to changes in the external environment, to the changing needs of the main stakeholders in the results of its activities

sides. The use of results-based management mechanisms will allow educational organizations to most successfully overcome the dynamism of the external environment, form elements of effective control and assessment of distributed resources, promptly respond to possible deviations from the desired result, and ensure that results are obtained using available resources. It is this management technology that will allow the implementation of result-oriented motivating interaction between the managing and managed subsystems, based on an agreed set of organizational goals and objectives. In the field of higher professional education, this may be the interaction of the Ministry of Education and Science of the Russian Federation and subordinate educational organizations; management of the educational organization and its staff.

Speaking about the basics of the practical implementation of results-based management technology in HE educational organizations, we should separate their subjective (personal) and organizational ones.

Subjective foundations are associated with the awareness of the leadership of an educational organization of the need to introduce modern management technologies. Objectively, the need to modernize management is associated with changes in the operating conditions of educational organizations, which “push” management to transition to a new management. Monitoring of educational organizations affecting their attractiveness; distribution of admission target numbers (and, consequently, allocation of state subsidies); introduction of a new system of remuneration for employees, which involves focusing on the final results of activities; the need to attract economic resources, including through income-generating activities, and a number of other circumstances forces the management of educational organizations to care about the results of their functioning and look for opportunities to improve them. And if in the short term the inertia of past successes will still allow it to stay afloat, then in the long term, without proper attention to improving performance results, the survival of an educational organization will become very problematic.

It is no secret that the subjective, or more precisely, human factor often becomes the main obstacle to the introduction of new management technologies: management innovations are considered as a tribute to fashion, as a reform syndrome, and not as an objective necessity. At the same time, the very task of the transition to innovative management based on results is interpreted in a unique way, which is not to help “build in” new approaches into practical activities, determine the place and functions of modernized principles in the management mechanisms of an educational organization, or organize interaction with other elements of management mechanisms , but mainly to belittle their role, to show the seeming far-fetchedness of theoretical positions and the inappropriateness of abstract recommendations of a practical nature.

The reasons for this attitude, as a rule, lie in the belief that innovations are not required, that existing problems can be solved using old methods, and finally, in fear of upcoming changes. As a result, instead of solving a truly important and pressing problem, which is associated with finding an effective means of updating management, the changes are formal or half-hearted and do not bring a real positive result.

Overcoming resistance to change at all levels of management of an educational organization is a necessary basis and key to the success of future transformations. However, as practice shows, this is perhaps the most difficult moment and the awareness of the need to introduce modern management technologies occurs much more slowly than objective circumstances require.

After the understanding of the need and expediency of changes in management and its modernization occurs, the period of formation of the organizational foundations of results-based management begins. From this point of view, it is necessary to highlight:

Formation of conceptual foundations for the implementation of modern management technologies that determine the composition, interconnection and interaction of the main functional subsystems;

Formation of a results-based management mechanism linking management methods, levers, incentives and resource provision of an educational organization;

Development of results-based management tools, including the formation of a system of performance indicators of an educational organization and methods for their assessment; building a management accounting system; organizing management accounting aimed at providing interested users with relevant information for assessing the results of achieving goals and specified parameters (indicators), making effective management decisions.

Of all the listed issues, the most difficult and controversial is the question of what should be considered the result of the activities of a HE educational organization, how to evaluate the results achieved and how to treat them.

Management by results is the constructive achievement of exactly the result that was desired and which can be considered optimal, and not one that was not planned and did not want, but it took place, even if it is generally positive. Taking into account the various points of view available, management by results can be define as the process of obtaining specific, thoughtful, planned in accordance with the objective possibilities of achieving the results of the activities of an educational organization; This is a system of actions and behavior of the personnel of an educational organization, which, unlike traditional management, which strives to do something in order to complete the task, is aimed at

achieving specific results that will be accepted by the external environment and all interested parties.

From the above definition it is clear what exactly is the basic basis (backbone) of the very definition of “results-based management” - the results of the activities of an educational organization.

Since, from a management point of view, the most preferable is a quantitative characteristic of the results of an educational organization’s activities, there is a need to form a system of indicators characterizing the results achieved. This system, in our opinion, should include the following blocks of indicators:

Indicators of admission to an educational organization:

a) the number of general admissions;

b) the number of target admissions;

c) the number of students admitted on a budgetary and extra-budgetary basis. The indicators of this block reflect the level of popularity, reputation

educational organization. Indeed, the higher the reputation of an educational organization, the more attractive it is for parents and applicants, employers, and government education authorities represented by the Ministry of Education and Science, which distributes admission benchmarks on a competitive basis. The indicators included in the first block characterize the activities of the educational organization in terms of effectiveness, both of the entire activity of the organization and of the campaign campaign for a new enrollment.

Employment indicators for graduates of an educational organization:

a) the number of employed graduates;

b) the number of graduates employed in the specialty or area of ​​training received;

c) the number of graduates employed in accordance with agreements with employers.

The indicators of this block are an indicator of the demand for young specialists - graduates of the educational organization - the external environment represented by organizations in various sectors and types of activities of the national economy. They characterize the activity in terms of the effectiveness of the main educational activity and the quality of the organization of the educational process: the level of organization and quality of theoretical training; level of practical training and internships (mandatory activities provided for by the curriculum; creation of conditions for combining work (part-time) and study; effectiveness of the intra-university quality control system for students’ mastery of educational disciplines provided for by the curriculum; extracurricular work with students in terms of activities aimed on the formation and development of students’ loyal attitude to the chosen profession, ability

analyze the state and main trends in the development of the labor market, independent job search skills; finally, the organization of interaction between the university and employers - a set of special events organized by the university together with interested employers in order to increase the level of demand for university graduates in the labor market.

Indicators of financial results and resources of an educational organization:

a) the amount of subsidies for the implementation of the state task for the provision of higher professional education services;

b) the volume of extra-budgetary funds raised to carry out educational activities;

c) the amount of funds raised to carry out research work.

The indicators of the third block allow us to obtain a cost description of the efforts of an educational organization in implementing the main areas of activity - educational and scientific. High level organizing educational and research activities allows an educational organization to successfully resolve issues of attracting economic (primarily financial resources) to carry out activities and create conditions for the dynamic development of an educational organization, constant improvement of the material and technical base of the educational and research process.

It should be noted that all performance indicators of an educational organization included in the system are absolute values. This means that their importance depends on the size of the educational organization. In this regard, it seems necessary and advisable to supplement each block of the system with relative indicators characterizing the effectiveness of activities. In particular, in the first block this may be an indicator of the level of competition for admission to an educational organization; in the second - the level of employment of graduates, the level of professional demand; in the third block - financial indicators per employee of an educational organization or per unit of teaching staff.

Since most educational organizations carry out educational activities in several larger groups and levels of education, it makes sense to consider all the given indicators not only for the educational organization as a whole, but also in a detailed context. This will make it possible not only to specify the overall performance indicators, but also to evaluate the contribution of individual structural units to the overall results.

It is obvious that other options for constructing a system of indicators characterizing the results of the activities of an educational organization are possible, suggesting both a different list of indicators and their number. But the main criterion for including a particular indicator in the system should be its connection with

external environment of the organization, because, as already emphasized above, all results are realized only in the external environment of the organization.

Finally, speaking about the organizational foundations for the implementation of results-based management, it should be said about the need to form an appropriate management accounting system in an educational organization.

From a theoretical point of view, in order to transition to results-based management technology, management accounting must be built either in relation to cost centers (cost centers) or in relation to responsibility centers.

In relation to the process of implementing the main activity, cost centers can be classified into educational (basic and supporting) and administrative and managerial (basic and general). The first include structural units directly involved in the implementation of educational programs (graduating departments, general education departments, educational laboratories, internship sites, etc. - which can be classified as main ones; as well as computer centers, social infrastructure facilities, etc., which can be classified as providing). The second group of cost centers - administrative and managerial - should include structural units that perform the functions of managing and organizing the educational process within the framework of the main educational program (administration office, dean's office, educational and methodological department, quality control department, etc.), which include to the main ones, and structural divisions performing the functions of general management and maintenance, which include accounting, economic planning management, personnel management, marketing department, etc.).

Obviously, the nomenclature of cost centers will be different in educational organizations and is determined by its organizational structure. However, enlarged groups of cost centers, in our opinion, are invariant, since they reflect the basic principles of organizing the activities of an educational organization.

A number of researchers believe that instead of identifying cost centers, management accounting in an educational organization should be based on identifying responsibility centers, believing this approach to be more effective.

Responsibility centers can be classified according to the following criteria: functions performed by the responsibility center; scope of powers and responsibilities; criteria for the level of authority of department heads; functional principle; territorial principle.

The main value of management accounting by cost centers or responsibility centers is that the subject of management can clearly determine “profitable” or “unprofitable” structural divisions, “profitable” educational programs, quickly and with high degree accurately estimate the costs of implementing new projects and curricula, opening of new educational

faculties and the introduction of new forms of education, that is, in practice, implement results-based management.

There is no doubt about the complexity of the task, which is partly confirmed by the diversity of opinions on this issue. The introduction of management accounting in educational institutions that corresponds to modern management technologies requires appropriate methodological and regulatory support, time for implementation, etc. But the value of the information obtained in this case, in our opinion, “outweighs” the difficulties of obtaining it.

Bibliography

1. Sapkulova E.V. The concept of “Management by Results”: features, principles, relevance for management educational systems.// Theory and practice of education in the modern world: materials of international. scientific conf. (St. Petersburg, February 2012). - St. Petersburg: Renome, 2012. - p.82 -86.

2. Federal Law of December 29, 2012 N 273-F3 (as amended on July 13, 2015) “On Education in the Russian Federation” (as amended and supplemented, entered into force on July 24, 2015)

3. Drucker P. Problems of management in the XXI century: Transl. from English: M.: Williams Publishing House, 2004. -272 p.

4. Marchenko I. Conceptual model of the organization of social management according to goals and results // Personnel officer. - 2011. - No. 4