Types of principals in the modern school. What successful school principals do and what unsuccessful ones don't. Should the director teach

Galina Mikhailovna Ponomareva,

head of the organizational and methodological department of the Khabarovsk Regional Institute for the Development of Education in Komsomolsk-on-Amur, Honorary Worker of Education

School management is a special process from the point of view of management, it is not for nothing that it is defined as a science and an art. The main distinguishing feature of the management process in education is that often the headmasters of the school in the recent past were teachers from the collective they are leading. However, in a relatively similar environment (all former teachers without managerial skills and special managerial education), some directors achieve professional success for themselves, the teaching and student collectives, 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 aspects of success distinguish them from their peers? What is the reason for the success of the best of the best? What strategy of behavior do the leaders of the educational organization choose, leading them to success? What are the principals avoiding in managing the school and what makes them unsuccessful?

These questions may seem controversial, since managerial work itself is ambiguous for different people. Only the long-term practice of 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 such issues: what are successful school principals doing and not doing?

I suggest dwelling on only three indicators:

personal professional and career growth of the school director;
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 comes into the classroom as a teacher, not a student, realizing the new status of an adult who is responsible for himself and others; a new role for the leader of the children's team and the learning process.

Over the long years of apprenticeship and student life, young people develop performing behavior that corresponds to the role position "child" (in the classification of interpersonal relations according to E. Bern). The new situation forces the young teacher to change the strategy of behavior to the position of "adult", focused on sound calculation, control over their own actions, control over the actions of others, adequate assessments, understanding of the relativity of dogmas, orientation towards actions. A quick change of positions leads to the fact that fundamental changes take place in a person's personality towards the development of a positive "I-concept", leadership qualities, confident behavior in a familiar environment, and a search for solutions to problems that have arisen, taking into account their own opinion.

A young teacher strives for professional growth and takes active steps towards this: he independently searches for sources of new knowledge, communicates with mentors and adopts their experience with a certain measure of critical attitude and perception. Copying of positive experience occurs selectively, depending on the goals of the young teacher, their 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, which was paved by an experienced mentor, but a path to a certain turn, beyond which there is unknown, and everything that happens after 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 a young specialist to become himself. And this is an important condition for a future successful professional life, creating your own experience, unique achievements.

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

The future successful director has taken control of the process of building his own career - young man

knows what he wants to achieve in the future and how long he has allotted for this. The career grows progressively from horizontal to vertical. Not always, but in many respects professional success in the “teacher” horizon underlies the future success of the “director” vertical. A teacher builds his career together with those who will subsequently decide on the height of career growth, which means that such a person is trained in the tactics and strategies of productive communication with people of various 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 take offense at 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 allowing others to doubt their current minor successes - he will eat the elephant bit by bit while others starve, knowing that they will not swallow it whole;
being afraid to stumble - the fatality of existing mistakes leads to the destruction of motivation;
to rise above the less successful - arrogance is endowed with weak personalities who do not understand that there is always a stronger one for every strong one;
envy the more successful - they must be respected and learned from them; you need to catch up with them, then walk side by side, and then lead.

The question of empowering the teacher with the authority that the position of director grants is taken upon reaching a certain age. Empirical evidence and observations show that the most productive principals are those who take over the school between the ages of 35 and 45. This is a sensitive period in personality development.

to take responsibility for the actions of other adults in the production process. By this time, the specialist already has professional achievements: unique experience that clearly distinguishes him from others; stability in relationships with colleagues and managers; a portfolio of achievements proving his professional competence. Leadership positions are such that no one doubts that it is this person who has the future - this is a sign of the correct growth of a vertical career and the support of colleagues. No one doubts that this particular teacher can be entrusted with the management of 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 along,

and not on your neck;

narcissism is a sign of a weak director, whose age is short - therefore, spin

in a beautiful armchair is not yet an indicator of professionalism;

motivating the weak is a waste of time and effort on illusory benefits;
it is pointless to criticize the mistakes of the strong - it is better to turn other people's mistakes

into your experience;

you can only push down a staggering one; a confident leader will eventually turn things in such a way that they will please him;
do not forget your friends and fellow teachers - even during working hours you can always find a moment for friendly memories and a cup of coffee;
he is not a workaholic, since a one-sided professional is like a gumboil, and you should not stay late at work.

Observations of the circle of successful directors show that only the opportunities provided by the “top” and the support of the “bottom” give positive results in the career of a leader. The director will build the next stage of professional and career development in a different way, with an emphasis on the new social status of a manager - power.

Use of power

The use of power functions to the advantage of oneself and the team under leadership is a hallmark of successful school principals. Exactly so: to yourself and to others. The director appreciates his power and enjoys its capabilities - and this is not a negative quality of the leader, on the contrary, the gravitation from power leads to the destruction of the development prospects - first the director, and then his school. But the pleasure of power meets all moral laws. A successful director lives by the rule "I am good, you are good." Such a life position helps a manager to attract equally successful people to work, thereby expanding his capabilities. Motivation for achievements is characteristic of a significant number of team members, since it is based on the leader's charisma and such sources of his power as the power of a standard, an expert, the power of reward, regulatory and informational power. Power is inextricably linked with leadership. A successful leader is always a leader. He was an informal leader before his appointment, and now he is strengthening his position as a formal leader, and he easily succeeds.

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

A person in power does not allow himself:

losing it - power can only be strengthened (by building an even higher career) or let go (leave in time and give way to others);
use power to the detriment of people - it is power that should make a person a person;
to be afraid of the power of others - you just have to not be afraid of anyone;
to hide behind the performers' backs - you can stand behind their backs only in one case: when the last one needs to leave the sinking ship;
manage people from the position "I am the boss, you are a fool" - otherwise the day will come when you will become your own boss

and his own fool;

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

Every successful director understands that his own success is made up of the successes of his subordinates. Therefore, one of the first tasks of a leader is to motivate the team for high achievements and help everyone who wants to reach heights. The principal'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 - that's all. Further, 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 the director himself. The previous experience and charisma of the director will do their job - people with great pleasure submit to a successful leader and make great achievements in order to achieve his positive assessment, which he often gives to subordinates. Yes, only in this 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 to extinguish the resistance of his subordinate to the perception of critical remarks, involve them in joint decision-making, change the situation and the activities of the criticized 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, the supreme power (of course, within the framework of official competencies), which a few more people in the organization would probably like to receive. Formally, this cannot be done, but it is possible to satisfy their need for power by extending for a time the powers of - first, the management team, and secondly, subordinates who are 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 seek to obtain it in another way, up to aggressive. This is the case for delegation of authority to team members, and a successful director often uses this. As a result, he receives a well-done job, 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 in any way, but for which there is never enough time!

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

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

he swims in a smooth surface calmly and majestically, and furiously paddles under water with his paws. The ease and speed of decisions made by the director, his calmness during crisis situations help subordinates to feel secure and stable. People appreciate the one who is a “strong wall” for them, with such a leader they will go into fire and water, and will do everything possible to lead the school (principal) to success!

Process management

In the process of personnel management, a successful director:

does not select personnel for himself, his beloved - there are no positions of “matchmaker” and “brother” at school, there is “professional” and “high professional”;
supports the initiative of the subordinate - if you do not let the torch light 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 huddle a post by the road, apples will never grow on it, it is better to drive by, and let it stand, once it has been raised by someone;
does not speak much at meetings - the words "meeting" and "five minutes" were invented just for a successful leader who values \u200b\u200bhis own and other people's time;
does not expect gratitude from subordinates for the fact that "I have done so much for them." - we must do good and throw it into the water;
does not refer to the lack of funds for personnel training - the personnel themselves will offer creative ideas and various forms of training, if they, the personnel, will be given the opportunity to hang the certificate of professional development in a prominent place.

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

First of all, the leader is a wonderful analyst. He can quickly connect any information received to him with the previous one and, on the basis of analysis, determine the pros and cons of the forecast, which in turn is first defined in the development strategy, and later detailed in tactics. Foresight helps the director to understand the vector of development of the organization, therefore, all the details of information are taken seriously and important to them, since you can never say in advance which fact should be taken as significant and which should not. The ability to first combine the facts and figures of the information received into a single whole, then group them into various categories, compare with the expected result, assess the state and predict subsequent results corresponding to positive and negative vectors of the situation development and do everything quickly and efficiently - a bright feature of the director. analytics that sets it apart from all other directors.

The favorite word of a successful director is goal! What is the purpose 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 in a real result achievable in the near future as a fact that is not in doubt. The clarity and realism of the goal enable the leader to determine the circle of performers to the extent to which they are able to realize this goal, even if they do not yet understand the full depth of ideas about the result, to which the respected director pushes them. After defining the goal and motivating the team to achieve it, the 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 of all the necessary actions will be formed and everything will be prepared for the stage of control and editing of the plan, its individual details, for example, the number and quality of the necessary activities, projected results, resources. Only now the director's word will be final as a decision of the person responsible for the idea and steps towards its implementation. At the same time, a successful leader provides team members with an opportunity to self-actualize when planning - he can afford to delegate authority.

And as soon as the plan enters the execution stage - immediately analysis: first step by step, to exclude unforeseen mistakes. Then it is more and more generalized, so as not to overload either oneself or the team with trifles that do not actually 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.

In the first place are human resources - the school's team, consisting of professionals of different levels, but which the director can manage most effectively precisely on the basis of this very level of professionalism of the staff. The director skillfully uses:

the resources of each individual personality 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 it issued by the director to the team. A successful leader knows how to present all the information so that no one has any doubts that the director does not doubt the truthfulness of the information and the need to take it into service. He uses information power as a necessary shield against possible conflicts and stress in the team. In other words, information is not for the sake of information, but for the sake of information! To make it clear to the reader, I will tell you the golden rule of a successful interlocutor: if you can count to ten, count to nine!

Financial resources are a special scale of values \u200b\u200bof a leader. On the one hand, there is always little money, no matter how much you give. On the other hand, a krokhobor director is also not the best strategy for future success. Therefore, the wisest of directors choose the com-

a promise between high results and real money, they know how to create a level of school life at the level of luxury even with little funding. How? And this is the secret of the company. The commercial streak of successful directors is manifested in the conduct of financial activities at the level of a zealous hostess and money is earned and spent wisely. This is also a sign of a successful school director - an entrepreneur director. He studied economic issues in such an extent that it allows him to independently make decisions within the organization without external consultations, since any consultant will always give information that is beneficial to him. That 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 the subordinates, it does not matter whether it is the law of a higher organization or a law emanating from the director himself. All school employees understand that the principal is by default the law in the school, even if democratic, but the law. And that's it!

Managing the production process, a successful director:

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

and demonstrates this to subordinates.

Journal "Public Education" 10/2013

Required knowledge (articles)

Rural school assistance

The current concept of reform and modernization of education places all the difficulties of its implementation primarily on educational institutions, giving them the opportunity not only to independently conduct financial and economic activities in the field of education, but also to be responsible. Implementation of the national educational project, improving the quality of education, introducing profile and distance learning, new information and communication technologies in the educational process and management process, providing a material base, new principles of financing and self-management - this is not a complete list of tasks that will fall on the shoulders of managers and managers of educational institutions.

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Essay

student of refresher courses

for additional professional educational

continuing education program

"Modern educational management"

FULL NAME. listener: Kireev Nikolay Mikhailovich

County: North

Educational institution:GBOU SOSH №648

Position: deputy Director for OIA

Essay topic: The modern head of an educational institution - who is he?

The current concept of the reform and modernization of education places all the difficulties of its implementation primarily on educational institutions, giving them the opportunity not only to independently conduct financial and economic activities in the field of education, but also to be responsible. Implementation of a national educational project, improving the quality of education, introducing profile and distance learning, new information and communication technologies in the educational process and management process, providing a material base, new principles of financing and self-management - this is not a complete list of tasks that will fall on the shoulders of managers and managers of educational institutions.

What should be a modern head of an educational institution?

What qualities should you have?

Does the success of education modernization depend on the personality of the leader? What should be done and how?

Who is he, the effective leader of the modern school?

For effective educational change, the school principal is a key figure. The fate of Russian education and, ultimately, the future of Russia depends on its ability to accept and implement the main ideas of modernization.

The main thing for a modern head of an educational institution is a clear vision of the ultimate goals, an understanding of the scale and depth of the tasks facing modern society, correctly identify priorities and ways to express them, formulate and predict the result.

An effective leader of a modern school solves the main task - to ensure the anticipatory nature of education: to set tasks that are important today and which will become even more important tomorrow, and, most importantly, to be able to find ways to solve them.

For the development of innovative activity in an educational institution, it is necessary for the director to have competent, skillful mastery of new modern technologies in his work.

The director is a teacher and organizer, possessing legal and economic knowledge, taking care of the role of the teacher in his team, contributing to the improvement of the qualifications of teachers, creating conditions for the disclosure of their creative abilities. To create comfortable learning conditions at school, he needs knowledge of pedagogy, psychology, various methods, technologies, the ability to understand people and their knowledge.

The leader must be a leader worthy of emulation. Leadership is art, skill, skill, talent, creativity.

You need to have the courage to take on oneself for proactive actions and the ability to instill this courage of responsibility in your employees.

The director is the main person of upbringing. The system of school traditions depends on it: cultural, ethnic, hygienic.

Head psychologist , because he is always focused on the human soul and is on guard of spirituality. He guards the school as the place where the child's soul is nurtured. Where the highest values \u200b\u200bof life are comprehended, where a person acts in his essence as a carrier of social relations.

Director is the first person in the systemmanagement the authorized owner of the school and a particularly responsible person, because he is responsible for the school building as a whole, possessing financial, economic and legal literacy. A large list of characteristics of the improvement of schoolchildren in an educational institution and a combination of material and technical elements that provide physical comfort for both children and adults depend on it.

The effectiveness of the school depends on the style of team management, onpersonal qualities head. This is self-confidence in one's abilities, capabilities. The leader knows everything, knows how, maybe! What does a confident leader mean for a subordinate? This is, first of all, that in a difficult situation you can rely on such a leader, with such a leader it is easier to think about the future, he gives psychological comfort, provides and increases motivation to work. Emotional balance and stress resistance are obligatory for a leader.

The dynamics of the expected transformations depends on the managerial competence of the leader, his ability to create a team of like-minded people and transfer the institution to work in an innovative development mode.

The school is going through hard times now. And only a qualitatively different leader, capable of thinking and acting at the level of global changes and looking far into the future, is able to lead his ship forward and forward. Unafraid of storms, storms and uncertainties.

Prepared by:

Maximishina Oksana Sergeevna,

deputy Director for educational work, teacher of geography, KSU "Incomplete Secondary School No. 31"

the city of Petropavlovsk, North Kazakhstan region

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

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

An effective school leader (director) is:

a creative person who is able to overcome stereotypes and find non-traditional 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 prospects for the development of his school for several years ahead;

a person who inspires the teaching staff by his example.

Professor Alma Harris, director of the Leadership Research Center of the Institute of Education, University of London, believes that there are a lot of skills and competencies that a modern school leader (director) should 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 admit that he can understand some issues better than him.

In recent years, significant changes have been taking place in the Kazakh school. The educational process is being saturated with modern educational, technological equipment, teaching aids and educational complexes.

Innovative educational technologies are being introduced into the educational process, and not at the level of replacing individual parts, but at the level of conceptual changes that require the training of qualified teachers of a new formation.

Schoolchildren of the 21st century differ significantly in development from schoolchildren of the 20th century. In these conditions, the functions and the role of the head (director) of the school change significantly. On the one hand, the headmaster is an effective manager, since today the headmaster has to perform a lot of managerial functions - managing the budget, interacting with the public, interacting with senior management, etc. Organization management skills are becoming more and more important every day, and the director has no time to engage in pedagogy.

Peter Drucker, the founder of modern management, based on long-term observations, came to the paradoxical conclusion: "strong professionals", excellent specialists in their field, 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, and priorities, and promising educational technologies.

Many experts believe that it does not matter what education the headmaster has, but he must have pedagogical experience: “Any headmaster 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 director. Maybe he will be able to manage the school budget well, but he will not be the headmaster in the real sense of the word. "

Professor Alma Harris, director of the Leadership Research Center at the Institute of Education, University of London, shares a similar point of view: “Today's principals need to be able to efficiently, efficiently and intelligently run a school. But in a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who, by her own example, can show 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 should be able to do everything himself in this situation. "

In practice, when the 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 pedagogical technologies. According to a number of researchers, today there are four main types of school leaders (principals):

"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 possible only ideally. Authors' schools are close to him, where the director is himself a generator of innovations. According to experts, “personal example and personal relationships that the director builds are key. A great manager who does not like people, a great manager who is not a teacher cannot run a school. "

For the most part, effective leaders are not born, but become. You can gain knowledge and skills of effective management through special training. However, you can achieve this through self-education. In all cases, appropriate motivation is needed: personal ambitions (I am no worse than others), the desire to make a career (the soldier who does not want to become a general is bad), school patriotism (my school is better), the desire to earn money (the better you work, you get more).

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

One of the options for a person-centered approach to the socio-psychological and cultural-ethical aspects of management is the Dale Carnegie system, which he set out in his famous 10 rules:

1. Start with praise and sincere recognition of the person's dignity.

2. Point out the mistakes of others not directly, but indirectly. Direct criticism is useless because it forces you to defend yourself.

3. First, talk about your own mistakes, and then criticize the interlocutor.

4. Ask your interlocutor questions instead of ordering them.

5. Give people the opportunity to save their prestige.

6. Be generous with praise.

7. Build people a good reputation, which they will strive to maintain and justify.

8. Encourage. Give the impression that mistakes are easy to fix by making whatever you induce people to feel easy.

9. Make people enjoy doing what you want them to do.

10. Let people save their face.

"Effective manager" is a conventional concept denoting an ideal leader who knows the main provisions of management theory, who knows how 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, one must learn to manage oneself, because "the ability to manage is different for all people, but others are successfully managed by those who know how to lead themselves, their actions and decisions."

References:

Bolshakov A.S. Management. Tutorial. - SPb .: "Publishing house" Peter ", 2000. - 160 p.

Intraschool management: Questions of theory and practice. Ed. TI 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-esteem. Public education. - 2002. - No. 1.

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

Modern School Management: A Guide for School Principal. Ed. M. M. Potashnik. - M., 1992 .-- p. 298

Innovation manager - is a leader who organizes innovative activities, the timely development and development of innovations that ensure the stable development of the enterprise.

The main areas of responsibility of the innovation manager are: development of the enterprise development strategy; business organization (formation of an effective structure and management technology) and work with personnel.

When working with personnel, special attention is now paid to stimulating their creative activity, developing the ability to solve complex and non-standard tasks, as well as methods of personnel motivation, which are understood as ways of encouraging employees to innovate in order to achieve the goals of the enterprise. Motivation should cover all activities for the development and implementation of innovative ideas and projects.

Requirements are imposed on the innovation manager today, which can be divided into two groups: I - common for all managers and II - special, due to the peculiarities of innovation as an object of management.

General requirements to the manager:

1) professional knowledge (on the profile of the enterprise, economics, management, marketing, finance, etc.);

2) the ability to lead people (the power of persuasion, the ability to achieve their own, willingness to cooperate, intuition, sociability);

3) the ability of strategic thinking (the ability to analyze and predict the situation, creativity);

4) the ability to achieve success (perseverance and endurance, independence of action, the ability to withstand stressful situations, ambition, initiative);

5) administrative skills (planning ability, decision-making ability, organizational skills).

THEORY AND PRACTICE

In one of the foreign magazines, the following list of qualities of a modern manager was proposed:

1. He is well informed about the situation related to the activities of the enterprise.

2. Seeks an understanding of reality based on experience and talent.

3. Predicts undesirable developments, knows how to unite the team.

4. Makes decisions that will be correct over the next five years.

5. Feels timely changes in the rules of the game and reacts to them accordingly.

6. Finds a balance between the demands of employees and the need for unpopular decisions.

7. Open to all new ideas one hundred percent.

8. Admits his mistakes, does not prosecute for dissent.

At the same time, for the manager responsible for the innovation policy of the enterprise, a number of special qualities:

firstly, the ability to creatively approach the solution of complex management problems, in particular to the development of an enterprise strategy;

secondly, intuition, flexibility and ability to quickly respond to changes in the external environment (market situation, political and economic environment). The highest manifestation of intuition is the ability not only to anticipate changes, but also to influence the situation with the benefit of your enterprise;

third, the ability to optimally organize the activities of subordinates, to create such conditions for their work that practically do not require intervention from the manager;

fourthly, the ability to be a leader recognized by colleagues and subordinates (this property is especially necessary when an enterprise finds itself in a difficult situation).

An essential component of effective leadership is leadership. Translated from English, the word "leader" means: "head", "commander", "leader", "leader". Leadership - This is a special position in society (social system), which is characterized by the ability of the individual to influence collective behavior in a certain way, to direct and organize it.

THEORY AND PRACTICE

The Harvard Business School (USA) formulates the following requirements for a leader:

Þ have a vision (people want to follow those who know where to go; they want to know why they are being taken there);

Þ trust your subordinates;

Þ be cool-headed;

Þ don't be afraid to take risks;

Þ be an expert (everyone must be convinced: the leader knows at least as much as they know themselves);

Þ stimulate the expression of different points of view;

Þ Find simple solutions to complex problems.

Distinguish between formal and informal leadership. Formal - associated with the appointment of a person to a leading position, his position in society, organization. Informal leadership is based on the authority acquired as a result of the recognition of the team's competence, high business, organizational and other personality traits that are important for the leader. A formal leader (for example, a director of a firm) is not always recognized in the team as informal. An innovation manager must be a leader.

Many foreign companies in the competitive selection of innovative managers use special tests for the conformity of the employee's qualities to the position held. The highest assessment is given to the candidate in which leadership is combined with high responsibility, friendly attitude towards others, and efficiency and accuracy - with the timeliness of decisions. An example test for the conformity of the qualities required of an innovation manager is given in Table. 1.

According to Western experts, the success or failure of an enterprise today depends by almost 90% on the effectiveness of management. In connection with the transition of the Russian economy to the market, the role and significance of innovative management is of particular importance for enterprises.

Recently, in my papers I dug up old handouts for the management skills training that I conducted in 1996 ... I don't even know whether to admire or be horrified :) for this anniversary. For 20 years I have been working with managers of various levels, but, as practice shows, the problems in their work remain the same. I'm not afraid of this word - "eternal" problems :).

One of these "eternal" management problems is adaptation of a manager to a new position... The nature of the personnel reshuffle is not important: promotion or demotion, transfer to a new area of \u200b\u200bwork / to a new department or organization / to a new large-scale project, etc. It is important that such movements are often not carried out on the initiative of the employee himself (" I was offered, well, I agreed"), and do not always coincide with his career and work expectations (" Actually, I would like to work in a position ... and I would be more interested in doing ...A career choice (“fork”) is offered, where each alternative has its own “pluses” and its “minuses.” This choice is not always simple (something has to be sacrificed), and from the point of view of psychology it is a situation of professional stress, and sometimes even leads to a professional crisis.

The most severe stress occurs when a manager "jumps" to another career level: he was an ordinary employee, but became a lower-level manager (foreman, head of department, etc.); was a specialist, but became a middle manager; was the head of a division, and became a top manager, heading an entire enterprise or responsible for a separate line of business / market of the company. Psychologically, it is most difficult to "jump" from an ordinary worker (or specialist) to a lower / middle level manager. Especially if you need to manage your colleagues with whom you talked on equal terms yesterday. And today you are no longer "your own", but "bosses" :). It is necessary to change the entire previously formed system of relations, to re-"put" oneself in the team already in the role of a leader.

How to do it \u003d\u003d\u003d\u003e

Entering a new leadership role can be called professional adaptation of the head... I recently came across a monograph A. Reana "Psychology of personality adaptation. Analysis. Theory. Practice" (M, Prime-Euromark, 2008; flip through;)), which has a pretty good chapter on management adaptation.

I will bring her short summary(plus some of my comments, plus some valuable usefulness at the end;)), I hope it will be useful for novice managers:

"...term "adaptation"can be used in relation to a situation when an employee is appointed (his own or accepted "from outside") to a managerial position. In this case, we can introduce the concept of "managerial adaptation" ("adaptation of a manager"), by which we mean the process and the result of active balancing with the changed professional environment, which allows to effectively achieve the goal and is based on a number of personal new formations. "

I will translate from psychological to ordinary language :) If you want to be effective in a new position - study, develop, change yourself! "Personal neoplasms" are new knowledge, abilities, skills, habits, competencies, etc.

"The adaptation process is especially important for a specialist, appointed to a senior position for the first time... As our pilot studies have shown, about 43% of the interviewed managers experienced difficulties at the very beginning of their managerial career, another 18% described their then situation as very difficult. This was most often due to a lack of management skills and only secondarily due to a lack of specialized knowledge. "

I will add on my own ... I conducted such questionnaires among senior managers. In fact, 100% of executives experience difficulties early in their careers :). The only question is how they perceived these difficulties then, and how they remember it now. It depends on the personality traits: there are optimists who "do not dramatize"; have high self-esteem (and believe that "everything is normal, everything is under control"); and there is a property of human memory to selectively preserve mostly good memories. As a rule, even if in the questionnaire a person answers that at the beginning of his career there were no difficulties at all, then during an in-depth interview with him, he recalls a bunch of these very difficulties :)). He just treated and treats them relatively easily.

Those who immediately recall the beginning of their managerial career as "very difficult" have either objective reasons (the company was in a deep crisis, and the beginning of their career happened as an anti-crisis manager), or their career began with some serious mistake, and this they remembered a life lesson for a long time.

“As recent studies by Australian scientists show, well-established engineers are not natural leaders at all. This is primarily due to the fact that many engineers, who turned out to be leaders of large organizations, were mainly focused on achieving short-term benefits. in the background, which inevitably led to difficulties with changes in the environment ".

A typical story :). It is very difficult for a person who is accustomed to be responsible for a specific limited area of \u200b\u200bwork to break away from micromanagement and switch himself to the mode of seeing the whole - strategic perception. That is why for newly minted leaders (even if they are not top management) courses / trainings / coaching will be extremely useful on strategic management and systems thinking.

"According to renowned management consultant Peter Fischer, the newly appointed manager should consistently decide the following seven tasks:

- actively meet the expectations of higher managers, colleagues and subordinates;

- establish and develop productive relationships with key people in the organization;

- constructively analyze the current situation from the point of view of the structure of interactions and development prospects;

- develop a motivating range of immediate and promising goals;

- to establish a positive climate of transformations based on all the positive potential accumulated so far;

- effectively initiate these transformations with the involvement of all employees;

- use symbols and rituals productively. "

Please note that there are not only management adaptation tasks, but also tips on how to solve them;)

-communications, purposeful building of relationships with all stakeholders;

-goal setting(and a certain novelty of these goals is important, so that the subordinates feel that "the new broom is sweeping in a new way" :));

OWN motivation system(here it is important to understand that any organization has certain motivational resources and mechanisms; but their effective application depends on the individual leader. It is extremely important for a novice leader to master the available motivational tools, demonstrating to subordinates what "sticks" and "carrots" he can and will use: ))

"This is how IP Volkov describes the specifics of managerial adaptation in the most difficult, perhaps psychologically, situation - the appointment to a grassroots leadership position for the first time:

Let's say you have been appointed to the position of foreman for the first time. You do not have enough experience in organizational activity in production yet ...

First of all, you need to get to know the people with whom you will work. Then you should study the state of production, the equipment of workplaces, the organization of labor, the availability of technical documentation. You must also assess the level of labor and moral and political activity of workers, understand the relationship in the team. Start your acquaintance thoughtfully, slowly, talk individually, take your time with a meeting of workers. Meet the heads of all departments in the shop.

Having orientated in the situation in general terms, it is necessary to outline an action plan for "entering" a new position. Such a "entry" is not a matter of one day or even one month. For some newbies, this process takes one and a half to two years. It takes experience to feel confident in various situations. It is necessary to psychologically master the situation not only on your site, but also in the shop, even in adjacent divisions. Then confidence in decisions and actions will come. "

* * *

"We conducted a survey of 231 subjects (managers of various levels of organizations and enterprises, seniority in managerial work ranged from one year to 16 years). We asked them an open question:" After the first appointment to a managerial position, I faced such difficulties:. .. ”A detailed analysis of the received answers showed that they can be divided into two fairly homogeneous groups.

The first group of responses from the executives respondents is difficulties in goal assimilation and goal settingwhen entering a new management activity. The most typical answers in this group were: “I didn’t know where to start work”, “I didn’t understand the tasks before us”, “It was difficult because there was complete uncertainty”, “It was difficult to navigate and explain to people what we were going to do further "and so on.

The second group of answers - difficulties in dealing with subordinates... Here the answers are highlighted that describe difficulties in uniting, rallying everyone around a common cause, problems in relations with older subordinates, fear of being alone before starting a new business, etc. The most typical answers in this group: “It was difficult to establish business relations with some workers, since I myself used to be their subordinates "," More experienced employees and those who had a long work experience treated me critically "," Faced with low production discipline, incompetence of a number of workers ", etc."

"Based on the literature data and the results of our own research, we can approach the description of the main personal neoplasms of the adaptive leader.

First, a new leader (especially one who has received a leading position for the first time) needs to move to a different level of goals, which become broader and more complex in quality. If earlier the scale of tasks was not high and they were rather narrowly specialized, now the leader faces goals that are closer to the global goals of the organization.

So, the first important personal quality that a manager should develop after his promotion is the ability to identify, operationalize the global goals of the organization, turning them into the goals of the unit and tasks for subordinates.

Secondly, after being appointed as a leader, it is required to develop anew or expand the set of techniques, ways of interaction between the manager and his subordinates.

The second essential personality neoplasm for a manager in the process of his adaptation to a new managerial activity is the expansion of his role repertoire, adequate development and execution of roles, taking into account the peculiarities of the new professional activity. "

Knowledge of the strategic (global) goals of the organization;

The priority of consistency and global goals over the private and momentary goals of the unit;

The ability to formulate the objectives of the unit, taking into account the global goals of the organization;

Ability to decompose goals to the level of personal tasks.

Everything seems to be correct, but three important points are missing... Goal setting - communication process that strongly depends on the corporate culture of the company... For example, in some companies a list of global goals hangs on every wall, while in others it is a secret sealed with seven seals. In some companies, top management is open to discussing the consistency of divisional goals with organizational ones, while others have adopted a policy of "you yourself somehow" (but if "yourself" do it wrong, they will punish!). And many novice leaders "don't know what to do" precisely because they find it difficult to fit into "goal communication."

And the second point: goal-setting is very closely related to planning and execution... It is not enough to "cut" tasks to subordinates. These tasks must be planned; communicate plans to subordinates; initiate the execution of the plan; coordinate and assist (as needed); monitor the implementation of tasks / plan. In my consulting experience, behind the words of novice managers “I don’t know what to do”, in fact, there is not a weakness in understanding goals and setting goals, but other links in the chain - planning, coordination, control, etc.

And third: it is impossible to organize other people if you yourself are not organized! New leaders often do not understand that the higher their management level, the more their personal self-organization affects the organization as a whole. If the manager does not set any goals / tasks for himself personally, does not plan his working day, does not own at least the "basics" of time management, if he does not have his own system of self-organization, then what kind of goal-setting and goal-setting in the unit / organization can we talk about ?!

And another opinion: unlike A. Rean, I would not reduce the second "neoplasm" to expand role potential... Of course, a good leader should be guided by the role structure of the group, as well as be able to understand and model his own role (s) in the work collective. But in reality, most "communication problems" with employees do not require any special role flexibility or role reversal. For this individual communication skills or skills are enough... For example, such a skill may be the ability of a leader to communicate with difficult people, defuse conflict situations, reduce stress levels, etc. Individual psychological trainings are devoted to "pumping" such individual communication skills, the review of which I gave in this post: Psychological trainings for a leader - what to choose?).

Can be described four stages of the manager adaptation process(they are presented as pairs of opposites: on the left is the result of a successful passage of the adaptation stage, on the right is the result in case of unsuccessful adaptation).

1)Target identification - lack of vision... The first thing that begins the process of adaptation of a manager is a clear understanding of the global goals of the organization, its mission and philosophy. These long-term benchmarks should combine efforts and underlie the work of all parts of the organization. Proceeding from this, the manager must clearly understand the goals facing the unit that he was assigned to lead, as well as the goals of other major divisions of the organization, and above all those with which he has to interact directly. This stage of adaptation of the manager is based mainly on the operationalization of global goals.

2)Distribution and Organization - Detached Management... At the second stage of the adaptation process, the problematic task is to define tasks for subordinates (based on global goals), as well as to organize their joint work. Along with the availability of special knowledge, this requires the implementation of basic management functions, the establishment of a network of interpersonal contacts, the organization of information flows and decision-making.

In the implementation of these tasks, the planning of both joint work and the activities of other departments (employees) becomes important.

3)Solving a new challenge - broadcasting instructions... At the third stage, the manager, who has understood the goals of the organization and the department, who has managed to organize subordinates to fulfill the plans already outlined, now needs to direct joint efforts to solve a relatively new task - for example, the introduction of a new method of organizing production.

The successful solution of such a task will allow the manager, on the one hand, to recognize his subordinates in somewhat unusual conditions, and on the other hand, to show others and himself that he is a real organizer. This gives the necessary confidence in yourself, in your subordinates and in the common cause. Successful completion of the third stage implies that the manager will delve deeply enough into all the subtleties of the new problem, "accompanying" the course of its solution from start to finish. At the same time, he will be required to actualize the whole range of his managerial roles, but references to the global goals of the organization and their "decomposition" for subordinates are gradually fading into the background.

When a manager cannot offer anything relatively new, being only a transmission and distribution element in the management hierarchy, there are great difficulties of authority among subordinates. The holistic picture of interpersonal interaction is violated and significantly impoverished, autonomous functional subgroups are formed, even the emergence of personally significant problems does not contribute to the convergence of the points of view of the minority and the majority.

4)Initial Delegation - Online... The main problem of the final - fourth - stage of the manager's adaptation process is the formation of the skill of task distribution and delegation of authority. To do this, it is necessary to determine, based on the results of joint work, several (or at least one) subordinates, who could be entrusted with the independent execution of an integral part of the work. Gaining the first experience of assigning some of his responsibilities to competent and executive subordinates, the manager gets the opportunity to better coordinate the work of the unit and pay more attention to promising goals. Self-analysis of what has been achieved can be of great benefit, identifying the strengths and weaknesses of your management style in order to improve it. In these conditions, the use of roles and the specification of global tasks for each subordinate are somewhat reduced in volume.

When a manager cannot determine the circle of subordinates capable of working quite autonomously, this leads to the need for constant total control, which, in turn, causes inevitable nervousness, haste, and the impossibility of long-term planning.

Successful passage of all four stages leads, in our opinion, to a fairly complete adaptation, that is, to the development of skills for interacting with management and subordinates to achieve the goals of the unit and the organization.

On my own behalf, I will add that I generally agree with the identified stages of adaptation. But the problem is that, for example, a situation can easily arise when a new manager is appointed to a newly created unit / to a completely new direction of work or project... That is, he immediately enters the third (in A. Rean's model) stage of adaptation, and he has to "give birth" to new tasks at his own peril and risk. At the same time, it is extremely difficult to tie them to strategy (stage 1) and well-established business processes (stage 2).

But I agree that even if a completely new task arises for a new leader, it still makes sense to take two steps back, and first decide on strategic priorities; then build some kind of work / communication system; well, and only then innovate.

Further A. Rean offers a holistic two-dimensional model of management adaptation... At the initial (1 and 2) stages of adaptation, it is important to determine the operationalization of global goals, and at the subsequent stages (3 and 4), communication skills and abilities become more priority (Rean calls this "role expression"). The two-dimensional model looks like this:

"As follows from the diagram, at the first stage of adaptation, the skills of operationalizing global goals play a leading role, at the second stage, both personality neoplasms are already involved (role behavior is added), then the performance of roles for solving a new task comes to the fore and, finally, at the last stage these two qualities are involved to a lesser extent, which means the completion of adaptation. "

Durationpassing through the four stages of adaptation can be different. If everything turns out well, then you can turn from a novice manager into a seasoned manager :)) in about one year. If difficulties arise at some stages of adaptation, then the process can take 2-3 years.

According to A. Rean adaptation to a leadership position may not be successful... But this does not mean that the manager is incompetent, or that the career has finally come to a standstill. The best solution would be to lower the official level or return to the previous (or similar) position, but at a higher professional level (i.e. with more functionality, responsibility, authority, remuneration, etc.).

And in conclusion, as I promised, the most interesting thing! ;) Rean believes that the success or failure of the manager's adaptation to the new position can be predicted... And for this purpose, he developed the POMA test questionnaire - Predictive Managerial Adaptation Questionnaire ( ). There are only 32 questions, you can answer in 5-10 minutes.

If you get 23 points or less - welcome to my coaching! - write to [email protected] , let's agree;)

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