home Accounting Adaptation of a manager to a new position. Modern director - who is he? Types of principals in a modern school

Adaptation of a manager to a new position. Modern director - who is he? Types of principals in a modern school

The principal is a key figure in the school. And success in a school depends on who runs it. Today, when school principals work in conditions market economy, they are required to take many important daily management decisions- from finding ways to make money to finding ways to improve the quality of education. The question arises - who is he, an effective leader of a modern school?

Modern requirements for education are changing the position of the school principal as a manager. Now we need knowledge of financial management and school economics. To do this, you need to have strategic thinking, but also have a good knowledge of the educational process.

A good director will definitely achieve independent accounting and full regulatory funding for its educational institution. He will definitely develop a remuneration system, but with his own individual school characteristics. He will definitely create or initiate the emergence of some kind of public governing body (for example, a good parent committee), and find sponsors.

For development innovation activity The school requires the director to have competent, skillful knowledge of new technologies. Only when the director understands from his own experience how important and convenient it is to use modern technologies in their work, then this will become an indispensable condition for changing the attitude in the development of these technologies by the team.

An effective leader of a modern school must keep up with the times: set tasks that are important today and that will become even more important tomorrow, and, most importantly, be able to find ways to solve them.

A modern director knows how to work with a child, with parents and the teaching staff. To do this, he must be a teacher and organizer, possess legal and economic knowledge. Must take care of the role of the teacher in his team, contribute to the improvement of teachers’ qualifications, and create conditions for the development of their creative abilities. To create comfortable learning conditions at school, he needs knowledge of pedagogy, psychology, and various techniques. Teaching work, despite the heavy workload, is necessary because... it helps in strengthening relationships with teachers and students.

The school director must have certain personal qualities that ensure the success of management activities. These are tolerance, tact, good manners, internal harmony, optimism.

One of the essential personality traits of a leader is self-confidence. The leader knows everything, knows everything, can do it! And if he doesn’t know, he’ll find out, find a way out, and be able to. Such a director will certainly become an authority for his subordinates.

It is obligatory for a leader to have his emotional

balance and stress resistance. A leader must control his emotions regardless of his mood and always be positive.

A modern director must care about the prestige of the school. These are various district and regional competitions, conferences, seminars, master classes, connections with society. If possible, enable the school to be an experimental platform in certain areas and organize international student exchanges. Its future depends on how well the school is heard.

The psychological climate at school plays an important role. The director monitors teacher-student interpersonal relationships. Students should consider school a “second home” and teachers as their mentors and friends. The manager should organize a special break room for teachers and children.

Of course, being a modern director is not easy. Only strong, integral, creative, talented, honest, clever man may hold such a position.

Galina Mikhailovna Ponomareva,

Head of the organizational and methodological department of the Khabarovsk Regional Institute for Educational Development in Komsomolsk-on-Amur, honorary education worker

School management is a special process from a management point of view; it is not without reason that it is defined as a science and an art. home distinctive feature management process in education is that often school directors in the recent past were teachers from the team they lead. However, in a relatively identical environment (all in the past former teachers without managerial skills and special education of a manager), some directors achieve professional success for themselves, teaching and student teams, the city and the region, while the successes of others are insignificant and are at an acceptable level of functioning for the school. Why is the success of some directors incomparably greater than the success of others? What manifestations of success set them apart from their peers? What is the reason for the success of the best of the best? What behavior strategy do managers choose? educational organization leading them to success? What do principals avoid in the process of managing a school, and what makes them unsuccessful?

These questions may seem controversial, since the work of management itself is ambiguous among different people. Only many years of experience interacting with school principals in the system of advanced training and certification of teaching and management personnel gives me the right to express my own opinion on the following issues: what do successful school principals do and do not do?

I propose to focus on only three indicators:

personal professional and career growth of the school principal;
school personnel management;
Production Management.

Becoming a school principal

The professional growth of a successful school principal begins far in the past, when a young teacher first enters the classroom as a teacher, not a student, realizing his new status as an adult responsible for himself and others; a new role as a leader of a children's team and the learning process.

Over many years of apprenticeship and studentship, young people develop performing behavior that corresponds to the role position of “child” (in the classification of interpersonal relationships according to E. Berne). The new situation forces the young teacher to change his behavior strategy to an “adult” position, focused on sound calculation, control over own actions, control over the actions of others, adequate assessments, understanding of the relativity of dogmas, orientation to action. A rapid change of positions leads to the fact that fundamental changes occur in a person’s personality towards the development of a positive “I-concept”, leadership qualities, confident behavior in a familiar environment, and the search for solutions to problems that arise, taking into account one’s own opinion.

A young teacher strives for professional growth and takes active steps towards this: he independently looks for sources of acquiring new knowledge, communicates with mentors and adopts their experience with a certain degree of critical attitude and perception towards it. Copying positive experience occurs selectively, depending on the goals of the young teacher, his own views on the process of teaching and upbringing, personal qualities, since such a teacher realizes that even the best senior colleague cannot be what he himself should become in the future. Someone else's experience is not an open, wide road without bumps and potholes, paved by an experienced mentor, but a path to a certain turn, beyond which lies the unknown, and everything that happens around this turn will become a new reality. Only the habit of independently analyzing the situation and making decisions based on the experience of others will help young specialist become yourself. And this is an important condition for a future successful professional life, creating your own experience and unique achievements.

A young teacher strives to take leadership positions in the work team and gradually acquires a team of colleagues who share his values, followers of actions and allies in achieving the goals of the leader and the team.

The process of building one's own career has been taken under control by the future successful director - a young man

knows what he wants to achieve in the future and what time frame he has for it. Career grows progressively from horizontal to vertical. Not always, but in many ways, professional successes in the “teacher” horizon underlie future successes in the “director” vertical. A teacher builds his career together with someone who will subsequently decide on the level of career growth, which means that such a person learns tactics and strategies for productive communication with people of different social statuses.

A young teacher motivated to become a school principal is guided by the following rules:

being lazy and looking at the clock is the lot of future performers;
to be offended by constructive criticism is in the nature of a weak, capricious “child”;
wait for instructions from the outside - this is what people do who avoid failures, but constantly have them;
not to allow others to doubt his current insignificant successes - he will eat the elephant piece by piece while others starve, knowing that they will not swallow it whole;
be afraid to stumble - the fatality of existing mistakes leads to the destruction of motivation;
to rise above the less successful - arrogance is endowed on weak individuals who do not understand that for every strong person there is always a stronger one;
to envy those who are more successful - they should be respected and learned from them; you need to catch up with them, then walk alongside them, and then lead them.

The question of vesting a teacher with the power that the position of director provides is decided upon reaching a certain age. Empirical data and observations show that the most productive principals are those who take charge of a school between the ages of 35 and 45. This is a sensitive period in personality development

to accept responsibility for the actions of other adults in the production process. By this time the specialist already has professional achievements: a unique experience that clearly distinguishes him from others; stability in relationships with colleagues and managers; a portfolio of achievements that proves his professional worth. Leadership positions are such that no one doubts that the future belongs to this person - this is a sign of the sure growth of a vertical career and the support of colleagues. No one doubts that this particular teacher can be entrusted with managing the school, including the teacher himself - he understands that the years of his own professional development were spent precisely in order to lead others, and in fact this was his goal.

The young director knows that

one should not strive to “be good for everyone” - he should lead people behind him,

and not on your neck;

narcissism is a sign of a weak director whose life is short - so spin

sitting in a beautiful chair is not yet an indicator of professionalism;

motivating the weak is a waste of time and effort for illusory benefit;
it is pointless to criticize the mistakes of the strong - it is better to turn the mistakes of others

into your experience;

You can push down only someone who is staggering; a self-confident leader will eventually turn things around so that people will please him;
do not forget your friends and fellow teachers - even in work time you can always find a minute for friendly memories and a cup of coffee;
he is not a workaholic, since a one-sidedly developed professional is like a gumboil, and it’s not worth staying at work late.

Observations of a circle of successful directors show that only the opportunities provided by the “tops” and the support of the “bottoms” give positive results in career growth leader. The director will build the next stage of professional and career development differently, focusing on new social status manager - on power.

Using power

Using power functions to benefit oneself and the team being led is a distinctive feature of successful school principals. That's right: for yourself and for others. The director values his power and enjoys its capabilities - and this is not a negative quality of a leader; on the contrary, the attraction of power leads to the destruction of development prospects - first of the director, and then of his school. But the pleasure of power meets all highly moral laws. A successful director lives by the rule “I am good, you are good.” This life position helps a manager attract equally successful people to work, thereby expanding his capabilities. Motivation for achievement is characteristic of a significant number of team members, since it is based on the charisma of the leader and such sources of his power as the power of the standard, the expert, the power of reward, normative and informational power. Power is inextricably linked with leadership. A successful manager is always a leader. He was an informal leader before his appointment, and now he is strengthening the position of a formal leader, and he easily succeeds.

Power allows the director to achieve higher goals than those in the past, and since these are humane goals, the director finds followers and has a strong team of creative, active, success-motivated performers, through whose hands the result is achieved. And of course, there are now resources to achieve the goal!

A person in power does not allow himself to:

to lose it - power can only be strengthened (by building an even higher career) or released (to leave in time and give way to others);
use power to harm people - it is power that should make a person a Human;
to be afraid of the power of others - you just need to not be afraid of anyone;
hide behind the backs of the performers - you can stand behind their backs only in one case: when you have to be the last one to leave a sinking ship;
manage people from the position of “I’m the boss, you’re a fool” - otherwise the day will come when you become your own boss

and a fool to himself;

coming to work late - an arrogant boss does not have power over his subordinates, but fear of them, which he covers up with arrogance;
look bad - spectacular appearance a successful leader is not a whim of image, but a severe necessity.

Every successful director understands that his own success consists of the successes of his subordinates. Therefore, one of the first tasks of a manager is to motivate the team to high achievements and help everyone who wants to reach heights. The director’s own role in school management comes down to finding the right active, motivated, proactive performer, giving him the right instructions, building an adequate line of control - and that’s all. Next, the subordinate himself will bring the necessary result to the leader, which will ultimately be the result of the work of the school, and therefore of the director himself. The previous experience and charisma of the director will do their job - people will obey a successful leader with great pleasure and will do great things to achieve his positive assessment, which he often gives to his subordinates. Yes, that’s the only way - frequent and positive reinforcement of the activities of subordinates! Criticism, if necessary, does not allow for fatality, edification, or emotionality; on the contrary, only the use of constructive criticism helps a successful director extinguish the resistance of his subordinates to the perception of critical comments, involve him in the joint development of decisions, change the situation and the activities of the criticized person for the better.

The second most important criterion for effective personnel management of a successful director is the ability to delegate authority. In the hands of the leader is the supreme power (of course, within the framework of job competencies), which several other people in the organization would probably like to receive. This cannot be done formally, but it is possible to satisfy their need for power by temporarily expanding the powers - firstly, of the management team, and secondly, of subordinates actively seeking power. A successful leader is not afraid of losing power. However, distancing people from this power will lead to the fact that subordinates will strive to get it in another way, even aggressively. This is where delegation of authority to team members exists, and a successful director often uses this. As a result, he receives high-quality work, loyal employees, a lot of initiative proposals, a close-knit team, and also free time to perform direct duties in the work process, which cannot be delegated, but for which there is never enough time!

At the same time, delegation of authority does not exclude the dominance of the leader over his subordinates. Unlike power, dominance is domination, predominance, influence, ambition, the desire for personal independence, leadership under any circumstances and at any cost, readiness for an uncompromising fight for one’s rights. Strange as it may seem at first glance, employees easily obey a dominant leader, and not only do not condemn this personal trait, but also evaluate it as necessary for themselves personally, since ultimately the leader’s dominance becomes a shield for them in difficult situations.

In addition, a successful school director is an example for subordinates of such competencies as emotional self-regulation. They say about him - a good leader is like a swan: above the water

On the surface he swims calmly and majestically, and under the water he furiously rows with his paws. The ease and speed of decisions made by the director, his calmness during crisis situations help his subordinates feel security and stability. People highly value someone who is a “strong wall” for them; with such a leader they will go through thick and thin, and will do everything possible to lead the school (director) to success!

Process management

In the process of personnel management, a successful director:

does not select personnel for himself or his loved one - at school there are no positions of “matchmaker” and “brother”, there are “professional” and “high professional”;
supports the initiative of the subordinate - if the torch is not allowed to flare up, it will quickly turn into a firebrand, will the director look beautiful with a firebrand in his hands?;
will not cultivate mediocrity - no matter how much you hill up a pillar by the road, apples will never grow on it, it is better to drive past, and let it stand, since it was once placed by someone;
speaks little at meetings - the words “letuchka” and “five minutes” were invented just for a successful leader who values his own and other people’s time;
does not expect gratitude from his subordinates for the fact that “I have done so much for them.” - you have to do good and throw it into the water;
does not refer to a lack of funds for staff training - the staff themselves will offer creative ideas and various forms of training if they, the staff, are given the opportunity to hang a certificate of advanced training in a prominent place.

A successful director is characterized by a triune component: analysis - plan - analysis.

First of all, the leader is a wonderful analyst. He can quickly connect any information that comes to him with the previous one and, based on analysis, determine the pros and cons of the forecast, which in turn will first be determined in the development strategy, and later detailed in tactics. Foresight helps the director understand the direction of the organization's development, so he takes all details of information seriously and important, since one can never say in advance which fact should be accepted as significant and which should not. The ability to first connect facts and figures of received information into a single whole, then group them into various categories, compare with the expected result, assess the state and predict subsequent results corresponding to the positive and negative vectors of development of the situation and do everything quickly and efficiently - a striking feature of the director-analyst, which distinguishes him favorably from all other directors.

The favorite word of a successful director is goal! What is the goal of the future action plan? It is on this word that the specific work plan of the school as a whole and all its substructures in particular will largely depend. The goal is seen as a real result, achievable in the near future as a fact that is not in doubt. The clarity and realism of the goal make it possible for the manager to determine the circle of performers to the extent to which they are capable of realizing this goal, even if they do not yet understand the full depth of ideas about the result to which the respected director is pushing them. After defining the goal and motivating the team to achieve it, a successful leader will go into the shadows: he is a strategist, the details are in the hands of the performers. His time to return to the plan will come when the framework for all necessary actions has been formed and everything is prepared for the stage of monitoring and editing the plan, its individual details, for example, the quantity and quality of the necessary activities, predicted results, resources. Only now the director’s word will be final as the decision of the person responsible for the idea and steps towards its implementation. At the same time, a successful leader provides the opportunity for team members to realize themselves when planning - they can afford to delegate authority.

And as soon as the plan enters the implementation stage, analysis immediately begins: first, step-by-step, to eliminate unforeseen mistakes. Then more and more generalized, so as not to burden either yourself or the team with little things that generally do not affect the global result, but are often associated with the emotional perception of the performers.

Resources, their quantity and quality, and especially their content: everything is in the hands of a successful director and under his control.

At the first place human resources- the school team, consisting of professionals of different levels, but which the director can manage most effectively based on this very level of professionalism of the employees. The director skillfully uses:

the resources of each individual person and the potential for its development;
resources of small groups and, accordingly, their potential;
resources of the organization's team as a whole.

Information resources, including external and internal information. All information is analyzed from the point of view of the adequacy of its perception by subordinates and only then is issued by the director to the team. A successful leader knows how to present all the information in such a way that no one has any doubt that the director does not doubt the veracity of the information and the need to take it into account. He uses information power as a necessary shield against possible conflicts and stress in the team. In other words - information not for the sake of information, but for the sake of information! To make it clear to the reader, I will tell you Golden Rule successful interlocutor: if you can count to ten, count to nine!

Financial resources are a special scale of values for a leader. On the one hand, there is always little money, no matter how much you give. On the other hand, the money-grubbing director is also not best strategy for future success. Therefore, the wisest directors choose companies

a compromise between high results and a real amount of money, they are able to create a level of school life at the level of luxury, even with little funding. How? And this is a company secret. The commercial spirit of successful directors is manifested in the conduct financial activities at the level of a thrifty housewife, money is earned and spent wisely. This is also a sign of a successful school director - a director-entrepreneur. He has studied economic issues to such an extent that this allows him to independently make decisions within the organization without external consultations, since any consultant will always provide information that is beneficial to him. This is why in successful schools “all the money is in one pocket.”

But a successful director knows the law better than economics. And honors him in full. Whatever temptations arise before making a decision, the leader always coordinates it with the law. The word “law” is also understood by subordinates, no matter whether it is the law of a higher organization or the law emanating from the director himself. All school employees understand that the director is by default the law in the school, albeit a democratic one, but the law. And that's it!

Managing production process, successful director:

does not seek to compensate for all the problems of the organization - it is more important for him that his subordinates cooperate, are people who understand his ideas and implement them in life;
creates a quality management system that is understandable to all performers;
knows the science of administration, does not accumulate debts;
allows others to believe in his expert power, even the chief accountant;
has enough templates on the computer for routine and creativity;
always rich, since he does not earn much and spends little;
follows the letter of the law;
copes with any difficulties

and demonstrates this to his subordinates.

Magazine "Public Education" 10/2013

Necessary knowledge (articles)

Help for a rural school

Prepared by:

Maksimishina Oksana Sergeevna,

Deputy Director for Educational Work, Geography Teacher of KSU "Incomplete" high school No. 31"

city of Petropavlovsk, North Kazakhstan region

The role of the manager (director) in management modern school.

The head of the school (school director) is a key figure in the field of education, determining the success of the implementation of ongoing changes in education. According to many experts in the field of pedagogical management, the director of a modern school is an effective leader who has such qualities as: competence; communication skills; attentive attitude towards subordinates; courage in decision making; ability to solve problems creatively.

An effective school leader (director) is:

creative person capable of overcoming stereotypes and finding unconventional ways to solve problems facing the school, creating and using innovative management technologies;

a person who constantly works on himself, on his professional and personal qualities;

a strategist who sees the development of his school for several years ahead;

a person who inspires the teaching staff with his example.

Director of the Leadership Research Center at the Institute of Education, University of London, Professor Alma Harris, believes that there are many skills and competencies that a modern school leader (principal) must possess, but the most important thing is the ability to form a team of teachers. It is the teacher who works directly with the student, and therefore the director must believe in the teacher, trust his opinion and assume that he can understand some issues better than him.

IN last years Significant changes are taking place in Kazakhstani schools. The educational process is being saturated with modern educational, technological equipment, teaching aids and educational complexes.

IN educational process Innovative educational technologies are being introduced, not at the level of replacing individual parts, but at the level of conceptual changes, requiring the training of qualified teachers of a new generation.

Schoolchildren of the 21st century are significantly different in development from schoolchildren of the twentieth century. Under these conditions, the functions and role of the school leader (director) change significantly. On the one hand, a school director is an effective manager, since today a school director has to perform a lot of management functions - budget management, interaction with the public, interaction with senior management, etc. The skills of managing an organization are becoming more and more important every day, and the director has no time to deal with pedagogy.

Peter Drucker, the founder of modern management, based on many years of observations, came to a paradoxical conclusion: “strong professionals”, excellent specialists in their field, extremely rarely become good leaders. This is due to the fact that management is completely special kind professional activity, the result of which is directly related to a person’s personal effectiveness.

On the other hand, within the framework of great freedom, the director of a modern school, in addition to management theory, must understand modern educational paradigms, priorities, and promising educational technologies.

Professor Alma Harris, director of the Center for Leadership Studies at the Institute of Education, University of London, shares a similar point of view: “Modern principals need to be able to manage their schools effectively, efficiently and intelligently. But for a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who can show by example what a good lesson is, because in problem schools, as a rule, there are few good teachers, and teachers simply have nowhere to take examples of quality teaching practice. The director must be able to do everything himself in this situation.”

In practice, when a director has a lot of managerial and other tasks, it is difficult to demand that he be an effective manager and an effective innovator in terms of educational technologies. According to a number of researchers, today there are four main types of school leaders (directors):

“democratic business executive”;

"democratic leader"

At the same time, two of them are most often encountered: “authoritarian business executive” and “authoritarian leader,” the most popular of which is “authoritarian business executive.”

Unfortunately, such a combination, when the director is both a talented teacher and an effective manager, is only possible ideally. Close to it are the original schools, where the director himself is a generator of innovation. According to experts, “the personal example and personal relationships that the director builds are key. Great manager, no loving people, an excellent manager who was not a teacher cannot lead a school.”

For the most part, effective leaders are not born, but made. You can gain knowledge and skills of effective management by undergoing special training. At the same time, this can be achieved through self-education. In all cases, appropriate motivation is needed: personal ambitions (I’m no worse than others), the desire to make a career (the soldier who doesn’t want to become a general is bad), school patriotism (my school is better), the desire to earn money (if you work better, you get more).

In modern times, the head (school director) is a coordinator, a social builder, a bearer of everything new, progressive and democratic. Based on various management principles, the manager uses an individual approach to teachers in his work, taking into account a person-centric approach.

One of the options for a human-centric approach to the socio-psychological and cultural-ethical aspects of management is Dale Carnegie’s system, which he outlined in his famous 10 rules:

1. Start with praise and sincere recognition of the dignity of your interlocutor.

2. Point out the mistakes of others not directly, but indirectly. Direct criticism is useless because it puts you on the defensive.

3.Talk about your own mistakes first, and then criticize your interlocutor.

4. Ask your interlocutor questions instead of ordering him something.

5.Give people the opportunity to save their prestige.

6. Be generous with praise.

7.Create for people good reputation, which they will strive to preserve and justify.

8. Encourage. Give the impression that mistakes are easy to correct, make everything you encourage people to do seem easy to them.

9. Make sure that people enjoy doing what you want.

10.Give people the opportunity to save face.

“Effective manager” is a conventional concept that denotes an ideal manager who knows the basic principles of management theory, is able to effectively implement them in practice, and is characterized by high professional competence. Effective leader in modern society someone who knows how to correctly pose and solve problems.

There are plenty of methods and trainings on how to become an effective school director - choose according to your taste. For example, the methods of Peter Drucker, who believes that in order to become a successful leader, first of all, you need to learn to manage yourself, because “the ability to manage is different for all people, but those who know how to manage themselves, their actions and decisions successfully manage others.”

References:

Bolshakov A.S. Management. Tutorial. - St. Petersburg: Publishing House "Peter", 2000. - 160 p.

Intra-school management: Issues of theory and practice. Ed. T.I. Shamova. - M., 1991. - p. 352

Isaev I. F. School as a pedagogical system: Fundamentals of management. - M.; Belgorod, 1997. - p. 286

Kustobaeva E. Managerial culture of the director: adequate self-assessment. Public education. - 2002. - No. 1.

Pedagogy. Ed. P.I. Pidkasistogo. - M., 1998. - p. 452

Managing a modern school: A manual for the school director. Ed. M. M. Potashnik. - M., 1992. - p. 298

To the modern leader to effectively manage a company (firm, organization, enterprise, structural unit, department, team, etc.) it is important to successfully combine six main roles in your activities: from the owner and entrepreneur to an effective professional and a civilized person.

First, briefly, for a clearer understanding, we will consider these skills (leader roles), and then we will analyze each role in detail separately and present practical recommendations for their development.

The roles of a modern manager in company management

Role No. 1 - Civilized person.

This leadership role in the management system demonstrates socially acceptable norms of behavior. Modern leader in different situations Must always behave appropriately and show respect for the employee in particular and the team in general. A civilized person (leader) knows how to win over a person and never violates the agreements reached.

Role No. 2 - Effective professional.

This role of the leader in the organization implies maximum achievement of positive results in work through the active use of one’s knowledge and abilities. As an effective professional, the leader demonstrates deep knowledge in his field, while constantly improving it. Also, this role of a leader in a team includes such actions as demonstrating experience and skills to his employees and colleagues and providing them with assistance.

Role #3 - Team player.

One of the main purposes of a manager’s roles in management is to attract people, taking into account their motivation and qualifications, distribution of responsibilities, ability delegate authority correctly, effective interaction with other team members, exchange of information, making personal contribution to achieving goals, maintaining team spirit and a healthy psychological atmosphere in the team. A team player welcomes multiple opinions.

Role No. 4 – Manager.

The importance of this role in general manager role system difficult to overestimate. After all, the main skills of a manager lie precisely in the ability to organize employees, set goals correctly and monitor their timely achievement. The general role of a manager in a management system cannot be imagined without managerial skills. A manager, in order to complete assigned tasks, must be able to quickly find resources and rationally distribute them, increase labor productivity organization and its divisions, as well as effectively interact with subordinates, partners and senior managers. Management is the No. 1 role of a leader, although it is not in first place on this list!

Role No. 5 – Entrepreneur.

The manager, through consistent actions, must ensure that the company moves along the intended path and formulate (both for himself and for the staff) a vision of the future. The role of a modern leader is unthinkable without the ability to see opportunities for creating new values. Moreover, a true manager always takes full responsibility for the organization’s results.

Role No. 6 – Owner.

The role of a manager in managing an organization is no less significant than the previous one. It lies in the ability to achieve long-term results with the help of a strong professional will and a combination of outstanding personal qualities (including leadership qualities personality). The “owner” places the interests of the company above personal interests, as well as above the interests of employees, and when he makes decisions and acts, he always thinks about the possible consequences for the company. To achieve success, he focuses on long-term development and purposefully develops his followers.

Development of leadership skills (roles)

Developing the role of a leader as a civilized person

Developing the role of a leader as a professional

Set specific goals and objectives that you will implement. Tell team members about your ideas, as well as explain action plans for their implementation.
Be a role model for others, never promise what you cannot deliver, and always keep the promises you make. Do what you advocate for yourself.
Are you wondering what you can change to make your work more effective?
Don't avoid criticism, and when receiving information that is unpleasant for you personally, do not become aggressive. Correct following leadership roles in a team unthinkable without image formation professional Ask yourself what you did to achieve this.
To obtain information about your professional activities, using various sources - periodicals, learning programs, professional conferences and forums, Internet, etc. Try to understand how effectively you learn new things and improve yourself in the professional field. Think about how this process can be improved?
Discuss with your employees the latest and greatest trends in your industry. If someone asks you for professional advice, approve and encourage it, or find out for yourself if there are areas where you can provide guidance (direct them by pointing out where and how they can find the answer to their question) and provide assistance.

Developing the role of the leader as a team player

Constantly analyze your team's performance. Encourage your work team to regularly work on ways to improve the quality of their duties. Feedback tools should be set up to analyze interactions within the team and obtain data.
To spend more time with people, you shouldn't oversaturate your agenda. It is also important to master the skill holding effective meetings.
Managerial roles of a leader are unthinkable without the role of a leader in conflict management. Make sure that the psychological atmosphere in the team is healthy. There are often cases of mobbing. You must do everything in your power to prevent and prevent this phenomenon. New employees are more often exposed to psychological pressure, so it is important to first working day on new job make it clear to him and everyone else that he is part of the team and is necessary for the company. To do this you need to know how to introduce a new employee colleagues.
Invite a coach or someone you trust to one of your team meetings. Ask him to objectively evaluate the team's performance, focusing on the following questions:

Is there a hidden conflict in the team?

Are you a good leader in conflict?

Are you engaging your employees well?

Are you listening?

Do team members participate openly?

Do you control the agenda during meetings, overview possible solutions, development of a strategy for further actions, time management (how many wasted time) etc.?

What can you say about the composition of the enterprise?

Make sure that the distribution of responsibilities matches the motivation and competence of employees. If this is not the case, roles and responsibilities need to be reassigned accordingly.
Involve people with different thinking styles to work in a team, because the most diverse composition is more flexible in completing tasks. Encourage multiple opinions. Analyze how and in what areas employees can complement each other and be useful.
From time to time, allow your team members to make decisions on their own without being the first to speak out. your point of view.

Development of the role of the leader as a manager

Development of the role of the manager as an entrepreneur

Follow current popular industry trends. Find information sources that provide the best advice in areas such as HR, finance, marketing and logistics. Use whatever is applicable to your organization.
Read the business press once a week and identify a realistic idea that could improve your business. Ask yourself more often: how can we create added value for the enterprise by combining different technologies, products or services?
Don't be afraid to develop own business use other people's ideas. Fight with creative crisis and find inspiration in fields related to and different from yours, such as science or art. Talk to people from a variety of backgrounds, using their expertise to improve the organization's performance.
Support new ideas that improve organizational performance from your employees and partners.
In order to find out how suppliers and clients evaluate your company and your services, meet with them periodically. Find out the strengths and weak sides your competitors.
In order to find new solutions for the development of your own company and establish yourself in the role of a leader, it is sometimes useful to put yourself in the place of your competitors and imagine what strategic decisions they could apply to push you out of the market?
It is also useful to imagine that your company does the same thing (produces the same product or provides the same services), but is not connected by its history and existing structures. What would you do if you weren't limited by this?
Try to explain to your employees complex and incomprehensible issues in business development in simpler and more simple terms. accessible language so that they have a clear understanding and not the slightest ambiguity arises. More actively introduce a holistic vision of the business picture into the minds of your subordinates, encourage a strategic approach and global thinking.

Developing the role of the leader as an owner

The role of the modern leader in an organization - a complex role. The leadership role system requires a person to have many different skills. The boss must know at least a little (the more the better), but about everything - from the tricks of financial science to the secrets of marketing, from the secrets of human psychology to methods of organization modern production. Of course, one article cannot reflect the entirety of the role of a manager in management, so in the future we will definitely return to this topic and consider some points more fully.

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The role of the head (director) in the management of a modern school. The head of the school (school director) is a key figure in the field of education, determining the success of the implementation of ongoing changes in education. According to many experts in the field of pedagogical management, the director of a modern school is an effective leader who has such qualities as: competence; communication skills; attentive attitude towards subordinates; courage in decision making; ability to solve problems creatively. An effective school leader (director) is:     a creative person who is able to overcome stereotypes and find unconventional ways to solve the problems facing the school, create and use innovative management technologies; a person who constantly works on himself, on his professional and personal qualities; a strategist who sees the development of his school for several years ahead; a person who inspires the teaching staff with his example. Director of the Leadership Research Center at the Institute of Education, University of London, Professor Alma Harris, believes that there are many skills and competencies that a modern school leader (principal) must possess, but the most important thing is the ability to form a team of teachers. It is the teacher who works directly with the student, and therefore the director must believe in the teacher, trust his opinion and assume that he can understand some issues better than him. In recent years, significant changes have been taking place in Kazakhstani schools. The educational process is being saturated with modern educational and technological equipment, teaching aids and educational complexes. Innovative educational technologies are being introduced into the educational process, not at the level of replacing individual parts, but at the level of conceptual changes, requiring the training of qualified teachers of a new formation. Schoolchildren of the 21st century are significantly different in development from schoolchildren of the twentieth century. Under these conditions, the functions and role of the school leader (director) change significantly. On the one hand, a school director is an effective manager, since today a school director has to perform a lot of management functions - budget management, interaction with the public, interaction with senior management, etc. The skills of managing an organization are becoming more and more important every day, and the director has no time to deal with pedagogy. Peter Drucker, the founder of modern management, based on many years of observations, came to a paradoxical conclusion: “strong professionals”, excellent specialists in their field, extremely rarely become good leaders. This is due to the fact that management is a very special type of professional activity, the result of which is directly related to a person’s personal effectiveness. On the other hand, within the framework of great freedom, the director of a modern school, in addition to management theory, must understand modern educational paradigms, priorities, and promising educational technologies.

Many experts believe that it does not matter what education a school director has, but he must have teaching experience: “Any school director must “stand at the bench”, at the blackboard in the classroom - have teaching experience. Otherwise he will not be able to be an effective school principal. Maybe he will be able to manage the school budget well, but he will not be a school director, in the real sense of the word.” Professor Alma Harris, director of the Center for Leadership Studies at the Institute of Education, University of London, shares a similar point of view: “Modern principals need to be able to manage their schools effectively, efficiently and intelligently. But for a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who can show by example what a good lesson is, because in problem schools, as a rule, there are few good teachers, and teachers simply have nowhere to take examples of high-quality teaching practice. The director must be able to do everything himself in this situation.” In practice, when a director has a lot of managerial and other tasks, it is difficult to demand that he be an effective manager and an effective innovator in terms of educational technologies. According to a number of researchers, today there are four main types of school leaders (principals):     “authoritarian business executive”; “democratic business executive”; “authoritarian leader”; "democratic leader" At the same time, two of them are most often encountered: “authoritarian business executive” and “authoritarian leader,” the most popular of which is “authoritarian business executive.” Unfortunately, such a combination, when the director is both a talented teacher and an effective manager, is only possible ideally. Close to it are the original schools, where the director himself is a generator of innovation. According to experts, “the personal example and personal relationships that the director builds are key. An excellent manager who does not like people, an excellent manager who is not a teacher, cannot lead a school.” For the most part, effective leaders are not born, but made. You can gain knowledge and skills of effective management by undergoing special training. At the same time, this can be achieved through self-education. In all cases, appropriate motivation is needed: personal ambitions (I’m no worse than others), the desire to make a career (the soldier who doesn’t want to become a general is bad), school patriotism (my school is better), the desire to earn money (if you work better, you get more). In modern times, the head (school director) is a coordinator, a social builder, a bearer of everything new, progressive and democratic. Based on various management principles, the manager uses an individual approach to teachers in his work, taking into account a person-centric approach. One of the options for a person-centered approach to the social, psychological and cultural ethical aspects of management is Dale Carnegie’s system, which he outlined in his famous 10 rules: 1. Start with praise and sincere recognition of the dignity of your interlocutor. 2. Point out the mistakes of others not directly, but indirectly. Direct criticism is useless because it puts you on the defensive. 3.Talk about your own mistakes first, and then criticize your interlocutor.

4. Ask your interlocutor questions instead of ordering him something. 5.Give people the opportunity to save their prestige. 6. Be generous with praise. 7.Create a good reputation for people, which they will strive to maintain and justify. 8. Encourage. Give the impression that mistakes are easy to correct, make everything you encourage people to do seem easy to them. 9. Make sure that people enjoy doing what you want. 10.Give people the opportunity to save face. “Effective manager” is a conventional concept that denotes an ideal manager who knows the basic principles of management theory, is able to effectively implement them in practice, and is characterized by high professional competence. An effective leader in modern society is one who knows how to correctly set and solve problems. There are plenty of methods and trainings on how to become an effective school director - choose according to your taste. For example, the methods of Peter Drucker, who believes that in order to become a successful leader, first of all, you need to learn to manage yourself, because “the ability to manage is different for all people, but those who know how to manage themselves, their actions and decisions successfully manage others.” Used literature: 1. Bolshakov A.S. Management. Tutorial. St. Petersburg: Publishing House "Peter", 2000. 160 p. 2. Intra-school management: Issues of theory and practice. Ed. T.I. Shamova. M., 1991. p. 352 3. Isaev I. F. School as a pedagogical system: Fundamentals of management. M.; Belgorod, 1997. p. 286 4. Kustobaeva E. Managerial culture of the director: adequate self-esteem. Public education. 2002. No. 1. 5. Pedagogy. Ed. P.I. Pidkasistogo. M., 1998. p. 452 6. Management of a modern school: A manual for the school director. Ed. M. M. Potashnik. M., 1992. p. 298 7. http://5fan.ru/wievjob.php?id=8015