home

Organization and management of an educational institution. Linear-functional organizational structure, where connections and relationships of subjects are characterized by both subordination and coordination, i.e. developed both vertically and horizontally. Development management functions

Modern requirements for the organization of the educational process at school lead to the need to change approaches to the management of an educational institution, which today should be based on the basic laws of organization management.

Organizational management is a targeted information impact on the object of management (social systems, such as a person, group, team, organization as a whole), carried out with the aim of directing their actions and obtaining the desired results.

Operational management - management of current events, an integral part management activities, determined by a time interval (month, week, day), a set of measures that make it possible to influence specific deviations from established tasks. Operations management can be viewed as a system and as a process.

Operational management as a system includes a set of structures and people that ensure the use and coordination of all system resources, communications and the nature of the interaction between them. Careful development of this system, a clear distribution of responsibilities among the management staff, elaboration of forms of interaction between elements of the system and their fixation in local regulations of the educational institution make it possible to optimize the process of operational management.

Operational management as a process is a set of management actions that ensure the achievement of set goals by converting resources into products. The resources of an educational institution include: personnel (labor resources), information, finances, programs and technologies, students. Human resources organizations can be divided into three levels: the resources of the individual and the potential for its development, the resources of small groups and their potential, the resources of the team as a whole. Today, the resources of small groups are underestimated, and their potential is used spontaneously.

The operational management system of an organization has all the properties characteristic of intra-organizational management systems (according to A.M. Moiseev): non-additivity, artificiality - naturalness, functionality, multimodality, determinant and deterministic nature, activity, ability for self-learning, self-development, openness, etc. . However, due to the specific properties of intra-school management, it turns out to be problematic to use and, even more so, transfer methods proposed for other types of social organizations. Such features that require mandatory consideration when developing an operational management system include (according to A.M. Moiseev): a small number of management staff, relatively weak professionalization of management functions, the connection between management and teaching activities, the relative limitation of financial and material management levers.

When building an operational management system, it is also necessary to take into account the fact that each management object in an educational institution is at the same time a subject of management activities. It is not only the manager and the administrative apparatus who manage. The teacher manages the process of acquiring knowledge in the lesson, the student manages his development and activities, etc. From here follow the most important principles of organizing operational management:

1) humanization - the humanity of goals, management methods, the establishment of humane relations between participants in the pedagogical and management process, the prevalence of cooperation and co-creation over management influences;

2) dialogization - a dialogue of actions, motives, goals of participants in the management process, which helps to increase the information received about the managed object, allows you to make the right management decision and establish a dialogue between the subjects of the management process;

3) coordination - coordination of goals, interrelation of functions and management methods, establishment and identification of the role and place of each function in the hierarchical structure, necessary in the process of managing subsystems;

4) a rational combination of rights, duties and responsibilities in management.

The functional division of the management cycle in operational management includes the same elements as any other type of management:

1. collection of information (information from higher authorities, internal information of the organization, information from the surrounding social environment);

2. analysis of the information received and assessment of the situation;

3. formation and adoption of management decisions;

4. issuing a task;

5. implementation of the solution;

6. control and adjustment;

7. achieving the goal;

8. summing up and conclusions.

However, the effectiveness of operational management largely depends on the timely receipt of information about the state of the organization necessary for making management decisions. One of the ways to collect this information can be a system for monitoring the condition and development of an educational institution.

Thus, when creating a system of operational management of an educational institution, it is necessary to take into account not only the principles of organizing operational management, but also the specific properties of intra-school management, paying special attention to the timely receipt of information about the state of the organization, as a necessary means of making management decisions.

Bibliographic link

Mokretsova L.A., Skorokhod O.S. ON THE QUESTION OF OPERATIONAL MANAGEMENT OF A GENERAL EDUCATIONAL INSTITUTION // Modern problems of science and education. – 2006. – No. 4.;
URL: http://science-education.ru/ru/article/view?id=455 (access date: 03/31/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The main subject of relations arising during the organization and implementation of the educational process is the educational institution. The legislation enshrines the principle of independence of an educational institution in resolving a number of issues, for example, in the implementation of the educational process, selection and placement of personnel, scientific, financial, economic and other areas of activity.

Powers of the educational institution can be divided into several groups, depending on the area in which they are carried out

1. Powers in the field of financial and material support educational process. Educational institution within its own financial resources provides logistics and equipment for the educational process, equipment of premises in accordance with state and local standards and requirements. It can also attract additional sources of financial and material resources, including bank loans, and must annually report to the founder and the public on the receipt and expenditure of financial and material resources.

2. Powers in the field of staffing the educational process. The educational institution establishes a management structure, approves staffing table, distributes job responsibilities, carries out selection, hiring and placement of personnel, is responsible for their level of qualifications; establishes wage rates and official salaries of employees within the limits of its own financial resources, as well as allowances and additional payments to official salaries, the procedure and amounts of bonuses.

3. Powers for organizational and methodological support of the educational process. The educational institution independently carries out the educational process in accordance with the charter, license and certificate of state accreditation. To do this, it develops and approves the educational institution component of the state educational standard of general education, educational programs and curricula, working curricula of courses and disciplines, annual calendar educational schedules. It selects textbooks from approved federal lists of textbooks recommended or approved for use in the educational process, conducts ongoing monitoring of academic performance and intermediate certification of students, organizes and improves methodological support for the educational process, and promotes the activities of teachers (pedagogical) and methodological associations.

4. Rule-making powers of an educational institution are implemented by him in the development and adoption of local regulations necessary for organizing his activities, primarily the educational process. Such acts include the charter of an educational institution, internal regulations, etc.

5. Powers to form a student population and realize their rights in the field of education. An educational institution, as a rule, independently forms a contingent of students (pupils) within the quota specified by the license, and exercises control over the timely provision of separate categories students of additional material support and benefits; ensures proper living conditions for pupils (in a boarding educational institution); creates conditions for the work of organizational units Catering and medical institutions, ensures control over their work in order to protect and strengthen the health of students and employees of the educational institution.

For the proper implementation of these powers, it is necessary to form a management structure for an educational institution that would allow achieving the intended goals and would be effective.

The basic principles of organizing the management of an educational institution are enshrined in the Education Law. Features of the management structure characteristic of educational institutions of one type or another are established in the Model Regulations on them. And finally, the management of a specific educational institution is carried out by bodies that are formed in accordance with its Charter.

The law distinguishes between the management of state (municipal) and non-state educational institutions. Management of state and municipal educational institutions is built on the principles of unity of command and self-government.

The forms of self-government are the council of an educational institution, the board of trustees, the pedagogical council, the general meeting, etc. The procedure for forming the council of an educational institution is fixed in the Charter, and for institutions of secondary vocational and higher vocational education - in the Model Regulations on them. For example, the council of a secondary specialized educational institution includes a director or chief (by position), as well as representatives of all categories of employees, students, interested organizations, elected at a general meeting or conference of the institution. The term of office of the council cannot exceed 5 years. At the request of at least half of the council members, as in other cases provided for by the charter, early elections may be held. The academic council of the university is an elected representative body. It consists of the rector, vice-rectors, and also, by decision of the academic council, deans of faculties. The remaining members of the council are elected at the general meeting (conference) of the university by secret ballot. The quantitative composition of the academic council is determined by the university charter. The standards for representation in the academic council from structural units and students are determined by the academic council. They are considered elected if at least 50% of those present at the meeting vote for them and at least two-thirds of the list of delegates is present. The composition of the academic council of the university is announced by order of the rector. The term of office of the academic council of a university cannot exceed 5 years.

In the charters of universities, the procedure for electing academic councils, as well as their powers, are more clearly defined. So, for example, in accordance with the Charter of Omsk state university(Omsk State University) the general management of the university is carried out by an academic council of 50 people, which includes the ex-officio rector, who is the chairman of the academic council, and vice-rectors, and the remaining members of the council are elected at a conference of workers and students by secret ballot. The norms for representation from structural units and from students are determined by the Academic Council itself. The term of office of the Academic Council is 5 years. Early elections of its members are possible (at the request of at least half of the council members, in the event of departure of more than one third of the members, etc.). The Academic Council considers the most important issues of the university's activities. He approves the rules of admission, proposes for consideration by the Ministry of Education a plan and structure for admitting students to the university, makes decisions on the creation, reorganization, liquidation and renaming of faculties, departments and other structural divisions, as well as on the opening of new areas or specialties of training. The powers of the council also include approving thematic plans for research work, conducting a competitive selection of scientific and pedagogical workers from departments that do not have an academic council, and persons participating in the competitive selection for the position of professor for the first time.

The work of the Academic Council is carried out in accordance with the Regulations adopted by it. The decisions of the academic council are signed by the rector. Decisions of a regulatory nature come into force after their official publication in the Omsk University newspaper within the appropriate time frame, other decisions - after signing by the rector.

Other self-government bodies may be created in educational institutions. For example, in institutions of secondary or higher vocational education this may be educational and methodological advice, who primarily deal with issues of methodological support for the educational process, make decisions on the publication of teaching aids and other educational materials, discuss academic plans and educational programs. In universities, a large role is also given scientific and technical councils, who coordinate the research work of faculties and departments, control activities for the training of scientific and scientific-pedagogical personnel, etc.

In recent years, most educational institutions have created boards of trustees, whose activities are aimed at improving the activities of the institution, attracting additional financial resources, and solving other pressing problems. The educational institution develops and adopts the regulations on the board of trustees independently. You can take approximate provisions as a basis. Thus, the Model Regulations on the Board of Trustees of a general education institution was approved by a decree of the Government of the Russian Federation of December 10, 1999. Its composition may include both participants in the educational process and other persons interested in improving the activities and development of the educational institution. Members of the board of trustees exercise their powers free of charge. The Council helps attract extra-budgetary funds, improve working conditions for teaching and other employees, organize competitions, mass events, improving the material and technical base, etc. An approximate provision on the board of trustees of a general education boarding school, an educational institution for orphans and children left without parental care, was recommended as a sample by a letter from the Ministry of Education dated March 27, 1996 to the boards of trustees These institutions are given broader powers to create learning and living conditions for students, promote their employment after graduation and receive additional education.

Certain forms of self-government in educational institutions of general and vocational education may differ from each other. For example, a general education institution is characterized by the so-called “separate” self-government of teachers, students, as well as parents or other legal representatives of students. In particular, bodies of pedagogical self-government are the school's pedagogical council, methodological council (association). Structure student government at school may include the school student assembly as the highest body of self-government. It meets as needed, but at least once a year, among students in grades 5-11 and resolves the most important issues (forms student self-government bodies, reviews and approves local regulations governing internal activities students in a team, etc.). Decisions of the school meeting (or conference) are made by a majority vote. Meetings and meetings are valid if at least half of the team members or delegates participate in them. The decisions of the school meeting must be binding on students. They can only be canceled or changed by the meeting itself, in the same order in which they were adopted. During the period between meetings, the highest body of student self-government is the school student council, which coordinates the activities of all bodies and associations of school students, maintains discipline and order in the school, organizes competition between classes, etc. Self-government in classes is built according to a similar scheme (class meeting, class council, class leader, etc.). In the current conditions, it is difficult to overestimate the role of parental self-government in organizing school activities and in the educational process. Organs parental self-government are school and class parent meetings, school and class parent committees. Parental self-government bodies participate in providing favorable conditions for organizing the educational process, organizing meals, and extracurricular work with children, thereby providing significant support to the teaching staff.

If the above-mentioned structures represent self-government bodies of individual participants in the educational process, then the general school meeting, the school council, the general class meeting and the class council are joint management bodies, "co-management". They are designed to ensure the achievement of a compromise, the development and adoption of agreed decisions that meet the interests of all participants in the educational process. Unfortunately, school self-government bodies are not created and operate in all schools. Therefore, it seems appropriate for the Ministry of Education to develop methodological recommendations for organizing self-government in educational institutions that could be applied in practice.

Direct management of a state or municipal educational institution is carried out by director (head, rector) or other leader. He can be elected by the team independently or after agreeing on the candidacy with the founder, or with its subsequent approval by the founder. The head of the institution may also be appointed by the founder, with or without granting the board of the educational institution the right of veto, or hired by the founder. In civilian universities, the appointment of rectors is not permitted. Managers are prohibited from combining two leadership positions within or outside an educational institution. In addition, the official duties of heads of educational institutions cannot be performed part-time.

Thus, according to the Charter of Omsk State University, the direct management of the university is carried out by the rector, elected for 5 years by secret ballot at a conference of workers and students based on the results of discussion of applicants’ programs. A person for whom more than half of the delegates present at the conference vote is considered elected. The position of rector can be filled by a person under 65 years of age. Upon the recommendation of the academic council of the university, the Ministry of Education has the right to extend the term of office of the rector until he reaches the age of 70 years.

According to a similar scheme, the management of a faculty (faculty council and dean) and department (meeting of the department and head of the department) is carried out in higher educational institutions. These issues can be regulated in the Regulations on the faculty and the department, which are developed and adopted by the university independently.

Management non-state educational institution carried out directly by the founder himself or, on his instructions, by the board of trustees formed by him. The powers of the board of trustees and the internal management scheme, the procedure for appointing or electing a manager are determined by agreement with the staff and are recorded in the charter.

IN modern world Along with the growing influence of human capital, the importance of education increases as the most important factor in the formation of a new quality of society.

Managing an educational institution in modern conditions is a complex process, the components of which are the correct choice of goals and objectives, study and in-depth analysis of the achieved level of educational work, a system of rational planning, organization of the activities of student and teaching staff, selection of optimal ways to improve the level of training and education , effective control.

School management is scientifically based actions of the administration and teachers aimed at the rational use of time and effort of teachers and students in the educational process with the aim of in-depth study of academic subjects, moral education, comprehensive personal development and preparation for a conscious choice of profession.

The solution to these issues depends on the ability of the school leader and teachers to creatively use the latest achievements of science and advanced experience, on relationships in the team, on the activity of teachers and students in educational and educational work.

The effectiveness and competitiveness of modern organizations and the role of the psychological factor in their management are described in her works by V.A. Rozanova.

Lazarev V.S., Potashnik M.M., Frish G.L., Pidkasisty P.I., Slastenin V.A., Rogov E.I., Konarzhevsky Yu.A. devote their works to problems arising in the management of educational institutions. , Shamova T.I.

The personality of a leader in management structures is considered by Ukrainian psychologists Bandurka A.M., Bocharova S.P., Zemlyanskaya E.V. Much attention is paid to the role of the manager in the management system by V.G. Shipunov and E.N. Kishkel.

Solving theoretical and practical problems of managing an educational institution is gaining more and more weight in connection with humanization and democratization, the increasing role and importance of protecting human rights and freedoms, the development of market relations, and the formation of new social structures and forms of management. Therefore, in order to effectively influence the activities of subordinates, a modern leader needs a deep understanding of the fundamentals of organization and management. Although these mechanisms in modern management of an educational institution are still little studied, the existing results of scientific research can significantly expand the manager’s ability to create conditions that contribute to the formation of interest of team members in the productive work of the organization.

An analysis of the literature concerning issues of organization and management, and a study of the experience of management activities show that currently insufficient attention is paid to the management of an educational institution, its qualities and efficiency, and the requirements that modern, rapidly changing society places on its leader.

Thus, the chosen topic “Organization and management of an educational institution” is relevant, since it examines the fundamentals and modern mechanisms of effective management of the teaching staff and has great practical significance, which lies in the possibility of improving the teaching work conditions of teachers, increasing the efficiency of the management process of an educational institution by improving the professionalism of managers schools and their deputies.

Thus, the purpose of the course work is to study the modern foundations of the organization and management of an educational institution.

Object study is a management system for an educational institution.

Subject- the process of organizing and managing an educational institution and its impact on the effectiveness of management of the teaching staff.

In accordance with the purpose, object and subject, the following are put forward: tasks:

1. Study scientific, methodological literature, media materials in this area;

2. Define the concepts of “Management of an educational institution”, “management system of an educational institution”;

3. Identify the functions and principles of management of an educational institution;

4. Consider the management structure of the educational institution;

5. Characterize the management styles of an educational institution and determine the most effective style at modern stage development of the educational space;

The following were used during the study: methods: literature analysis, study and generalization of experience in management activities of an educational institution.

Chapter 1. Management system of an educational institution

1.1 The concept of managing an educational institution

The management process always takes place where it is carried out general activities people to achieve certain results.

Management is understood as the systematic influence of a subject of management activity (one person, a group of persons or a special created body) on a social object, which can be society as a whole, its separate sphere (for example, economic or social), a separate enterprise, firm, etc. etc., in order to ensure their integrity, normal functioning, dynamic balance with the environment and achievement of the intended goal.

Since the educational institution is social organization and it is a system of joint activities of people (teachers, students, parents), then it is advisable to talk about managing it.

Social management is carried out by influencing people's living conditions, the motivation of their interests, and their value orientations.

Many scientists define the concept of “management” through the concepts of “activity,” “impact,” and “interaction.”

As P.I. Pidkasisty notes, control- process impact on a system in order to transfer it to a new state based on the use of objective laws inherent in this system.

Management as “influence” or “impact” is also defined by Shipunov V.P., Kishkel E.N. ., Bandurka A.M. .

"Under management in general, writes V.A. Slastenin, - it is understood activity, aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, analyzing and summing up results based on reliable information." And intra-school management, in his opinion, is "purposeful, conscious interaction participants in the holistic pedagogical process based on knowledge of its objective laws in order to achieve an optimal result."

Rozanov V.A. notes that management is a system of coordinated activities (measures) aimed at achieving significant goals.

Since today the philosophy of “impact” in school management is being replaced by the philosophy of “interaction”, “cooperation”, the concept of “management of an educational institution” should be defined through the concept of interaction. So, by management of an educational institution we mean systematic, planned, conscious and purposeful interaction subjects of management at various levels in order to ensure the effective operation of the educational institution.

Currently, the concept of management from the field of business is increasingly spreading to various areas of human activity, including education. However, the concept of management is narrower than the concept of management, since management mainly concerns various aspects of a manager’s activity, while the concept of management covers the entire area of human relationships in “manager-executive” systems. Thus, the theory of school management, in particular, the teaching staff, is significantly supplemented by the theory of intra-school management.

Management theory is attractive, first of all, for its personal orientation, when the activities of a manager (manager) are built on the basis of genuine respect, trust in their employees, and creating situations of success for them. It is this aspect of management that significantly complements the theory of intra-school management.

When talking about managing an educational institution, you should keep in mind control system, that is, apply a systematic approach to theoretical understanding management activities.

A management system is understood as a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. These activities include management functions, implementation of principles and application of effective management techniques.

1.2 Management functions of an educational institution

Basic management functions- these are relatively separate areas of management activity.

Functional units of management are considered as special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle. The completion of one cycle is the beginning of a new one. Thus, movement towards higher quality states of the controlled system is ensured.

There are several functions of managing educational institutions. Lazarev V.S. highlights among them planning, organizing, directing And control. To these main functions Slastenin V.A. adds pedagogical analysis, goal setting, regulation .

A.M. Moiseev, Candidate of Pedagogical Sciences, Professor at the Academy for Advanced Training and Retraining of Education Workers, identifies three large groups functions of managing an educational institution:

1. Management functions of maintaining stable functioning of an educational institution;

Annex 1

Linear-functional management structure of a modern educational institution

Level III

(technical) Teachers Performers

Level IV Students

(executive)

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Introduction

Conclusion
Literature
Applications

Introduction

In the modern world, along with the growing influence of human capital, the importance of education increases as the most important factor in the formation of a new quality of society.

School management is scientifically based actions of the administration and teachers aimed at the rational use of time and effort of teachers and students in the educational process with the aim of in-depth study of academic subjects, moral education, comprehensive personal development and preparation for a conscious choice of profession.

The solution to these issues depends on the ability of the school leader and teachers to creatively use the latest achievements of science and best practices, on relationships in the team, on the activity of teachers and students in educational and educational work.

The effectiveness and competitiveness of modern organizations and the role of the psychological factor in their management are described in her works by V.A. Rozanova.

Lazarev V.S., Potashnik M.M., Frish G.L., Pidkasisty P.I., Slastenin V.A., Rogov E.I., Konarzhevsky Yu.A. devote their works to problems arising in the management of educational institutions. , Shamova T.I.

The personality of a leader in management structures is considered by Ukrainian psychologists Bandurka A.M., Bocharova S.P., Zemlyanskaya E.V. Much attention is paid to the role of the manager in the management system by V.G. Shipunov and E.N. Kishkel.

Thus, the purpose of the course work is to study the modern foundations of the organization and management of an educational institution.

Object study is a management system for an educational institution.

Subject- the process of organizing and managing an educational institution and its impact on the effectiveness of management of the teaching staff.

In accordance with the purpose, object and subject, the following are put forward: tasks:

1. Study scientific, methodological literature, media materials in this area;

2. Define the concepts of “Management of an educational institution”, “management system of an educational institution”;

3. Identify the functions and principles of management of an educational institution;

4. Consider the management structure of the educational institution;

5. Characterize the management styles of an educational institution and determine the most effective style at the present stage of development of the educational space;

The following were used during the study: methods: literature analysis, study and generalization of experience in management activities of an educational institution.

Chapter 1. Management system of an educational institution

1.1 The concept of managing an educational institution

The management process always takes place where the common activities of people are carried out to achieve certain results.

Since an educational institution is a social organization and it is a system of joint activities of people (teachers, students, parents), it is advisable to talk about its management.

Social management is carried out by influencing people's living conditions, the motivation of their interests, and their value orientations.

Many scientists define the concept of “management” through the concepts of “activity,” “impact,” and “interaction.”

As P.I. Pidkasisty notes, control- process impact on a system in order to transfer it to a new state based on the use of objective laws inherent in this system.

Management as “influence” or “impact” is also defined by Shipunov V.P., Kishkel E.N. ., Bandurka A.M. .

Rozanov V.A. notes that management is a system of coordinated activities (measures) aimed at achieving significant goals.

Management theory is attractive, first of all, for its personal orientation, when the activities of a manager (manager) are built on the basis of genuine respect, trust in their employees, and creating situations of success for them. It is this aspect of management that significantly complements the theory of intra-school management.

When talking about managing an educational institution, you should keep in mind control system, that is, to apply a systematic approach to the theoretical understanding of management activities.

A management system is understood as a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. These activities include management functions, implementation of principles and application of effective management techniques.

1.2 Management functions of an educational institution

Basic management functions- these are relatively separate areas of management activity.

There are several functions of managing educational institutions. Lazarev V.S. highlights among them planning, organizing, directing And control. To these main functions Slastenin V.A. adds pedagogical analysis, goal setting, regulation .

A.M. Moiseev, Candidate of Pedagogical Sciences, Professor at the Academy of Advanced Training and Retraining of Education Workers, identifies three large groups of functions of managing an educational institution [11].:

1. Management functions of maintaining stable functioning of an educational institution;

2. Functions of managing school development and innovation processes;

3. The functions of managing the functioning and self-development of intra-school management include actions in relation to the management system of the educational institution itself.

Summarizing the views of these scientists, we will reveal the following functions of management of an educational institution: analysis, goal setting and planning, organization, leadership, control and regulation.

Analysis- a relatively isolated stage (stage) of cognitive management activity, the essence of which is the creative study, systematization, generalization and evaluation of various information about socio-economic conditions, the implementation of legal educational policies, the satisfaction of social needs, and the experience of existing management practices at all levels. .

Based on the analysis of individual, group and public educational needs of the population, the most important social needs are identified: socio-economic, environmental, valeological, cultural, scientific, territorial, pedagogical, everyday, etc., determining the goals and content of education, the market of customers and consumers is determined. The latter include organs state power and management, enterprises and institutions, public organizations, active groups population, family, individuals.

The function of pedagogical analysis in its modern understanding was introduced and developed in the theory of intra-school management by Yu.A. Konarzhevsky. Pedagogical analysis occupies a special place in the structure of the management cycle: any management cycle consisting of sequentially interrelated functions begins and ends with it. The exclusion of pedagogical analysis from the general chain of management activities leads to its disintegration when the functions of planning, organization, control, and regulation do not receive logical justification and completion in their development.

The effectiveness of management activities is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can study established facts, and identify the most characteristic dependencies. Untimely or unprofessional analysis in the activities of the school director leads, at the stage of developing goals and forming tasks, to vagueness, vagueness, and sometimes to unfoundedness of the decisions made. Ignorance of the true state of affairs in the teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and adjusting the pedagogical process. The main purpose of pedagogical analysis as a management function, according to Yu.A. Konarzhevsky, consists in studying the state and trends in the development of the pedagogical process, in an objective assessment of its results, with the subsequent development on this basis of recommendations for streamlining the managed system. This function is one of the most labor-intensive in the structure of the management cycle, since analysis involves separating parts of the object under study into a single whole and establishing connections between system-forming factors. In the theory and practice of intra-school management Yu.A. Konarzhevsky and T.I. Shamova identified the main types of pedagogical analysis depending on its content: parametric, thematic, and summary.

Parametric analysis is aimed at studying daily information about the progress and results of the educational process, identifying the reasons that violate it.

Thematic analysis is aimed at studying more stable, repeating dependencies, trends in the course and results of the pedagogical process.

This type of pedagogical analysis allows the school director to focus on studying and identifying the characteristics of the manifestation of certain aspects of the pedagogical process, determining their interaction with other parties, components and the system as a whole.

Final analysis covers a larger time, space or content framework. It is carried out at the end of the academic quarter, half-year, academic year and is aimed at studying the main results, prerequisites and conditions for their achievement. The final analysis prepares the flow of all subsequent functions of the management cycle.

The substantive basis for the final analysis of the school’s work for academic year comprise the following areas: quality of teaching; implementation of educational programs and state standards; quality of knowledge, skills and abilities of students; level of education of schoolchildren; the state and quality of methodological work at school; effectiveness of work with parents and the public; the health status of schoolchildren and sanitary and hygienic culture; the effectiveness of the activities of the school council, pedagogical council, etc.

Conducting the final analysis, its objectivity, depth, and prospects prepare the work on the plan for the new academic year.

Goal setting and planning as a function of school management. The process of managing any pedagogical system involves goal setting (goal setting) and planning (decision making). Improving goal setting and planning of management work is dictated by the need for constant development and movement of the pedagogical system.

Slastenin V.A. notes that “the goal of management activity is the beginning that determines the general direction, content, forms and methods of work. When determining the “tree” of management goals, it is necessary to present the general, or as they say “general,” goal in the form of a number of specific private goals, then "is to decompose the general goal. Thus, the achievement of a general, general goal is carried out through the fulfillment of its constituent private goals." .

This understanding of goal setting allows us to move on to comprehensive planning. “To plan future activities,” as V.S. Lazarev writes, “means to determine the goals, composition and structure of the actions necessary to achieve them.”

In the practice of educational institutions, three main types of plans are developed: prospective, annual and current. The following requirements are imposed on them: focus, perspective, complexity, objectivity.

A long-term plan is usually developed for five years based on an in-depth analysis of the school’s work in recent years.

The annual plan covers the entire academic year, including summer holidays.

The current plan is drawn up for the academic quarter; it is a specification of the school-wide annual plan. Thus, the presence of basic types of plans makes it possible to coordinate the activities of teaching, student and parent teams. These plans are strategic in relation to the work plans of teachers and classroom teachers.

The implementation of the planning function in a single management cycle increases the efficiency of the school. The main drawback of school planning to this day remains the absence in the plans of many educational institutions of realistically achievable and scientifically based goals and specific objectives in the planned period, and the lack of orientation of management activities towards final results.

The function of the organization in the management of an educational institution.

Organization- this is a management stage aimed at ensuring the choice of the best ways to carry out planned and creative tasks, determining a set of actions leading to the formation of relationships between parts of the whole: instruction, coordination, unification of people jointly implementing a program or goal. The main thing for organizational activity is the question of how realistically, through what actions, the goals of the organization are realized. That is why organizational activity is considered as a performing activity, as an implementation stage of management. .

By its nature, human organizational activity is a practical activity, based on the operational use of psychological and pedagogical knowledge in specific situations. Constant interaction with colleagues and students gives organizational activities a certain personality-oriented focus.

The content of organizational activity can be more fully revealed through its characteristics in relation to all other management functions, each of which presupposes a certain orderliness and organization.

At the stage of realizing the goals of the system, the most important and starting point of the organization is the clear definition and distribution of functional responsibilities of all individuals and departments that form the system. In turn, the distribution of functional responsibilities involves taking into account the level of preparedness of each member of the organization, assessing individual psychological characteristics from the point of view of their compliance with the expected functional responsibilities. Issues of training, selection, selection, placement of personnel are the core of the organizational stage of management in any social system.

In the structure of the manager’s organizational activity, an important place is occupied by motivating the upcoming activity, instructing, developing confidence in the need to carry out this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, and choosing the most adequate forms of stimulating activity. The organizational activities of a leader include the following: necessary action as an assessment of the progress and results of a particular case.

The set of actions performed by the subject of management to ensure all these conditions is called management.

When implementing the leadership function, the following main tasks are solved:

1) selection, placement and evaluation of personnel, setting tasks for performers;

2) analysis and regulation of the socio-psychological climate in the team;

3) stimulating the productive activities of subordinates and their self-development;

4) creating conditions for the professional growth of subordinates.

Control - one of the stages of management, consisting in identifying deviations in the values of the actual parameters of the controlled system from the standards that serve as evaluation criteria (goals, legislative norms), in measuring and assessing the results of program implementation. Due to various restrictions that always exist in the external environment or in the system itself, the set goals are rarely achieved.

The peculiarity of control in an educational institution is its evaluative function - its focus on the teacher’s personality. If the teacher is young, then it affects his professional development; if this is an experienced teacher - on strengthening or weakening his professional position and authority in the school.

The existing practice of intra-school control is not without some shortcomings. Firstly, this is the absence of a control system, when there is no distribution of objects of control among the director and his deputies, when control is organized in the name of a report and a set of the number of lessons or classes attended. Secondly, this is a formalism in the organization of control, when there is no clearly defined goal of the control being carried out, there are no objective evaluation criteria or are not used. Third, one-sidedness of intra-school control, understood as control of any one side, one direction of the pedagogical process. For example, it is only controlled educational process or only Russian language and mathematics lessons, etc. Fourth, participation in control only by officials, without the involvement of experienced teachers, methodologists, or, conversely, small participation of administration representatives.

In the process of intra-school control, methods such as studying school documentation, observation, conversations, oral and written control, questioning, studying best teaching practices, timekeeping, diagnostic methods are used, i.e. methods that allow you to obtain the necessary objective information. The methods complement each other; if we want to know the real state of affairs, we should, if possible, use various control methods.

The stage is closely related to the control function of management regulation or correction, i.e. the process of preventing and eliminating possible or actual deviations from specified goals. The reasons for deviations in the final results may be incorrectly drawn up plans and errors in them, lack of complete and timely information, weak forecasts, errors in decisions made, poor execution, deficiencies in monitoring and evaluating results. On at this stage all control functions are presented in a collapsed form. Regulation and correction can be considered as operational management of current conditions (deviations). In cases where the measures taken do not produce results, there is a need to revise the goals. And this means the beginning of a new management cycle with the deployment of all the main stages of management technology.

1.3 General and specific principles of management of an educational institution

The activities of a manager aimed at implementing management functions are based on the principles of management.

Control principle- these are the fundamental, fundamental rules that must be observed in the implementation of management to ensure the achievement of specified goals.

Management of an educational institution is one of the types of social management. It is quite natural that in addition to the principles inherent only in school management, it widely applies the principles common to public administration and the process of any labor (the principles of NOT), the principles of social management.

Principles of NOT. Any work (productive, pedagogical, managerial, etc.), regardless of its scope, form and content, is subject to certain laws and is based on a number of general provisions. These basic principles labor activity are: scientific, systematic, optimal, material and moral incentives, promising, systematic, comprehensive, etc. .

Example principles of social management principles can serve , developed by A. Fayol. Leading among them are:

the principle of the optimal balance between centralization and decentralization in management;

the principle of unity of unity of command and collegiality in management;

the principle of a rational combination of rights, duties and responsibilities in management.

Specific principles of educational system management.

The principle of combining the interests of children's and adult groups comes from these features of the school as a socio-pedagogical system and assumes, on the one hand, taking into account the peculiarities of the formation and development of the children's team, whose members do not yet have sufficient social experience, provides for the development of children's independence, initiative, and requires protecting the children's sense of self-awareness. On the other hand, adherence to this principle presupposes taking into account the specifics of the adult team. In this case, it is possible to rely on life experience, social activities, political maturity, responsibility of teachers, a sense of teacher pride, presupposes maintaining the authority of the teacher in the eyes of children and their parents.

Pedagogical direction of management activities at school. Managing a school means carrying out a variety of activities: administrative, economic, organizational, legal, pedagogical. This activity is aimed at solving problems of various nature, for example, strengthening the material and technical base of the school, constructing and repairing educational buildings, supplying equipment, landscaping the territory, school buildings, purchasing furniture, educational visual aids, ensuring sanitary and hygienic conditions, placing pedagogical personnel, staffing classes, regulating school operating hours, monitoring the activities of teachers and students, organizing mass events with students, ensuring cohesion, a creative attitude to work, etc. However, the effectiveness of this activity is achieved when it is completely subordinated to pedagogical tasks.

Principle of normativity. School management should be carried out on the basis of a certain generally accepted regulatory framework, in accordance with existing recommendations regulating various aspects of educational work, regulations, charter, instructions, guidelines, circular letters of the Ministry of Education.

Principle of objectivity presupposes strict adherence to the requirements of the objective laws of the educational process, taking into account the real capabilities of the teaching staff, the real contribution of each of its members, is the main condition for the school’s activities.

Unity of pedagogical positions consists of the formation of a common view on the objectives of the lesson, the importance of extracurricular work, evaluation of the final results of work, leads to the provision of uniform requirements for students, a uniform style of relations between students and teachers, etc.

The principle of combining state and social principles . It is impossible to allow the school to be alienated from society and society from the school, the school to be isolated from the processes occurring in public life, as well as the narrowness and corporatism of the professional interests of teachers. The school has always been faced with the task of uniting the efforts of the state and society to solve development problems, the organic fusion of social and state principles in its management. .

Any system of principles can be used in management. After all, as A. Fayol writes, “the trouble is not a lack of principles. One must be able to operate with principles. This is a difficult art that requires thoughtfulness, experience, determination and a sense of proportion.”

There is a close relationship between the principles and methods of managing the teaching staff. Methods, as defined by P.I. Pidkasisty, are ways and means of implementing management principles and achieving intended goals. . The most well-known methods of team management include management decision making methods (“brainstorming” method, discussion, “business game”, regulatory method, etc.) and methods for their implementation(methods of collective and individual motivation, administrative methods, etc.)

Thus, the process of managing a teaching staff requires a high level of professionalism from managers. An effective leader is considered to be one who, at the stage of implementing a particular management function, demonstrates only positive personal qualities, using effective principles and methods of interaction with the team.

The effectiveness of the management process, the mood of people in the organization, and relationships between employees depend on many factors: immediate working conditions, the professionalism of personnel, the level of management, etc. And one of the first roles among these factors is played by the personality of the manager.

1.4 Organizational structure of management of an educational institution

Today it is impossible for one leader to solve all management tasks, so there is a need to build an organizational structure of an educational institution.

Organizational structure is usually called the method of dividing a common goal into subgoals and distributing the latter between subsystems or elements. By determining the organizational structure, the subject of management regulates the powers and responsibilities of participants in joint activities, as well as the rules of their interaction vertically and horizontally.

From a management point of view, an educational institution, like any social system, can be structured into a subject and an object of management. The subject of management includes all those persons and social groups who organize the management process. Those individuals and groups to whom control actions are addressed act as control objects. Since management in social systems is concerned with people, it takes the form of leadership. Subjects of management are usually called managers and governing bodies, and objects of management are called executors (subordinates), or executive bodies.

The pedagogical system is “a set of interconnected structural and functional components subordinated to the goals of upbringing, education and training of the younger generation and adults” (N.V. Kuzmina).

The internal organizational structure of the system is determined not only by its intended purpose, but also by the methods of sectioning the system, i.e. criteria that are accepted as leading structure-forming factors. For example, with a target division of an organization, its multi-level structure will correspond to a hierarchy or “tree of goals”.

With a multi-level hierarchical management structure, the same persons or bodies can act simultaneously as an object of management in relation to a superior person or body and as a subject of management in relation to subordinate persons.

The structure of a system such as a school is diverse, polystructural; it has a huge number of structures of various kinds, which can be grouped into four main groups.

1) C structure of the school’s material and educational base, those. a method of connecting elements such as school buildings, furniture, technical equipment, educational visual aids, technical teaching aids, etc.

2) The structure of the school team, including:

the structure of the teaching staff, which includes methodological commissions for subjects, subject departments, educators, various informal groups, etc.;

the structure of the student body, consisting of groups of primary, secondary and senior classes, various student associations in accordance with the interests of students;

school support staff structure;

structure of the management apparatus (organizational structure of management).

3) Procedural structures- the most mobile, dynamic, manifested in people’s activities. There are a huge number of procedural structures in school, ranging from the structure of each lesson to the innovation process. The system-forming process, uniting and subordinating everything else, is the educational process.

4) The last block in the general school structure is the most complex and less studied - its spiritual structure. This is its philosophy, mission, policy and strategy, organizational culture.

Organizational culture is a system of ideas, values and patterns of behavior shared by all its members, setting guidelines for their behavior and actions, as well as a sign-symbolic system (mythology, rites and rituals, heroes of the organization, organizational taboos, language of communication and slogans).

When considering the management system of a school, the composition of its subjects, the set of management functions, the organizational structure of management (their hierarchical structure, management connections and relationships, subordination and subordination by levels, links and blocks) are usually distinguished.

The organizational structure of a management system is usually depicted in the form of a diagram, a model called an organigram, where, in addition to the subjects, the connections between them are shown: who reports to whom (subordination relationships), who interacts with whom on equal terms (coordination relationships).

There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix. Let's look at the main ones.

Linear- represents a sequence (hierarchy) of individual and collective subjects, arranged in order of subordination from top to bottom, i.e. in relationships of subordination;

Functional, where subjects are lined up in accordance with their functional responsibilities, where coordination links are indicated;

Linear-functional organizational structure, where connections and relationships of subjects are characterized simultaneously by subordination and coordination, i.e. developed both vertically and horizontally;

for schools that have switched to development mode, along with the linear-functional one, there is also matrix a structure in which various mixed management subjects are represented (creative groups, organizing committees, research teams, etc.), which are created temporarily to solve a particular innovative task or problem.

The most common organizational structure of an educational institution in practice is a linear-functional structure (Appendix 1).

Speaking about the organizational structures of management of an educational institution, one cannot fail to mention the levels of the management system. The structure of the management system of most educational institutions is represented by 4 levels of management (vertical structure):

First level- school director, heads of the school council, student committee, public associations. This level determines strategic directions of school development.

Second level- deputy school directors, school psychologist, organizer of the children's movement, assistant director of the school for administrative and economic affairs, as well as bodies and associations participating in self-government. These entities carry out tactical control educational institution.

Third level- teachers, educators, class teachers who perform operational management functions in relation to students and parents, children's associations, clubs in the system of extracurricular activities.

Fourth level - co-management- students, class and school-wide student self-government bodies. The selection of this level emphasizes the subject - the subjective nature of the relationship between teachers and students.

Each lower level of the subject of management is at the same time an object of management in relation to the higher level (Appendix 2). Each of them has its own structure of bodies, associations, councils, etc., unfolding horizontally.

The fifth and sixth levels in the management structure may appear if several educational institutions merge (level general director), as well as when some body (for example, a board of founders, a board of trustees, a school conference, etc.). Subjects at this level have the right to appoint and remove a director, distribute finances, and change the purpose and structure of the school.

Chapter 2. Organization and management of an educational institution in modern conditions

2.1 Personal qualities and management style of a modern leader

The problem of leadership occupies a special place in the theory of management and organization. Traditionally, leadership is understood as the relationships that arise in an organization in the process and regarding management. The basic principle of management is unity of command. Its essence is that power, decision rights, responsibility and the ability to control processes and relationships in the organization are provided to only one official. Accordingly, a leader is a person personifying responsibility, power and the right to control. The relationship of unity of command largely forms the hierarchical pyramid of the organization.

In the most general form, we can define those requirements, which corresponds to a leader of any managerial rank in various social organizations.

These requirements are determined through professionally significant qualities , by which we mean the individual qualities of the subject of activity, affecting the effectiveness of the activity and the success of its development. The answer to the question about the qualities that a leader should have has undergone a significant evolution during the development of management theory (F. Taylor, A. Fayolle, L.I. Umansky, etc.).

Based on a general analysis of research by psychologists in the field of management, all the qualities that a modern leader should have can be divided into five groups:

1) universal qualities: hard work; integrity, honesty; commitment, loyalty to the word; self-criticism; humanity; tact; justice; determination; altruism; high culture, impeccable morality; energy; performance; consistency; love for your work; optimism; demanding of oneself and others; sense of humor; external attractiveness (neatness, clothing style, etc.);

2 ) psychophysiological qualities: good health, stress resistance, general level of development, intellectual properties, individual psychological properties (temperament, personality orientation);

3 ) business qualities and organizational skills: initiative; independence in resolving issues; self-organization (the ability to take care of one’s own and other people’s time, punctuality and accuracy); discipline; diligence; the ability to clearly define a goal and set a task; the ability to change behavior style depending on conditions; the ability to arrange personnel and organize their interaction, the ability to mobilize the team and lead it; ability to control the activities of subordinates; ability and desire to make decisions quickly; the ability and desire to objectively analyze and evaluate results, the ability to stimulate subordinates; creative approach to assigned work; the ability to maintain initiative, the desire to use everything new and progressive; the ability to maintain your authority.

4 ) communication skills: the ability of a manager to establish business relationships with superior and related managers, with subordinates, the ability to maintain a normal psychological climate in a team, the ability to communicate (speech culture, listening skills, etc.), the ability to speak in public ;

5 ) professional knowledge: knowledge of management science (basics of management, personnel management, etc.); application in practice of modern organizational and management principles and methods; ability to work with documentation. .

If a leader possesses all the above qualities, he can be considered ideal.

Rozanova V.A. notes the following qualities of a leader (manager) that hinder the effective functioning of the organization:

insufficient development of the manager's individual management concept;

mismatch between organizational and personal values and goals of the manager;

insufficient degree of managerial abilities of the manager;

lack of knowledge, skills and abilities of a manager in the field of management activities;

lack of creativity on the part of the manager;

inability to manage oneself;

inability to manage a group;

unfriendly attitude towards staff;

lack of desire for personal growth;

inability to motivate staff;

difficulties in communicating with subordinates;

using an ineffective leadership style;

focus on yourself and your personal goals;

lack of orientation towards solving professional problems;

lack of creativity in work;

conservative behavior of the manager;

the presence of conflicting behavioral tendencies;

the presence of neurotic tendencies of behavior;

A competent leader will never allow so many shortcomings in himself and his activities; he will constantly work on self-development, self-education, improvement and self-education.

All the personal qualities of a leader are manifested in his management style. Management style- this is a certain system of methods, methods and forms of management activities preferred by the manager. In relation to education, the following leadership styles are used:

Directive-collegial style.

The leader strives to make individual decisions. Distributes powers with the participation of immediate deputies. Shows activity at work, which is not observed among subordinates. Predominant Guidance Method- orders and instructions, requests from performers are rarely carried out.

Shows an active interest in discipline, regularly and strictly supervising subordinates. The main emphasis in work is not on achievements, but on the mistakes and miscalculations of subordinates. Very high demands on others. The manager only allows his assistants to give advice and objections.. Negative attitude towards criticism. He has endurance. Communication with subordinates occurs only on production issues. Business orientedthose. for the task. Positive attitude towards innovations, but not towards human relationships. In the absence of a manager, the team copes with the work, but under the control of a deputy [ 6 ].

Directive-passive style. The distribution of powers is constantly changing and is inconsistent. The activity of performers is allowed, but is not considered significant. Often resorts to requests and persuasion, but when this does not help, he uses orders. He is strict about maintaining discipline, but does not make any special efforts in this matter. Control over the work of performers is carried out rarely, but very strictly, with the main emphasis on the results of the work. Relies entirely on the competence of employees. Allows subordinates to give advice. Little interested in work. He is careful and tactful with the staff. Subordinates often turn out to be more competent than the leader. He demands unconditional obedience from his deputies. Avoids innovations, especially in dealing with people. Focuses on management functions when significant problems arise. He practically does not deal with issues of the socio-psychological climate in the team. Other people solve these problems for him. In the absence of a leader, the team reduces labor productivity.

In connection with the prevailing scientific interpretations, the directive position in management retains a leading position, because it is most convenient for managers as a familiar standard of relations with subordinates. This standard is unconditionally accepted and implicitly approved not only by the subjects, but also by the objects of management. He personifies the traditional directive style, in which the personal characteristics of the boss matter to the governed only as “fair decisions” on benefits and punishments. A leader can be at the same time an outright dictator and an understanding interlocutor, a caring mentor and an impartial judge - all this is accepted as necessary “fatherly” (maternal) severity, and the actual self-organization of subordinates loses its meaning for them.

The style is passive-collegial. The manager seeks to avoid responsibility and takes a passive position in the implementation of managerial functions. Allows initiative from subordinates, but does not strive for it himself. Allows performers to work independently. The main method of management is requests, advice, persuasion, and one tries not to give orders. Poorly controls the work of subordinates. Surrounds himself with highly qualified specialists, has a positive attitude towards innovations in the sphere of communication with people. Resistant to innovations in the sphere of production. Demands fairly, but rarely. Often follows the lead of his subordinates. In the absence of a leader, the team continues to work effectively.

Mixed leadership style. The distribution of powers when performing managerial functions is carried out between each other and the performers. The initiative comes from both the leader himself and his subordinates. But he tries to take a little on himself if he is not the one taking the initiative. Has a positive attitude towards the independence of performers. The main methods are orders, instructions or requests, but sometimes resorts to persuasion or even reprimands. Doesn't focus on discipline. Exercises selective control and strictly monitors the final result of the work. When communicating with subordinates, he maintains a distance without showing superiority. Pays the necessary attention to production tasks, as well as human relations. There is a normal socio-psychological climate within the team.

Today, regulatory documents require the reorientation of educational leaders to a different style of relations. The most significant for the head of an educational institution is determined to be a reflexive management style, which involves the introduction of such values into the life of the manager as co-management of the learning process, joint goal setting, design, transformation of knowledge content, stimulation of research activities of teachers, etc.

At the same time, implementing a directive style, or declaring the implementation of a reflexive one, heads of educational institutions find themselves in a difficult position. The first style is branded as authoritarian and unacceptable, but is the most accessible, since it is understandable, unconditionally accepted and implicitly approved not only by the subjects, but also by the objects of management. The reflexive style is required to be introduced from above, officially defining it as the only possible one in conditions of democratization. However, clearly demonstrated examples of public administration (strengthening the vertical of power, growing influence of security forces, control over the media, etc.) indicate the dubious effectiveness of purely reflexive methods of management in Russia [8].

Each specific leader cannot have only one style. An experienced leader is able to use one or another style depending on the circumstances: the content of the tasks being solved, the specific composition of the group being led, etc.

Leadership style has a great influence on the activities of subordinates and the effectiveness of the organization.

So, the effectiveness of any organization, including a secondary school, depends on the style of team management. The management style reveals personal qualities of a leader. By developing and improving the personal qualities of leaders and changing the leadership style, it is possible to increase the efficiency of an educational institution.

2.2 Personnel policy of an educational institution at the present stage

Today, when the status of a teacher has a very low social level, when managing an educational institution, the problem of attracting and retaining qualified personnel is acute. The limited material and social guarantees from the state do not allow us to limit ourselves to one sad statement of this problem. The head of an educational institution is forced to independently look for ways to solve it, not only using funds from the director’s fund, but also creating his own system of corporate incentives, benefits, success strategies, including taking care of the moral, psychological and valeological factors of stability of the school staff.

As a result, the manager of an educational institution must be able to:

form a team of like-minded people (grow the school as a corporation);

provide optimal conditions for self-realization of children and adults;

stimulate creative activity, support initiative;

delegate powers, develop forms of self-government, public control, trusteeship;

attract and wisely use additional sources and methods of financing;

use new social resources in personnel policy;

build your own relationships with other subjects of the social system;

take care of creating the image and maintaining the social status of the school;

introduce high technologies into management processes.

A modern school leader is not an administrator who knows how to give orders and scolding + convey the point of view of higher authorities. It is rather like a conductor in an orchestra, where everyone plays their part. With this approach to management, the vertical model and the rigid system of positions disappear - a range of new competencies, freedom of maneuver, awareness and coordination of actions appear. This means that a powerful resource for the development of corporate culture arises. Advanced schools can become “islands” of corporate spirit, from which the real formation of the Russian education system as a spiritual community and strategic partnership will begin.

Scheme 1.1. Concepteducational management

Educational Management Concepts

The concept of a situational approach to management

Concept systematic approach to management

The concept of a process approach to management

peculiarities

specific situations,

effectiveness of methods

based on systems theory

series of interrelated functions

Concept And I'm a process With nogo O income A To managed enia

In order to highlight the functions of management and the management cycle, we will consider the essence of such concepts as technology, management technology, process. Technology is the knowledge and use of special tools, procedures, operations that allow you to stage-by-stage organize certain actions and the activity itself as a whole and, as a result, obtain the results you need. Management technology is defined as a way of behavior and actions of a manager, following which management goals can be realized in an optimal way.

Management technology is a management process, a cycle consisting of individual elements or activities. The peculiarity of such a cycle is that it, like a chain, consists of links that are interconnected, successively replacing each other. If this is neglected, the management cycle will break, and this will certainly have a negative impact on the business.

A process is a set of sequential actions that ensure the achievement of certain results. On its basis, a procedural approach emerged. It became a significant milestone in the development of management theory and practice. The authorship of this concept belongs to the scientist Henri Fayol. According to him, the management process consists of five main functions: foresight or goal setting, planning, organization, command and coordination, and control. However, A. Fayol considered these types of activities as independent of each other. In preference to this, modern science considers the functions to be interconnected.

In the scientific literature, which has covered various aspects of the procedural approach for almost a century, various definitions of the concept of functions are presented. This explains the lack of a uniform understanding of the term “functions” and a unified classification. However, most scientists tend to identify general, that is, basic, operational functions. There are more than twenty such functions:

B. A. Gaevsky calls: foresight, control, planning, analysis,

coordination, programming;

V. G. Afanasyev - organization, control, decision, regulation;

M. M. Potashnik - organization, control, planning, management;

Yu. K. Konarzhevsky - analysis, planning, organization, control, regulation;

M. Meskon - planning, organization, motivation, control;

G. Desseler - planning, organizing, control, personnel management, and management.

The authors believe that each of these functions has its place in the overall system of the cycle, performs only its inherent role and cannot be ignored without the risk of missing imbalances in management activities.

An in-depth analysis of scientific literature on management issues allowed A.I. Marmaz to define the concept of “management functions” and classify them: functions are the main types of activities that are formed by reducing similar types of work performed by a manager to more general ones and are combined with the same determination.

The management function is a type of management activity. The main criteria that allow us to highlight the activities of the management function are:

1. The specificity of the purpose of the activity has a relatively independent meaning.

2. The nature of this type of activity. This is a necessary criterion based on indicators, without which management will not be of high quality and complete, and management goals will not be achieved and the management cycle will not be completed.

3. Homogeneity of operations that form the content of the type of activity. Actions, forms, methods, results of a function are united by the same sense of purpose.

4. Specifics of the function structure. Various actions, operations that make up the type of activity, interconnected. In a schematic version, it can be represented as a horizontal or vertical circuit. An example of a schematic version of the planning function: mission → overall goal

goals - directions → goals - objectives → activities → results.

5. Integrative function. The function is fully realized in conditions of close interaction with other functions.

6. Cross-cutting nature of the type of activity. When each function of the management cycle is present to a greater or lesser extent; the removal of some function reduces the efficiency of activity.

7. System content. A certain type of activity can be a function if it fits into the concept of a system.

General management functions, successively replacing each other, form a universal management cycle (Fig. 1.1.)

analysis

regulation planning

control organization

Figure 1.1. management cycle

The concept of a systematic approach to management

In the 20th century, accumulated a large number of new facts, many laws were discovered, many theories were created, requiring their systematization and streamlining. The systems approach is a product of the sciences of the twentieth century. Currently, there has been a sharp leap in the development of sciences: bionics, biophysics, chemical physics, based on their integration; electronics, cybernetics, - based on differentiation. Thus, the objective emergence of a systems approach is explained by the need to correlate their parts and the whole in the objects under study. The scientific and methodological research of G. V. Elnikova, Yu. A. Konarzhevsky, V. S. Pikelnoi and many other scientists in the field of education is devoted to the problem of the systems approach.

The essence of the systems approach lies in the formation of a systemic vision of reality, in which each complex object is considered as a system.

“Systems approach - direction in methodology scientific knowledge and systemic practice, which is based on the understanding of objects as systems (D. P. Gorsky).

The dictionary of modern psychological and pedagogical terms has several definitions:

“The systems approach is a comprehensive study of the most significant patterns of development of a phenomenon as a single whole from the position of system analysis. Systematic approach - orients the researcher towards revealing the integrity of the object, identifying its internal connections.

A systematic approach assumes that the relatively independent components of the pedagogical process are not considered in isolation, but their relationships, which allows us to identify general systemic properties and qualitative characteristics that make up the system of individual elements.”

The specificity of the systems approach in management is that it focuses research on revealing the integrity of the object, the mechanisms that ensure it, identifying the diverse types of connections of a complex object and bringing them together into a single theoretical picture.

In order to identify the characteristics of social systems, which include the school, it is necessary to refer to the definition of the concept of system. A system is a stable set of interconnected elements that form a single whole. The main types of systems are technological, biological, social.

The main features of the system are:

Having a goal is purposefulness;

The presence of constituent elements, components, parts from which the system is formed;

The presence of connections between elements - structure;

The presence of functional tasks of each element are not duplicated;

The energy of the system due to which it operates;

Controllability and self-governance;

Connections with the external environment;

The system as an integrity has properties that are different from the properties of its elements.

General education schools inherently belong to social systems. A social system is a system that unites people based on common goals and interests. Social systems have the following main features:

1. A specific general goal of the entire set of elements of the system.

2. Awareness and coordination by each element of the system of its tasks to achieve a common goal.

3. Subordination of the tasks of each element to the overall goal of the system.

4. Performing by each element of functions arising from the general purpose of the system.

5. Interaction between elements of the system in the process of achieving a common goal.

6. Availability of a system management body.

7. Mandatory system connections between surrounding systems and higher order systems.

All systems have an organizational structure and characteristic properties and are subject to the laws of development of social systems such as:

1. The law of achieving the goal. Provides a transition of the system to another state or its transformation to another.

2. The law of revolution deviation. Ensures the stability of the system's existence and its preservation from destruction.

3. The law of dominance of asymmetry. Provides stability and survival in unfavorable conditions transition to another direction.

An educational institution is a socio-pedagogical system. According to N.V. Kuzmin’s definition, the pedagogical system is defined as a certain set interconnected structural and functional components subordinated to the goals of education, upbringing and training of the younger generation.

Indicators of belonging of an educational institution in the social system of Yu. A. Konarzhevsky are:

1. A set of elements. An element is the minimum structural-forming unit of a system, has a limit of divisibility and has structural and functional originality.

2. The nature of the connection and interaction of elements.

3. A certain level of integrity is characterized by the presence of a common structure that unites all elements of the system.

4. Hierarchy as a means of organizing the vertical subordination of system elements.

5. Interaction of system elements with the external environment. The development of the “educational institution” system is limited by the goals and objectives determined by the external environment. However, controlled from the outside, it reflects external influences through self-government and is able to overcome influences. Shows adaptability in interaction with the external environment.

6. Purposefulness, which includes the following processes:

Goal setting (formation of a goal and its deployment)

Tsilezdiysnennya (activities to achieve programmed goals);

Purposefulness (regulation of activities with goals).

N.N. Potashnik and M.M. Moiseev believe that to describe a management system means to consistently characterize the following factors:

value basis and principles for constructing a management system;

requirements for the management system, objective tasks that reality puts forward;

management functions;

direction, orientation and goals of the management system;

organizational management structure;

methods, means, technologies, determination of mechanisms of management activities;

conditions and resources for effective activity: personnel, financial, material, regulatory, period of time.

management system products: orders, decisions, plans, diagrams, models, documents.

The concept of a situational approach to management

The situational approach arose as a result of attempts to apply various theories“schools” of management to real life situations. The desire of theorists and practitioners 20 - 40 years. Finding universal management principles that can be applied to any organization under any conditions has been criticized.

The concept of a situational approach to management arose as a result of ineffective attempts by theorists and practitioners to find universal principles, technologies and methods, the use of which would avoid the influence of situational variables. Supporters of the situational approach are united by the idea that the effectiveness of management models depends on the specific conditions of their implementation.

The founders of the situational approach are often called American scientists P. Lawrence and J. Lorsch, who proved that the differentiation of management activities depends on determining external factors.

In the field of education, the theoretically situational approach was presented in the works of Yu. Babansky and M. M. Potashnik. They created, to a certain extent, a revolution in the thoughts and activities of millions of teachers. Scientists have argued that optimizing school management means choosing or designing such a system of measures that, when applied in the conditions of a particular school, would transform the structure and process of management in such a way that the maximum possible final results of the school’s activities are achieved with a rational amount of time spent on management activities.

N.N. Potashnik put forward optimization categories: choice of alternative, specific pedagogical conditions, optimality criteria. Ways to optimize intra-school management were substantiated: manage comprehensively, generalize goals, specify activities, democratize management and develop self-government, coordinate management methods with implementation conditions, save resources.

Recently, the adaptive control model has become popular. It is most fully represented in the works of V. Elnikova, T.M. Davidenko, T. I. Shamova.

So G.V. Elnikova states: “Adaptive management begins with the external influence of activating stimuli: various requirements, ideas, initiatives. A necessary condition for adaptive control is the system’s response to stimulation.” External environment provokes internal changes. Thus, the dependence of the content of the activities of the manager and the educational institution on these conditions is established. “The essence of adaptive management is the coordination of the actions of the manager and performers through adjustments to their goals, a combination of target functions, and the creation of conditions for achieving programmed tasks.”

The situational approach seeks to connect specific means, technologies, concepts, ideas with specific situations. Therefore, various situational models influence management and make it agile and flexible.

The manifestation of a specific reality that affects the functioning of the organization and the achievement of its goals is called a management situation. Its components are the intelligence of the leader, the resources of the organization, and the capabilities of the external environment. But before looking for a solution, you need to decide on the situation. Therefore, the ability to solve a situation, take into account many factors and facts, judgments, opinions, check information, look into a book on psychology - this is the skill of a manager, which determines the need to use modeling in the system of management methods. The system of management methods influences the quality indicators of the management and activities of the organization. Leadership style is in close interaction with methods and is mediated by the individual properties of the leader.

In the system of management methods, it is possible to replace one method with another, use various forms implementation of the method, that is, modeling. The choice of modeling methods depends on:

The level of knowledge and skills of the manager;

Degrees of experience;

Personal characteristics of the leader;

Dominant style of managerial behavior;

The degree of formation of the organization's team;

The level of professionalism of the team;

Material, technical, financial capabilities of the organization.

But management methods themselves cannot be optimal outside specific conditions. When choosing them you must:

1. Clearly define the problem and establish the need for management action.

2. Carry out modeling in a system of methods - searching for ones that are adequate to the problem.

3. Separate alternative methods and compare effectiveness, taking into account possible consequences.

4. Compare the selected methods with the conditions prevailing, taking into account time, resources, microclimate, capabilities, and skills.

5. Choose the optimal method.

V. A. Bespalko distinguishes three types, styles and models of management in systems management:

1. Open - control is carried out through monitoring, analysis and correction based on the final results. This is laissez faire management. Provides for subordinates to work on trust and is typical for a liberal management style. It is characterized by the absence of an active leadership position and worries about the state of affairs, low demands, dependence on higher management bodies and the situation. The work is performed according to an algorithm that is developed in advance and brought to the attention of the performer. It defines a time period, records the final result indicators and the criteria for tracking it.

2. Closed - this type of control involves constant monitoring of the course of events, correction in cases of slight deviation from the planned; learning on the job. In conditions of frequent use, this control reduces initiative, creativity, leads to an irresponsible attitude of subordinates to work and workaholism on the part of managers. Characteristic of an authoritarian leadership style. This style presupposes high centralization of leadership, sole decision-making, excessive control, and preference for orders over socio-psychological methods.

3. Mixed - this type of control involves an optimal combination of open and closed control, depending on the current situation. Characteristic of a democratic management style. The style is characterized by a clear distribution of powers and responsibilities, collegiality in decision making, exactingness, discipline, and focus on success.

Management of an educational institution aimed at different age groups - adults, youth, children. This results in the influence of many internal and external factors.

Managing such a system requires management to have deep knowledge and broad skills, that is, managerial competence.

List of sources and literature used:

1. Averyanov V. Administrative reform. Scientific and legal support / V. Averyanov // Veche. -2002. -No. 3.

2. Aganbegyan A. T. Management and efficiency / A. T. Aganbegyan. - M., 1981.

3. Aniskina N. A., Pasechnikova L. P. Technology of planning strategic changes. - M.: Publishing house. Gr.. "Osnova", 2005. - 112 p.

4. Atamanchuk G.V. Theory of public administration: course of lectures / G.V. Atamanchuk. - M.: Legal. lit., 1997.-400 p.

5. Bakaev A.A., Kostina N.I., Yarovitsky N.V. Simulation models in Economics. - K.: Science. opinion, 1978. - 304 p.

6. Balabanov I.T. Innovation management. - St. Petersburg: Peter, 2001.- 304 p.

7. Bandurka, A. M. Psychology of management / Bandurka A. M., Bocharova S. P., Zemlyanskaya E. V. - X. Fortuna - Press, 1998. - 464 p.

8. Besedin N. A., Nagaev V. M. Fundamentals of management. - M.: Center for Educational Literature, 2005. - 496 p.

9. Vasilenko V. A., Shmatko V. G. Innovative management. - M.: Center for Educational Literature, 2005. - 440 p.

10. Vasilchenko L.V. Managerial culture and managerial competence. - M.: Publishing house. gr. "Osnova", 2007. - 176 p.

11. Vasilchenko, L. V. Formation of the management culture of the school leader in the system of postgraduate pedagogical education: dis. ... Candidate ped. Sciences: 13.00.04 / Vasilchenko L.V.; Ternopil National Pedagogical University named after. V. Gnatyuk. -Ternopil, 2006. - 207 s.

12. Vashchenko L.M. Methodology for assessing innovative changes in the system of general secondary education // Collection of materials from the experience of management activities and methodological work. To the final board of the Ministry of Education and Science of Ukraine. - Chernivtsi: Publishing house. house “Bukrek”, 2007. - 140 p.

13. Vashchenko L.M. Regional management of innovative processes in general secondary education: Training modules. - Kyiv: Publishing and Printing Center "Circulation", 2005. - 30 p.

14. Vashchenko L.M. Regional management of innovative processes in general secondary education: Textbook. modules. - M.: Vidavn.-polygraph. Center "Circulation", 2005. - 30 p.

15. Vashchenko L.M. Management of innovation processes in secondary education in the region: Monograph. - M.: Publishing association "Circulation", 2005. - 380 p.

16. Vashchenko, L. N. Management system for innovative processes in general secondary education in the region: Abstract of thesis. dis. to obtain a science degree, a doctorate in pedagogy. Sciences: spec. 13.00.01 “General pedagogy, history of pedagogy” / Vashchenko L. M.; Institute of Pedagogy of the Academy of Pedagogical Sciences of Ukraine. - M., 2006. - 40 s

17. Voznyuk L.V. System of self-educational activities of the head of a general educational institution in the context of postgraduate education // Education in the Lugansk region - 2004. - No. 1 (20). - P. 30-33.

18. Voznyuk L.V. Humanization of innovative activities of general education institutions as a factor positive changes. Scientific notes. - Vol. 49. Part II. Series: Pedagogical sciences. - Kirovograd: ROC KSPU named after. V. Vinnichenka, 2003. - pp. 30-33.

19. Voznyuk L.V. Humanization of management activities and the integrity of the educational and pedagogical process // Education in the Lugansk region. - 2002. - No. 1 (16). - pp. 54-56.

20. Woodcock, M. The liberated manager. For a practicing manager / Woodcock M., Francis D.; [Transl. from English]. - M.: Delo, 1991. - 320 p.

21. Gornyak A.N., Lazanovsky P.P. Management: Theoretical foundations and workshop. - M.: Magnolia plus, Lvov New world, 2003. - 336 p.

22. Goncharenko S.U. Pedagogical research: Methodological advice to young scientists. - Kyiv - Vinnitsa: LLC Firm "Planer", 2010. - 308 p.

23. Danilenko L.I. Modernization of the content, forms and methods of management activities of the director of a comprehensive school. Monograph. - Second type. - M.: Logos, 2002. - 140 p.

24. Danilenko L. Innovative educational management: Textbook. allowance. - M.: Glavnik, 2006. - 144 p. - (Ser. "Psychological Toolkit").

25. Danilenko L. Management of innovations in education. - M.: Shk. Mir, 2007. 120 p.

26. Danilenko L.I. Theory and practice of managing innovative activities in educational institutions // Practice of educational institution management. - 2006. - No. 1. - P. 13-18.

27. Danilenko, L. I. Efficiency of management of a comprehensive school: social and pedagogical aspect: monograph / Danilenko L. I. Ostroverkhova N. M. M.: Shkolnik, 1996. - 302 p.

28. Denis E. Study of differences in economic growth rates / E. Denison. - M., 1971.

29. Degtyar A.A. Public management decisions: information, analytical and organizational support. - M.: Harry NAGU "Master", 2004. - 223 p.

30. Dinevich V.A. Indicators and criteria for management effectiveness V.A. Di-Nevich, S.V. Ro-Gachev, N.I. Yakunina, 1975.

31. Dovbysh I. Model of state-public management of a general educational state institution // Pedagogy and psychology: Coll. Sci. Ave. - Chernivtsi: Ruta, 2005. - Issue. 258. - pp. 49-57.

32. Zhitnik B.A., Pavlyutenkov E.M., Maslikova I.V. Methodological problems of teacher research activities / B.A. Zhitnik. Organization of experimental work at school / E.M. Pavlyutenkov. Research activity as an educational service of methodological management / I.V. Maslikova. - M.: Publishing house. gr. “Osnova”, 2008. - 160 p.

33. Kalinina L.M., Kapusterinska T.D. Innovation school project: strategic planning, innovation management. - H.: View. gr. "Osnova", 2007. 96 p.

34. Karamushka L. N. Psychology of management of secondary education institutions: monograph / L. M. Karamushka. - M.: Nika-center, 2000. - 332 p.

35. Karamushka L.M. Formation of a competitive management team as an innovative direction in the management of educational organizations / L.N. Kara-mushka, A.A. Fil // Education and management. -2004.-T. 7.-No. 1.-C 82-91.

36. Keiek M. Globalization and higher education / M. Kieke // Higher education. - 2001.-No. 4-5. - pp. 107-117.

37. Koss V.A. Analysis of the structural model of the state from the perspective of new cybernetics // Theory and practice of management. - 2005. - No. 7. - P. 9-13.

38. Lozovaya V.I. A holistic approach to the formation of cognitive activity of schoolchildren / KhDPU im. S. Frying pans. - 20th ed. add. - Kharkov: “OVD”, 2000. - 164 p.

39. Lukina T. A. State management of the quality of secondary education in Ukraine: monograph / T. A. Lukina - M.: NASU Publishing House, 2004. - 292 p.

40. Marmaza A. I. Strategic management: trajectory of success. - M.: Publishing house. gr. “Osnova”, 2006. - 160 p.

41. Marmaza, A. I. Innovative approaches to the management of an educational institution / Marmaza A. I. - Kharkov: Published, gr. "Osnova", 2004. - 240 p.

42. Monitoring in the educational institution / Comp. M. Golubenko. - M.: Shk. Mir, 2007.- 128 p.

43. Regulatory support of education. - M.: Publishing house. gr. “Osnova”, 2004. - Part 4. - 176 p.

44. Ogarenko V.M. The role of the state in institutional and structural transformations in the education system // Actual problems: Sat. Sci. pr. - M.: Publishing House of HarRI NAGU "Magister", 2005. - No. 2 (24). - Part 1. - pp. 25-32.

45. Oleinik V.V., Sergeeva L.M. Management of the development of a vocational-technical educational institution; educational manual - K: Artek, 2010. - 176 p.

46. Assessment of the quality of work of an educational institution / Comp. N. Murashko. - M.: Ed. zagalnoped. gas., 2004. 128 p.

47. Pavlyutenkov E. M. Modeling in the education system. - M.: Publishing house. gr. “Osnova”, 2008. - 128 p.

48. Pedagogical skills of a teacher: A textbook for students, teachers, teachers / Ed. V.M. Grinev. - M.: Publisher Shust A.I., 2000. - 252 p.

49. Pometun A., Seredyak L., Sushchenko I., Yanushevich O. School management is changing. Advisor to the modern director - Ternopil: Aston Publishing House, - 2005.- 192 p.

50. Popova A.V. The influence of innovative processes on the formation of the content of education in Ukraine (20s of the twentieth century) // Pedagogy and psychology: Coll. Sci. Ave. - Kharkov: HDPU, 2001. - VIP.17. - pp. 121-126.

51. Popova A.V. Leading trends in the development of creative pedagogy in foreign educational theory and practice in the 60-80s of the twentieth century // Pedagogy and psychology of formation creative personality: problems and searches: Zb.nauk.pr. - Kyiv-Zaporozhye, 2001 - Issue. 18. - pp. 43-48

52. Popova A.V. Development of innovative processes in foreign education in the second half of the twentieth century // Humanization of the educational process: Coll. Sci. pr.. Issue of KhII.. - Slavyansk: Publishing Center SGNI, 2001. - P. 3-10

53. Popova A.V. Formation and development of innovative pedagogical ideas in Ukraine in the twentieth century. / KhDPU im. Frying pans. - Kharkov: “OVD”, 2001. - 256 p.

54. Popova A.V. Creative principles of innovative educational processes // Pedagogy and psychology of the formation of a creative personality: problems and searches: Sat. Sci. pr.. - Kyiv - Zaporozhye, 2001 - issue 19. - P. 6-10

55. The problem of efficiency in modern science: methodological aspects / ed. A. D. Ursula. - Chisinau, 1985. - 256 p.

56. Project activities at school / Comp. M. Golubenko. - M.: Shk. World, 2007.- 128 p.

57. Remorenko, Igor. Different management of different education. A book for the smart leader. - M.: Publishing house. house "School" World »View: L. Galitsyna, 2006. - 128 p.

58. Dictionary of modern psychological and pedagogical terms / Bukhlov N.V., Konovalova L.M. - Donetsk “Kashtan”, 2008. - 162 p.

59. Tevlin B. L. Control and analytical activities of the school principal. - M.: Vid.group “Osnova”, 2006.- 192 p.

60. Tevlin B. L. Professional training of readers. - M.: Publishing house. gr. "Osnova", 2006. - 192 p.

61. Technology and practice of managing the educational process at school / author-compiler T.V. Hurtova. - Volgograd: Teacher, 2008.- 215 p.

62. Management of experimental activities of SNO / Comp. N. Murashko. - M.: school. Mir, 2007. - 128 p.

63. Usenko A.V. Dialectics of interaction between subjects and objects of modeling in the theory of public administration // Collection of articles. Sci. NADU Ave. / Under the general ed. V.I. Lugovoy, V.M. Knyazev. - M.: Publishing house NAGU, 2006. - Issue. 1. - pp. 56-59.

64. Usenko A.V. Modeling of public administration of education in the conditions of modern socio-political transformations // Problems of transformation of the public administration system in the conditions political reform in Ukraine: In 2 volumes / Ed. ed. O.Yu. Obolensky, V.M. Knyazev. - M.: Publishing house NAGU, 2006. - T. 1. - P. 339-341.

65. Von Neumann J., Mongenstein A. Game theory and economic behavior. - M.: Nauka, 1970. - 707 p.

66. Chernyshev A.I., Volobueva T.B. Organization of research work in an educational institution. Toolkit. - Donetsk: “Origins”, DonoblIPPO, 2007. - 152 p.

67. Chernukha-Gadzetskaya K. M. Control technology. - M.: Publishing house. gr. "Osnova", 2009. - 144 p.

68. Sharkunova, V.V. Social management and concepts of pedagogical management in educational institutions: dis. ... Candidate ped. Sciences: 13.00.01 / Sharkunova V.V.; State Academy educational leadership. - M., 1998. - 170 p.

What else to read

Vegan pumpkin stuffed with rice and baked whole in the oven Rice and pumpkin are two healthy foods that go great together. You can also join them “in company”...

Teleportation and time travel Scientists have been able to prove that it is possible to travel through time... So, according to the research of the Israeli scientist Amos...

Notification of changes in the terms of the employment contract and transition to an effective contract Notification of the employee about the introduction of an effective contract An effective contract is one of the key elements of a financial incentive system based on...