Dynamics of the strategic management system of an educational institution. Basic research. Control subsystems know "sosh" "aton"

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The article presents the specific features of the strategic management of educational systems in modern conditions, the comprehension of which will make it possible to develop viable solutions. The author of the article, based on the analysis, determined the sequence of the evolutionary series in the development of the control system. And on this basis, a new approach to education management is substantiated - "task management" as a special form of a strategic approach to education management and the most adequate to the genesis of the regional education management system. The argumentation of this thesis is given, which is adequate to the modern conditions of the development of the education management system. The author substantiates it with a number of circumstances that are objective today. Thus, the level of formulation and solution of problems can be considered as a parametric characteristic of the study of the evolution of education management, revealing the essence of management strategy at a particular period of this evolution.

strategic education management processes

cybernetic

semiotic and psychological-pedagogical aspects of development management

task management.

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In the theory of education management, its specificity is reflected in various approaches to management, which are classified according to certain criteria. These approaches define the essence of the management process and can serve as the subject of analysis in the process of historical and pedagogical research of its evolution, fulfilling the function of qualifying the leading paradigm of this management. It is indisputable that each of them in the process of the formation of management brought a certain benefit at one or another historical stage. At the same time, each approach has certain limitations in accordance with the conceptual model of historical and pedagogical research of the development of the research management system presented in the previous paragraph. In the course of studying the evolution of education management in the region, we put forward a hypothesis that as an integrative criterion for this analysis, task-based management can be considered as a special form of a strategic approach to management.

Analysis of works in the field of strategic management made it possible to reveal the essence and specifics of such management, to clarify the main characteristics of the very concept of "strategy" and its relationship with the concepts of "development" and "forecasting". The concepts of "strategy", "strategic management (management)" in education were introduced to denote the differences between operational management and management, in which the main emphasis is on accounting external factors... However, the authors make different accents in defining this essence. Thus, G. Mintzberg, J. Quinn, S. Goshals consider strategic management as “the process of determining and establishing a connection between the system and its environment, which consists in the implementation of the selected goals and in attempts to achieve the desired state of relations with the environment through the allocation of resources that allows efficient and effective act. " The difference between strategic and operational management is manifested in: goal-setting; in determining the main factors for building a management system; taking into account temporary factors; in assessing the effectiveness of management, etc. So, for example, if operational management connects the search for reserves with the internal potential of the educational system, then the strategic is focused on the external environment and on the search for new means in the competitive struggle.

Summarizing the above, we can define strategic management as continuous process, aimed at survival in the long term through timely changes, flexible response to impulses and disturbances of the external environment, reliance on human potential.

Strategic management educational systems has its own specific features, which are determined by the following:

• the sphere of education has been and is one of the most innovative industries, largely determining the effectiveness of innovation in other industries;
• the educational system is a global system of open, flexible, individualized, creating knowledge, continuous education of a person throughout his life and is a unity of industrial innovations in the field of education (technologies, methods and techniques of teaching and learning) and managerial innovations (new economic mechanisms in the sphere of education, new organizational structures, institutional forms);
• managing the development of the educational system involves organizing a system of influences on the implementation of technological, pedagogical, organizational innovations in such a way as to ensure the desired trends, anticipate and overcome possible crises and contradictions, ensuring the integrity of the system;
• the strategic management of the educational system is innovative, involving the management of strategic risks, including risks associated with various political events, unexpected government laws and regulations, the discrepancy between social requirements for the educational system and its real resources.

The use of the strategic paradigm in the study of the development of management of educational systems allows, in our opinion, to qualify not only the leading trends in this development, but also the very management activities of certain subjects.

The educational management systems (primarily regional) considered in various studies can be called “by goals” and “by results” management systems. The analysis of management by goals shows that such management often turns into a process of setting goals without taking into account real resources, the results achieved, and management by results mainly considers only pragmatic results, that is, the so-called "effective goals", which is also not complete measure reflects the understanding of education management as interaction of subjects or as management of activities.

In the context of the paradigm of strategic education management, based on the general theory of activity presented in the works of L.S. Vygotsky, V.V. Davydova, E.V. Ilyenkova, A.N. Leontiev, S.L. Rubinstein, G.P. Shchedrovitsky and others, we have identified a special form - "task-based management" as the most adequate to the genesis of the education management system in the region. By "tasks" we mean the terms of the model of the future result (goal), the means of achieving the result, methods of using the means, the conditions in which the activity will take place and the criteria for assessing the future result. In this sense, “task” can be seen as synonymous with “strategy”. It remains unchanged until the need is satisfied or the need arises to switch to another alternative (change of strategy). Completion of the task formulation leads the subject of the action to the implementation of the strategy, i.e. into the "executive" stage of activity. It is from this moment that he gets the opportunity to move on to the actual use of the selected means and methods, that is, to move from the process of "internal" preparation to the actual "external" activity, to the actual practice of satisfying the initial need. In the aspect of the activity approach, the tasks associated with the analysis, study, definition, development and testing of management decisions are distinguished. By solving these problems, the path to the goal is found. S.L. Rubinstein and A.N. Leont'ev unambiguously interpreted the meaning of the task as the unity of the goal and the conditions for its achievement. When the conditions for achieving the goal change, but while maintaining the goal itself, the task also changes. In the context of the implementation of the activity principle in education management, it is not the result of the educational system that is important, but the result of the approach to the system, i.e. the quality of the tasks set by the system. In this case, we can talk about the evolution of education management in terms of the quality of setting educational objectives. The question arises as to what the levels of this statement can be. Let us try to give a theoretical substantiation of the problem under consideration, highlighting in it the cybernetic, semiotic, psychological and pedagogical aspects.

Cybernetic aspect

Despite the fact that some authors do not share the transfer of interpretations of control in cybernetics to education management, we believe that in the aspect of the problem under study, it is nevertheless necessary to turn to this theory. From the point of view of R.F. Abdeev, the control mechanism arose and developed in the course of evolution, has transitions from lower to higher. The physical interaction of objects and elementary forms of reflection (stage 0) were a necessary prerequisite here (Fig. 1).

Fig. 1. Control mechanism

So, R.F. Abdeev distinguishes three stages:

I - simplest closed loop with feedback at the level of an ordinary regulator (homeostasis), with a response only to current influences (a goal appears - self-preservation);

II - intermediate, with a programmatic change in the nature of the impact of the control link on the object while maintaining its stability;

III - a mechanism for managing self-organizing systems, which is distinguished by the presence of a secondary operating system circuit and memory. In the second circuit, useful information is selected from the first circuit: this information is accumulated, forming experience, knowledge, synthesized into certain structures, increasing the level of organization, activity and vitality of the system.

Everyday practice shows that development processes in human society consist of a great variety of control and (or) self-government circuits. Each such circuit is a purposeful information and management process, consisting of a controlled object and a controlling subject (control link), closed by direct and feedback information links. Whatever the differences in particulars (multilevel, specificity of specific areas of activity, etc.), the structure of this mechanism is the same. This also applies to management social systems, including education.

Semiotic aspect

The method of obtaining attributive knowledge as the formation of a socially significant standard, the procedure for comparing any specific object of a given class with it, fixing the result of comparison using a sign form is associated with the functioning of systems according to the so-called collective scheme. This can be compared with the simplest closed loop presented by R.F. Abdeev.

The next stage in the development of education management is associated with the emergence of private schemes that are consistent with the collective scheme with the help of matching schemes (private schemes are justified by the social need to correct the collective scheme). An analogue of this stage can be an intermediate circuit with a programmatic change in the nature of the influence of the control link on the object while maintaining its stability.

The further stage of development (the mechanism of management of self-organizing systems by R.F. Abdeev) is characterized by the implementation and regulation of activities according to the organizational scheme, i.e. the focus is not on the design of the activity itself, but on the coordination and organization of the interaction of many private schemes within the framework of a certain collective scheme (as the management of individual development paths).

Psychological and pedagogical aspect

The managerial interaction of taxa (subsystems) functioning within a particular system of a higher level, in the psychological and pedagogical aspect, can be considered from the position of A.V. Petrovsky and L.M. Friedman (Fig. 2):

Rice. 2. Phases of activity

1st phase - the assimilation of the norms operating in the system and the mastery of the corresponding forms and means of activity. The subsystem, which is part of a new system for it, is forced to adapt as much as possible. This phase A.V. Petrovsky called the adaptation phase (the simplest closed loop with feedback at the level of a conventional regulator and with a response only to current influences);

2nd phase - generated by the aggravating contradiction between the achieved result of adaptation and the unmet need for maximum personalization. The subsystem mobilizes all its resources for the active translation of its individuality, intensifies the search for subsystems that can provide its optimal personalization. This is the phase of individualization;

3rd phase - integration consists in the mutual transformation of the subsystem and the system. If the contradiction turns out to be unresolved, disintegration arises, resulting in either the displacement of the subsystem, or its isolation, or a return to an earlier phase of development.

The second and third phases can also be correlated with the philosophical and semiotic concepts of the development of the control system.

Summarizing the selected aspects, it is possible to determine the sequence of the evolutionary series in the development of the control system (table).

The sequence of the evolutionary series in the development of the control system

		Characteristics of levels
		Level 1	Level 2	Level 3
Cybernetic		The simplest closed loop with feedback at the level of a conventional regulator, with a response only to current influences	Intermediate, with a programmatic change in the nature of the impact of the control link on the object while maintaining its stability	Self-organizing systems control mechanism
Semiotic	Collective scheme		Private and matching circuits	Organizational chart
Synergistic	Existence in the environment		Functioning in structure, development of systems	Formation of networks development of systems
Psychological-pedagogical	Adaptation		Customization	Integration

Thus, the level of formulation and solution of problems can be considered as a parametric characteristic of the study of the evolution of education management, revealing the essence of management strategy at a particular period of this evolution.

Reviewers:

Golikov A.I., Doctor of Pedagogical Sciences, Director of the Pedagogical Institute of the North-Eastern Federal University named after V.I. M.K. Ammosova, Yakutsk;

Barakhsanova E.A., Doctor of Pedagogical Sciences, Professor, Head. Department of Informatics and Computer Engineering of the Pedagogical Institute of the North-Eastern Federal University named after M.K. Ammosova, Yakutsk.

The work was received on July 29, 2014.

Bibliographic reference

Nikolaeva A.D. STRATEGIC APPROACH TO EDUCATION MANAGEMENT // Fundamental Research. - 2014. - No. 8-7. - S. 1667-1671;
URL: http://fundamental-research.ru/ru/article/view?id=35274 (date accessed: 03/18/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

Sections: General educational technologies

During a period of profound socio-economic changes in Russia, when the entire system of social relations is being reassessed, the system also undergoes social changes. preschool education... Its transformation and development are largely determined by how effectively all its links are managed and, first of all, the introduction of preschool educational institution the latest scientific and pedagogical achievements in the field of management.

Among such innovations is the Finnish authors' concept of results-based management.

The focus of the entire system of intra-garden management on the final result presupposes not only a special motivational and target orientation of the heads of preschool educational institutions, but also a new approach to information support, pedagogical analysis, planning, organization, control and regulation of all activities.

The central place in the process of solving many problems of a developing kindergarten belongs to the leader and teachers of the kindergarten, who have to bear great responsibility for the decisions made and the final results. Experience and intuition more and more often turns out to be unable in practice to ensure the adoption of a satisfactory and even more optimal decision. To do this, first of all, it is necessary to understand how the head of a preschool educational institution solves complex problems and how this process can be improved.

The proposed material reveals the main management mechanisms that ensure the transfer of a preschool institution from a functioning to a developmental regime.

Theoretical foundations of preschool educational institution management based on results

In its management activities we are guided by the ideas of P.I. Tretyakov, professor, doctor of pedagogical sciences and a group of his students, who developed the technology for managing education by results.

The basic idea of ​​results-based management is the realization that no organization is of any value in and of itself, but at the same time it is an ordered form that brings people together to achieve certain results.

The very concept of "management by results" can be defined as a system of management and development, with the help of which results are achieved, which are defined and agreed upon by all members of the organization.

Determining the main goals of the development of their preschool educational institution, each leader, together with the teaching staff, organizes the entire pedagogical process, which means that he constantly checks the results obtained with the planned ones. This requires making prompt decisions on the situation, i.e. for specific results.

Results-based management assumes that initially the team is given real, provided with all the resources to fulfill the goal. Such resources include people, time, finances, material and technical base, technologies, methods, etc. When managing by results, each participant in the pedagogical process must be able to link his participation in a common cause with other members of the team. Effective thinking assumes that the leader and the subordinate determine the result, and then the performer himself chooses the methods of achievement, i.e. time, technology and other resources.

In a performance-based management environment, an initiative and creative team is a valuable resource. The leader, on the other hand, creates an atmosphere of respect, trust, and success for each participant in the educational process.

However, the task of the manager is to provide information support, analysis, goal-setting, planning, execution, control and correction.

The leader must clearly control the situation and be a conductor of the new.

Working with children requires a great exertion of strength and energy from the educator, therefore, in a team, benevolence, tact and respectful exactingness among all participants in the pedagogical process are especially important. A leader showing respect for the personality of each teacher, taking into account inclinations, interests, opportunities, combined with reasonable exactingness, achieves much greater results than one who strictly adheres to authoritarian management methods. One of best ways to increase interest in work and create a well-coordinated team - this is respect for people and delegation of responsibility and authority to them.

Responsibility appears when two conditions are met: when the performer is assigned quite definite tasks and responsibilities; when the performer knows that he will definitely be asked for how the work is done. Explaining to each participant in the process the meaning of his mission, organization in order to achieve certain results becomes not a compulsory administrative nature, but a conscious creative work. An important issue in results-based management is the distinction between the concepts of "result" and "contribution".

The result is a realized goal. But the goal itself can be real and ideal. In our case, we assume real goals, i.e. provided with all the resources for execution.

Thus, management by results is a purposeful resource-based interaction of the controlling and controlled subsystems to achieve the planned result.

Levels of control of a preschool educational institution

It is necessary to highlight the levels of management by results.

The first level is determined by the leader's ability to see the mission of a preschool educational institution.

The social profile of any organization includes goals and strategy.

The purpose of an organization is a specific image of the desired (expected) result that the organization can actually achieve by a clearly defined point in time. ( Potashnik M.M., Moiseev A.M. Control modern school... M., 1997. S. 75.) When determining the purpose of the organization's activities, one should adhere to the structure proposed by V.I. Zvereva.

When formulating goals, it is possible that the specified sequence of components is not observed, but their safety is mandatory.

The organization's strategy is the basic guidelines for where the organization is heading, what means it uses. What resources and where are spent, what are people mobilizing for. In an integrated way, the goals and strategy are represented by the mission of the organization.

The mission of an organization is its purpose, that is, what it exists for, what are the differences from the surrounding organizations. To define a mission, use the answers to the following questions:

1. To meet what social needs the organization was created?

2. By means of what, with the help of what services this need is satisfied?

3. Who is the direct consumer of the services?

4. What is the competitive advantage?

5. Why do you continue to exist alongside other organizations?

When determining the mission of the preschool educational institution, consider the following points:

1) the perspective of the mission. The mission expresses aspiration to the future, shows where efforts will be directed and which directions will be priority in this case;

2) publicity and collegiality in the development of the mission. In order to develop a real, and not a formally proclaimed mission, the opinion of the collective should be taken into account;

3) the specificity of the mission. The wording should be clear, clear, understandable for all actors interacting with your organization;

4) the change in the mission of the organization may be caused by the impossibility of high-quality fulfillment of the mission due to its "overestimation" or significant changes in the organization.

The second level proposes to consider the result in terms of the quality of services.

The main service of the preschool educational institution to the population is preschool education and education of children from 3 to 7 years old.

The quality of preschool education is such an organization of the pedagogical process in kindergarten, in which the level of education and development of each child increases in accordance with his personal, age and physical characteristics in the process of education and training. What determines the quality of the work of a preschool educational institution?

• From the quality of the teacher's work.
• From the relationships that have developed in the teaching staff.
• From the conditions created by the leader for the creative search for new methods of working with children.
• From an objective assessment of the performance of each employee.

Consequently, the quality of preschool education in an institution is a manageable process. Therefore, at the heart of the above-mentioned "quality" components, two approaches to quality management can be distinguished.

One is through the management of the entire pedagogical process and its components.

The other is through personal subjective aspects in the management system: the formation of a team and the regulation of the moral and psychological climate in it.

Having singled out these, perhaps, the main positions, it can be argued that quality is the result of the activities of the entire team, which is determined by two positions:

How is the pedagogical process organized in kindergarten(regime, choice of programs and technologies, provision of benefits, a system for improving the professional growth of teachers through various forms of methodological work, etc.);

How does a child (children) in an institution exercise their right to individual development in accordance with age capabilities and abilities.

Consequently, the quality of the work of a preschool educational institution is both a process and a result.

The third level of performance management involves looking at the result from the perspective of the consumer.

This is a family, parents with preschool children who need the conditions provided by educational institutions. However, today the picture of parental requests and needs has not been fully studied and presented. Studying the needs of parents and creating conditions that help the leader to be flexible in changing the situation, to offer children and parents a variety of services.

Educational: development of social (mathematical, speech, cognitive, artistic and aesthetic, musical, rhythmic) abilities; special preparation for school, language teaching; educational games; etiquette and behavior, embroidery, construction, etc.

Medical and health-improving: rhythmoplasty, swimming, relaxation; thermotherapy (sauna), respiratory prophylaxis; gymnastics, motor strengthening; massage, etc.

Social: museum excursions, musical hour at the Philharmonic, puppet theater, holidays for adults and children; tourism, excursions; lawyer consulting; tutoring services.

Basic principles for updating the activities of preschool educational institutions

Let us name the basic principles underlying the renewal of the activities of a preschool institution.

1. Democratization... This principle presupposes the distribution of rights, powers and responsibilities among all participants in the management process, its decentralization.

2. Humanization... It provides a choice of the level, quality, orientation of education, the method, nature and form of its receipt, and the satisfaction of cultural and educational needs in accordance with individual value orientations, which is equally accessible for each individual. Reorientation of the educational process to the personality of the child.

3. Humanitarization educational programs, those. such a ratio and combination of programs, the use of such didactic approaches, methods and technologies of teaching that ensure the priority of universal human values, integrity, consistency, continuity and anticipatory nature of teaching.

4. Differentiation, mobility and development... These principles presuppose the multilevel, multifunctionality of educational programs of all diverse types of educational institutions. They provide children, adolescents, adolescents as they grow up, social formation and self-determination, the possibility of movement horizontally (change of class, profile, orientation of education), as well as vertically (change of level, type, type of educational institution).

5. Openness of education, those. providing opportunities for both continuing education in different forms and general education at any stage, any level (basic and additional).

6. The complexity of the educational system, those. qualitative growth and development of the state preschool institution, as well as the opening of elite educational institutions of a new type.

7. Standardization... This principle implies compliance with federal standards for the quality of education, the introduction of regional standards that take into account national and other characteristics of the region.

All these principles become a guide to action in developing and developing preschool... At the same time, the main function of a modern kindergarten (of any type or kind) is the purposeful socialization of the individual: introducing it into the world of natural and human ties and relationships, immersion in human material and spiritual culture through the transfer of the best models, methods and norms of behavior in all spheres of life.

To assess the progress of a preschool educational institution in its development, the following performance indicators are analyzed.

1. Innovative activity institutions - updating the content of education and training in accordance with state standards (basic and additional educational services); updating pedagogical technologies, methods and forms of work; a combination of introspection, self-control with self-esteem and expert judgment.

2. Organization of the educational process (OEP) - self-government, cooperation of teachers, children and their parents in achieving the goals of education, upbringing and development; planning and organizing a variety of children's activities, taking into account the interests and needs of children; the teacher and the child as equal partners in this activity; a high level of motivation of all participants in the pedagogical process; comfortable subject-developing and psychological-pedagogical environment in kindergarten for all participants in the integral pedagogical process.

3. Efficiency of EPP - comparison of the compliance of the final results with the planned (assessment of the state of physical and mental health of children, their development: physical, cognitive, artistic, aesthetic, intellectual, social).

Key results of the preschool educational institution

An important point in this approach to results-based management is the highlighting of key results. The closer the key results to the third level, the deeper is the awareness of the goals of the preschool institution.

Based on the awareness of universal and national values, we highlight the following key performance results:

1. Health and healthy image life. The level of health, physical and mental development of the child.

2. Upbringing based on universal and national values. The level of moral, spiritual and moral education of the individual.

3. Education in accordance with personal capabilities and abilities. The level of intellectual development.

4. Willingness to continue education. School readiness level.

5. Adaptability of the educational environment to meet the educational needs of the individual. The level of adaptability of the subject-developing and educational environment.

The positive effects of the introduction of technology in an educational institution

"There are two difficult things in the world - to manage and educate."
Immanuel Kant.

The head of a preschool educational institution must be able to manage and educate. The transformation and development of the kindergarten is determined by how efficiently the implementation of the latest scientific and pedagogical achievements in the field of management is carried out into the practice of the kindergarten.

Having collectively studied the results-based management technology, we identified its advantages:

Intensive psychologization of the management process, which creates an atmosphere of respect, trust and success for each member of the teaching staff who achieves certain results.

Work using this technology allows you to move from a vertical command-administrative management system to a horizontal system of professional cooperation, which is based on a corporate management style that takes into account the nature-friendly qualities of each person and a personality-oriented approach to his activities to achieve maximum results.

This management style provides opportunities for the development of each personality, combination (coordination of the motivational orientation of the leader and teachers, creating conditions for a developing preschool institution.

The results-based management technology creates psychological and pedagogical comfort for all participants in the educational process, ensures the fulfillment of the educational standard.

One of the best ways to increase interest in work and create a well-coordinated team is respect for people, delegating responsibility and authority to them.

The leading principle of management in kindergarten is the principle of decentralization - the dispersal of their powers to deputies.

In results-based management, goal and good analysis are important. A development program has been developed in the kindergarten, which defines the mission, goal, objectives and specific actions for the implementation of the assigned tasks.

It is important to properly analyze the work of the entire team. The end results of the work of a preschool institution are:

• the level of health, physical and mental development of the child;
• the level of moral, spiritual and moral education of the individual;
• level of intellectual development;
• the level of readiness to study at school;
• the level of adaptability of the educational environment.

To determine the level of development of children, children are diagnosed, which has its own criteria and corresponds to the age and individual characteristics of children. An important condition is the ability of the leader to plan the activities of the kindergarten. (Annex 1) and do a good comparative analysis of work (Appendix 2) exercise control correctly (Appendix 3).

In a performance-based management environment, a proactive and creative team is a valuable resource, so a lot of work is done with the team in the kindergarten to introduce new technologies, to improve professional competence, the need to work together as a single team. We use active forms of work with the pedagogical team: seminars, workshops, collective views of the pedagogical process, discussions, business games, a round table, etc.

We identify the abilities and capabilities of each of the teachers.

We create conditions for their implementation and further improvement of pedagogical activity. The integrity of the educational process at a preschool educational institution can be achieved not only by using the main (comprehensive) program, but also by a qualified selection of specialized (partial) programs, each of which includes one or more areas of child development. In our kindergarten, along with the "Rainbow" (Doronova) program, the following programs are successfully applied

• "Tiny" (Grigorieva, Kravtsova),
• "Fundamentals of the safety of preschool children" (Sterkina)
• "Our house is nature" (Ryzhova, Sakharova)
• "Program for the development of speech in preschool children" (Ushakova).

Work on improving educational and educational work cannot be built without the help of parents, whom we have made our allies in the educational process. The kindergarten has developed an annual plan for working with parents.

We started to publish the newspaper "Zdoroveyka" (Appendix No. 4) where we give recommendations to parents on various topics related to children's health (formation of correct posture, clinical symptoms of various types of posture disorders, recommendations)

Deputy Head Silkina E.B., publishes many brochures - recommendations for educators, for example: "Thematic planning in kindergarten", "Creating a subject-developing environment in each group", "Thematic dictionary for activating the vocabulary in older groups", "Thematic planning and developmental environment in speech therapy groups ".

The kindergarten is the base for open city events.

• The head of the kindergarten, S. Kolyshkina, is the head of the city methodological association of managers, a lecturer at advanced training courses for teachers, conducts practical and theoretical seminars for city leaders.
• Deputy head for educational work Silkina E.B. is an active participant in the problem-creative group of city methodologists.
• Educator-psychologist L.V. Zhuikova - the head of the methodological association of psychologists of the city, is a lecturer at advanced training courses for educators.
• Kindergarten teachers willingly share their experience of work with other educators in the city and show open classes at advanced training courses for educators, are teachers and mentors.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FEDERAL EDUCATION AGENCY

RUSSIAN STATE SOCIAL UNIVERSITY _____________________________________________________________________________

Branch in Elektrostal

Specialty: "Social work"

Course work

by discipline

"Strategic management"

on the topic:

"Features of strategic management in the field of education (on the example of the NOU" SOSH "" ATON ")"

Work completed:

5th year student

full-time department

group SRBD-5

Boykova S.S.

Accepted:

E.A. Kostromina

Elektrostal

Introduction …………………………………………………………………… 3

Chapter 1. Theoretical aspects of strategic management ………… .8

1.1. Management in the education system ………………………………. 7

1.2. Legal regulation of paid education ... .7

Chapter 2. Analysis of the management system of the LEU "SOSH" "ATON" ..................... 90

2.1. The structure of the LEU "SOSH" "ATON" and the basics of the subsystem

management ……………………………………………………… ... 19

2.2. Matrix of STEP-analysis of LEU "SOSH" "ATON" .................................. 56

2.3. SWOT-analysis matrix LEU "SOSH" "ATON" ………………… 78

2.4 Ranking of global problems of the organization ………………. 89

2.5. Competitive advantages of the organization ……………………… .45

Chapter 3. Development of the strategy of the LEU "SOSH" "ATON" ............................................................. 78

3.1. Argumentation of strategic development ideas …………………… 30

3.2. Measures to implement the strategy …………………………. 32

Conclusion ……………………………………………………………… .. 35

List of used literature ………………………………………. 37

INTRODUCTION

Education in the Russian Federation is carried out in accordance with the legislation of our country and the norms of international law.

The right to education is one of the leading and inalienable rights of citizens of Russia, provided for by the Basic Law of the country. It is enshrined in Article 43 of the Constitution of the Russian Federation:

1. Everyone has the right to education.

2. The availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises are guaranteed.

3. Everyone has the right to receive free of charge on a competitive basis higher education in a state or municipal educational institution and at an enterprise.

4. General general education necessarily. Parents or persons replacing them ensure that children receive basic general education.

5. The Russian Federation sets federal state educational standards, supports various forms of education and self-education.

The central link of the education system in Russia is general secondary education, which includes secondary general education schools, schools with in-depth study of individual subjects, specialized schools, gymnasiums, lyceums, and evening schools. Boarding-type educational institutions, special schools for children with disabilities in physical and mental development, out-of-school educational institutions.

The main tasks of general education institutions are; creation of favorable conditions for the mental, moral, emotional and physical development of the individual; development of a scientific worldview; development by students of the system of knowledge about nature, society, man, his work and methods of independent activity.

The existing problems in the successful solution of the tasks facing the school are due to a number of contradictions, which are largely associated with significant changes in the concept of the development of our society, with the entry into market relations, with the ongoing changes in value orientations, educational and activity needs of a person.

Relevance:

Education is one of the most important fundamental principles of the life of society, objectively reflecting its real state, characteristics and levels of development.

The role of education at the present stage of Russia's development is determined by the tasks of the country's transition to a democratic and legal state, a market economy, the need to overcome the danger of lagging behind world trends in economic and social development. Nowadays, the school is developing in the conditions of the market and new economic relations, the specific conditions of material support require fundamentally new approaches to management from the heads of educational institutions.

Object of study - non-state comprehensive school NOU "SOSH" "ATON".

Subject of study - strategic management and development of VNOU "SOSH" "ATON".

The purpose This work is the accumulation of systematization and consolidation of knowledge about strategic management, as well as the development of a strategy for the non-state general education school NOU "SOSH" "ATON"

Tasks:

1. Study the theoretical aspects of strategic management.

2. Consider the legal regulation of paid education.

3. Analyze the management system of the studied institution.

4. Identify problems and develop a results-based strategy

STEP, SWOT analysis and other received data.

5. Draw up an action plan for the implementation of the strategy in

non-state educational school NOU "SOSH" "ATON".

6. Acquire primary skills in the practical application of the main methods of strategic management.

Theoretical and methodological base: teaching aids, textbooks, works of leading domestic and foreign scientists in the field of strategic management and management. Using various types of economic analysis.

Legal and regulatory framework: Constitution of the Russian Federation, Federal Law "On Education".

Empirical base: articles from magazines, newspapers, archival documents, statistical data.

CHAPTER 1. THEORETICAL ASPECTS

STRATEGIC MANAGEMENT

Management in the education system

In the last decade, in the course of school reform and expansion of the list of educational services Special attention is paid to the development of management in the education management system and the training of managers, which makes it possible to increase the level of professionalism of the manager. The rational combination of his work with the activities of public structures in the education system will help educational institutions to more effectively solve the issues of their material base, financing and management in order to create more favorable conditions for the continuous improvement of the educational process of preparing the younger generation for life.

The introduction of school management allows educational institutions to expand the list of educational services and improve the quality level of education, upbringing and development of young citizens of our country. Provides educational institutions with great opportunities to adapt to market conditions. 1

Management in education involves the special development of principles, methods, means and forms of management of educational systems in order to increase the efficiency of their activities and create opportunities for productive life for numerous budgetary institutions of the country's education system. The activities of specialist managers should be based on their professional knowledge of the organization and management of educational institutions and rely on the works of educational scientists who have developed the theoretical foundations and methods of managing education systems. This will help to ensure a rational approach to the creation of conditions in institutions of general secondary and special secondary education for the organization and conduct of the educational process at a high level; strengthening the material base and economic position of educational institutions; rational spending of budgetary funds, development and implementation of new management mechanisms, obtaining additional sources of funding for education.

A rational combination in education management of the activities of a professional manager and collegial governing bodies deepens the foundations of one-man management and collegiality, characterizes the act of managing the education system from new positions, creates opportunities for revealing a huge potential in the activities of educational institutions. Collegial governing bodies can ensure the development of a strategy in the activities of educational institutions, and larger and minor tactical activities will be carried out at a high professional level by a manager endowed with these powers by the founder of the educational institution and representatives of collegial governing bodies. 2

In the presence of an effective working governing council of an educational institution and a professional manager-manager, it is important that in institutions of secondary general, as well as primary and secondary vocational education, management activities are carried out directly by the educational process by professionals in the field of academic disciplines. Thus, the status of the current head teacher (deputy director of the school for educational work) may change, since it must not be lower than the status of a manager-manager. Therefore, in institutions of secondary education, it is advisable to introduce the position of director for educational or teaching and educational work. In a schematic form, the management structure of an institution of general and special secondary education is shown in Figure 1.1.

Figure 1.1. In-school management bodies

In institutions of higher professional education, in our opinion, it is advisable to preserve the classic form of management organization that has developed for centuries, provided that the powers of representative management bodies are expanded. 3

The management of a non-state educational institution is carried out directly by its founder or, in agreement with him, by a board of trustees formed by the founder. A non-state educational institution has its own charter, which defines the powers of the board of trustees, the management structure, the procedure for appointing and electing the head of the educational institution.

The charter of a non-state educational institution establishes the structure of internal management, the procedure for appointing or electing a leader, whose powers are determined by the founder or the board of trustees in coordination of his functions with the teaching staff.

Special attention in the management of educational systems at any level is paid to the problems of financing education. 4

Management methods

The foundations of school management are the creation of conditions for the normal course of the educational process.

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Russian State Pedagogical University. A.I. Herzen

Management department

Department of Education Management

STRATEGIC MANAGEMENT

Implementation of strategic management in

Preschool educational institution.

Strategic management (management)- the function of management (management), extends to the long-term goals and actions of the company. The formulation of the strategy (course of action) and its clear instruments are the core of management and important feature good management company.

Strategic management- development and implementation of actions leading to a long-term excess of the level of performance of the firm over the level of competitors.

As a result of each of our strategic planning for the development of the institution, we achieve a clear understanding of what is happening now on this market and what exactly we need to do now, where can we expect the next crisis. Complete clarity - this was exactly the state that we lacked to build a development strategy. Then the idea was born to develop a marketing strategy for our educational institution.

In the 90s, the majority of Russian citizens believed that marketing was something foreign, alien, and complex. And strategic marketing is generally something mystically transcendental. But, by and large, everyone uses this strategic marketing very often in their normal activities. I am sure that today every leader asks himself questions that marketing strategy just answers. With regard to a preschool educational institution, these may be questions: "What exactly do parents and children want from your kindergarten?", "What are the advantages of your kindergarten over others?" exactly their consumers (parents and children)? "," What are the advantages of kindergarten to develop in the first place? " If it becomes obvious for a leader, then it becomes easy to act in any situation - and especially in a crisis situation.

Each head of the preschool educational institution understands that there is competition in the educational services market. But if you do not do anything today, tomorrow your organization may be "overboard" - the children will go to another kindergarten, and the team will be left without work.

Preschool institutions need to realize that they are in market relations, like the entire educational system. Therefore, it makes sense not only to develop a strategy for an educational organization, but to develop its market strategy. The successful reorganization of any educational institution is possible only as a result of a systematic approach to this problem.

I bring to your attention an approximate strategy for the development of an educational institution. This strategy was developed for our institution.

Any strategy building begins with an analysis and identification of the appropriate opportunities:

I. general characteristics district (microdistrict):

• Dow is located on the territory of the municipal district "Shuvalova - Ozerki". The district is a typical residential area of ​​the city, that is, an area with a complete absence of industrial enterprises and almost completely built up with residential buildings, and related buildings - schools, kindergartens, shops, etc. quality and accessibility of preschool education. The industrial zone "Parnas" is located in the immediate vicinity of the district. This raises the need to increase work in the direction of health preservation of children. preschool age... The peculiarity of the OS location is that it is located close to the regional municipalities Pargolovo, Sertolovo and Osinovaya Roshcha. The bulk of the population works in the industrial zone (various industries). This circumstance makes it necessary to introduce a regional component into the pedagogical education system of preschool educational institutions (acquaintance with the history of the city, traditions and the development of tolerance).
• Currently, the district is home to over 107 thousand people. The main population of the district is made up of people aged 20 to 50 years. Due to the high rate of construction of residential buildings in the district, the population is constantly increasing.
• Due to the constant changes and expansion of the population in municipality it is necessary to constantly develop and improve the quality and availability of preschool education.

II. Analysis of educational problems

Definition of various life problems of the population

Environmental: Objective deterioration in the health of children entering kindergarten, which negatively affects their receipt of a quality education

Management: Insufficient readiness and involvement of parents in the management of the quality of education of children through public and state forms of government.

Social: an objective increase in the number of preschool children in dire need of a preschool institution. The increase in the number of migrant children and, as a consequence, the education of tolerance in children. Increasing educational demands of parents.

Identification of educational problems per se, i.e. those that can be solved by means of education.

Description of educational problems and what they are:

The op-amp's capabilities to resolve these problems

Creating a system to improve the health status of children, contributing to the improvement of the quality of their education

Analysis of educational needs of different social, professional and age groups of the population

Group	Actual educational needs	Potential educational needs
Low-income families and families with low social status	Ensuring the child's school readiness.
Wealthy families and families with high social status	Sports and recreational activities (exercise therapy, swimming, etc.)	Foreign language teaching.
Intelligentsia	Intelligently directed learning	Etiquette training

Analysis of the possibilities of satisfying the identified requests by the education system

Correspondence table of educational problems of the educational situation.

Educational problems	Educational situation
Changing a preschool educational institution in the context of the implementation of a new state educational policy, the main guidelines of which are: the formation of Russian identity; creation of conditions for the preservation and enhancement of the cultural and spiritual values ​​of the peoples of Russia; understanding the dependence of quality change human resource from changes in the quality of education; the formation of an open, flexible and accessible education system.	Creation of an integrative education system in kindergarten, realizing the right of every child to high-quality and affordable education, providing equal starting opportunities for the full-fledged physical and mental development of children, as the basis for their successful schooling.
Objective deterioration in the health of children entering kindergarten, negatively affects their receipt of a quality education	Creating a system to improve the health status of children, contributing to the improvement of the quality of their education
Insufficient readiness and involvement of parents in the management of the quality of education of children through public and state forms of government.	Creation of bodies of state and public administration of an institution that contributes to improving the quality of education of preschoolers, expanding the share of extra-budgetary funding
The need to intensify pedagogical work, improve its quality and the effectiveness of teachers in the use of modern educational technologies	Improving the quality of education and upbringing in GBDOU through the introduction of modern pedagogical technologies, including information and communication technologies.

One of the most important contradictions between the problems posed and the possibilities of educational institutions is the lack of material and technical equipment and the readiness of the teaching staff to implement the Federal State Educational Standard, and, accordingly, to improve the quality of education of preschoolers.

Formulation of the key problem of education

Improvement and expansion of the material and technical base at the expense of budgetary funds and charitable funds raised with the help of the parent community and social partners.

Professional development of the teaching staff.

SOFT - OPA ANALYSIS.

	Grade
Present state relative to present	The system of pedagogical activity ensures a high level of children's readiness for schooling. The location of the institution in the so-called "green zone" and the use of health-preserving technologies can reduce the incidence of diseases in children.	System of interaction with parents Qualification of teachers Lack of material and technical base
Potential state relative to process and future	Changing and expanding the demands of parents and public schools leads to the need to change and improve the system of pedagogical activity An objective decline in the level of children's health presupposes an intensification of work in the direction of preserving the health of preschoolers.	Creation of a clear system of interaction between educational institutions and parents The system of advanced training of the teaching staff Attracting social partners

Formulate the vision and mission of the OA

Providing each child with opportunities for the development of abilities, conditions for diversified development, the correction they need, living preschool childhood as an intrinsic period of life, protecting and strengthening his health, preparing for successful learning at the next stage of education, supporting the family in raising and developing a child.

Define the goal and objectives of the educational institution development

Goal: Creation of an integrative education system in kindergarten, realizing the right of every child to quality and affordable education, providing equal starting opportunities for the full physical and mental development of children, as the basis for their successful schooling.

Tasks:

1. Maintaining the quality of upbringing and education in GBDOU
2. Improving the efficiency of using informatization means in the educational process.
3. Improvement of logistics and software.
4. Using the possibilities of networking and integration in the educational process.
5. Introduction additional education as a set of services available to wide groups of pupils

SWOT- ANALYSIS of the potential of educational institutions to achieve these goals

	O-OPPORTUNITIES	T-HAZARDS
S-STRENGTHS	SO- Opportunities that leverage our strengths How to take advantage of the opportunities?	ST - strengths to help overcome obstacles What can prevent you from taking advantage of the opportunities?
W-WEAKNESSES	WO - opportunities that "compensate" for weaknesses How can you reduce threats?	WT- obstacles that provoke our weaknesses The biggest dangers to op amps

	O-OPPORTUNITIES	T-HAZARDS
S-STRENGTHS	Permanent qualified teaching staff Comfortable conditions for raising and educating children: Individual approach Location (green area)	Feature of the contingent of children Insufficient level of culture of families of pupils Implementation of new pedagogical technologies: Lack of mat.-tech. Base No unified system psycho-pedagogical
W-WEAKNESSES	Effective management of institution development Professional development of the teaching staff Attracting social partners Using the potential of the microenvironment Involvement of society in participation in the life of an educational institution	Changing the status of an institution (from priority to general education) Competition of nearby kindergartens located in new buildings Reduced budget funding Growth of socially disadvantaged families and families of migrants Aging of the teaching staff

Strategic directions for the development of educational institutions

Ensuring a high level of health for preschoolers

The development and implementation of new technologies for the upbringing and education of preschoolers, through updating the developing educational environment of the GBDOU, contributing to the child's self-realization in different types activities

Development of the GBDOU management system based on increasing the competence of parents in interaction with the kindergarten.

Problem statement: an increase in the incidence of children

Situation "minus"

Situation "Plus"

Purpose: Creation of a system of work that reduces the growth of morbidity in preschool children.

Tasks:

Activities responsible:

Resource: teachers are ready to learn and introduce new technologies, information resources are provided.

Product: a set of information security for children and parents, a set of measures to reduce the incidence of preschool children

Efficiency criteria: decrease in the incidence rate of preschool children.

"Mirror of Progressive Transformations"

Statement of the problem: non-compliance of the organization of the subject-spatial developmental environment with the new FSES.

Reasons: (wording with "not" and "No")

Situation "minus"

_______________________________________

Situation "Plus"

Purpose: Creation of a subject-spatial developmental environment in accordance with the Federal State Educational Standard

Tasks:

Activities responsible:

Resource: teachers are ready for training and the introduction of new technologies, information resources are provided, funding is planned, budget.

Product: a subject-spatial developmental environment corresponding to the Federal State Educational Standard.

Performance criteria: the created environment contributes to the child's self-development in different types activity and meets the evaluation criteria.

"Mirror of Progressive Transformations"

Problem statement: low level of competence of parents in matters of interaction with kindergarten

Reasons: (wording with "not" and "No")

Situation "minus"

_______________________________________

Situation "Plus"

Purpose: increasing the level of competence of parents in matters of interaction with the kindergarten.

Tasks:

Activities responsible:

Resource: parents - according to the survey results, are ready for interaction, information resources - provided.

Product: a system of interaction between the parent public group and the educational institution.

Performance criteria: a high level of competence of parents in matters of interaction with a kindergarten

Thus, a well-built strategy, based on a competent analysis, allows the leader to significantly improve the quality of the educational and educational process, the professional competence of teachers, promotes effective interaction with social partners, and, accordingly, ensures the competitiveness of the preschool educational institution in the educational services market.

OV Sakharova.

STRATEGIC GOVERNANCE IN PROFESSIONAL EDUCATION

S. N. Ryzhikov

SOURCES OF STRATEGIC GOVERNANCE IN PROFESSIONAL EDUCATION.

Professional education in Russiaoccupies a significant place in meeting the educational needs of the population.The most important condition for successful development vocational education is the definition of perspective guidelines and goals. The advantages of professional educational organizations that carry out their activities in accordance with scientific long-term foresight are obvious, since theyAtisk of external circumstances requires them to manage strategic uncertainties, respond to changes in the external environment.

The prerequisites for strategic management are inherent in the very nature of vocational education - it is an orientation towards the future, satisfactionthe demands of a changing economy,responding to upcoming requests from society. The need for strategic management in vocational education is caused by the lack of the most valuable organizational resource - time.

Strategic management in vocational education - this isactivities to implement the promising goals of education, which allows a professional educational organization to make optimal use of external opportunities, internal potential and remain resistant to threats from the external environment.

Strategic management in vocational education is based on the needs discussed below.

Firstly, it is the need to predict what awaits the organization in the future, where it will be in the system of the educational services market, what market share in the region it will occupy.

Secondly, it is the need to meet the expectations of society. A professional educational organization fulfills a social order for training specialists in accordance with the requirements of the labor market.

Thirdly, it is the need for the formation of the environment of the future, primarily the external environment and, in accordance with the needs of this environment, the formation of the internal continuum of the educational organization.

Fourthly, this is the need for an idea of ​​what awaits the internal environment of a professional educational organization, how the state of the material and technical base will change, what changes await the team.

Fifth, the need to predict the very existence of an organization, its place in the education system, and predict possible mergers and acquisitions.

STRATEGIC MANAGEMENT AND STRATEGIC PLANNING. GENERAL AND DIFFERENCE

It is necessary to clearly understand the difference between strategic management and strategic planning. Domestic and foreign researchers often confuse these concepts, they do not see a dialectical contradiction in them.Thus, P. Doyle defines strategic market planning as "the process of managing the development and maintaining compliance with the strategy and organization of the company, on the one hand, and changing external conditions, on the other." Authors T.P. Lyubanova, L.V. Myasoedova, Yu.A. Oleinikov, the elements of control and implementation of the strategy are included in the planning process, but in this case it is already strategic management.

The main difference between these definitions is that strategic planning determines the development plan, and strategic management determines the development policy.

Strategic planning- this is one of the means of performing strategic management. And if management is based on distribution methods functional responsibilities, motivation, control, then planning is carried out on the basis of foresight and resource allocation.

Oproperties and specific traits strategic planning and strategic managementare shown in Table 1.

Table 1 - Features of strategic planning and strategic management

1 Corresponds to the selected cycle time.

2 The reality of the planning horizon

3 Principle of periodicity.

4 The principle of continuity.

5 The principle of flexibility in the chosen planning time period.

6 The principle of concentration on the educational services market.

7 The principle of centrality of strategic planning in comparison with other types of planning.

8 The principle of analysis of strategic uncertainty.

1 Mandatory adherence to a planned approach to strategic decision-making,

2 Linking strategic decisions to long-term results.

3 Objectivity of strategic decisions.

4 The principle of fixing the results of strategic decisions.

5 The principle of a team approach,

6 The principle of an open approach.

7 The principle of regulatory consolidation,

8 Accounting principle weak signals from the external environment.

9 The principle of spreading the strategic approach to all levels of the educational organization.

10. The principle of analysis of social changes in society.

11 The principle of analysis of political changes.

12 The principle of creating sustainable competitive advantages.

13 The principle of synergy.

14 The principle of strategic flexibility.

15 The principle of orientation to the external environment.

Performance indicators

Economic and technological.

Political, psychological and sociological.

We can say that strategic management is a set of competitive actions and decisions aimed at the future, and strategic planning justifies actions to implement these decisions.

Strategic management is carried out continuously, every tactical action of the head, administration, teaching staff is a contribution to the implementation of the strategy. The higher goals are set for the professional educational organization, the more she will achieve. Following the advice best manager 20th century Jack Welch: "Trying to achieve the impossible, you will achieve more than just fulfilling realistic and feasible plans", there is no need to be afraid of impossible goals.

SOURCES OF STRATEGIC GOVERNANCE

The sources of strategic management in vocational education are scientific and methodological approaches to management, developed by Russian and foreign researchers. The knowledge and experience of managers cannot be disregarded; borrowing of the best practices of other educational organizations in the field of strategic management can also serve as a source.

Legislative acts of the Russian Federation, Resolutions of the Government of the Russian Federation, orders of the Ministry of Education, regulations ministries and regional departments of education provide the basis for the implementation of strategic management in vocational education.

When talking about sources of control, people often forget about such a powerful source of ideas as the grassroots. Currently, teachers only discuss strategic plans at collective meetings. This process is for informational purposes only.

But why not involve educators in the strategic planning process? The team can and should participate in the adoptionstrategic decisions ... The grassroots level has a huge potential for the development of creativity. The bad experience of the 1990s in the election of directors shouldn't be discouraging. We need to look for new forms of cooperation between management and the teaching staff. And an indispensable condition should be the openness of management to ideas coming from below. But who listens, for example, to the proposals of the team to reduce the amount of paperwork?

Ignoring the initiative coming from the bottom leads to demotivation of teachers, disappointment and conviction that nothing can be changed, and from here it is not far from the reasoning “my knowledge and experience turned out to be unclaimed”, “we have an incompetent leader”.

OBJECTIVES OF STRATEGIC GOVERNANCE

Responding to strategic challenges, the organization's management is guided by knowledge of the prospects of the educational industry as a whole and in the region, and strives to manage strategic risks. To do this, it is necessary to realize that not only moving forward, but also maneuvering, retreating and restructuring are also permissible and are strategic alternatives. Such actions are justified if they are foreseen, planned and meet a certain ultimate goal.

When implementing strategic management, it must be remembered that focusing only on internal problems when making strategic decisions will not produce effective results. Within itself, the activity of an educational organization creates only costs. The fulfillment of the social order provides budgetary receipts. Profit created on the market, its provided by buyers of educational services. Thus, the successful result of the activity of an educational institution depends primarily on the reasons outside the educational organization, on the opportunities introduced by the external environment. There is always someone outside the organization on whom the effectiveness of future performance depends. . However, this does not mean that these opportunities cannot be influenced. It’s not expectation, but the creation of opportunity that solves the underlying problems of the organization. And such steps must be foreseen and planned in advance.

The organization of strategic management meets the following objectives:

A global goal, that is, the mission of an educational organization.

The goals of achieving competitiveness in the educational services market.

The goals of the quality of education; the quality of education is measured only by the labor market.

The goals of the transition from a crisis management style to truly intelligent management.

The goals of achieving the quality of communications with the external environment, and internal communications.

STAGES OF STRATEGIC GOVERNANCE

The stages of strategic management in vocational education are shown in the figure; feedback is an indispensable condition for successful strategic management.

Figure - Stages of strategic management in an educational organization

PROBLEM-ORIENTED ANALYSIS AS A TOOL FOR DEVELOPING STRATEGIES

A new tool for developing strategies for a professional educational organization, in addition to the well-knownSWOT-analysis and recommendations of the author onSPACE-analysis [7 ], can beproblem-oriented analysis, its foundations are considered in detail by T.V. Svetenko, I.V.Galkovskaya, E.N. Yakovlev. [8 ]

Let's highlight the main featuresproblem-oriented analysis.

1 The need to take into account the broader social context as if you do not consider the educational institution from the standpoint of society and its expectations, then it will be impossible to correctly build the image of new requirements.

2 Focus on pedagogical results, that is, on the formation of general and professional competencies.

3 Start the analysis “from the requirements of tomorrow”. If the analysis is carried out from the future, not only yesterday's problems and pain points come into view, but also innovative opportunities. Those who are completely absorbed in solving the problems of yesterday look not forward, but backward, which is unlikely to lead to development.

4 Analyze the causes, not the effects of emerging problems.

5 When determining the means to achieve goals, it must be remembered that the means themselves are not an end.

Strategic management allows you to abandon momentary benefits and interests in favor of a thoughtful, permanent, albeit discrete in nature, movement towards improvement.

There are two concepts for understanding strategy. According to the first concept, the final state is determined, which the educational organization must achieve in the future. Further, it is recorded what needs to be done to achieve this state. Here, a strategic plan is drawn up with a breakdown by time intervals. In the second concept, the strategy is defined as a long-term trend in the development of an educational organization, leading the organization to its goals. With the second approach, the educational organization is given freedom of choice, taking into account the changing situation, which leadsto the growth of responsibility for the effectiveness of their activities.

Strategic management of a professional educational organization allows you to take a long-term view of things, create a system of strategic management and control; help the organization cope with change.

Making strategic choices means tying strategic decisions and competitive actions together. Active strategic management, rather than a simple response to the influence of factors (defensive position), leads to the fact that the search for something new can become the key to improving the performance of an educational organization in the long term.

TASKS OF THE STRATEGIC GOVERNANCE LEADER

When choosing methods and sources of development, making managerial decisions, the duties of the head of a professional educational organization should include taking into account the opinion of the minority. Paradoxically, but rightly noted G. Ibsen: "The minority can be right, the majority is always wrong." Sobornost as a method of management is an effective factor in the unity of the collective, smoothing out contradictions and leading to the achievement of agreement. This is our Russian method of managing and executing decisions, which is not mentioned in any management textbook. But in modern management educational institutions, democracy won conciliarity, and autocracy won democracy.

Psychologists know that most of any team are inert people, they showconformist orientation, it is distinguished:

- external ostentatious interest of employees in the results of activities;

- indifference to collective efforts;

- the area of ​​interest of employees is outside the working group.

To involve inert employees, to involve their interests in the scope of the organization, to spark new ideas - this is the super task of the leader.

It will not be superfluous to find rational proposals from the conflicting part of the team. A strategically thinking leader foresees emerging conflicts and is able to eliminate them before the emerging problems become too serious.

The leader should involve in the drafting, and not just in the discussion, strategic plan the whole team. When evaluating teachers for assignment qualification category the column "Your participation in drawing up a long-term plan of an educational institution" is provided. But who of the teachers really participated in this?

The manager should ask questions:

what market niche will an educational organization occupy in 10 years?

what mergers and acquisitions are possible in the next 3-5 years?

Is there a need to increase the enrollment of applicants in the 3-5 year period?

what changes should be made in the composition of the teaching staff?

what needs updating in the material and technical base?

It is safe to say that if a leader thinks about these issues, then at first his attitude to work will change dramatically, and then his attitude to work in a team will change.

The heads of vocational educational institutions in small towns are experiencing particular difficulties. There is limited quantity high school graduates and few businesses for college graduates to work for. The fate of many professional institutions created during the years of the USSR and successfully survived the 90s is still not clear. Closed industrial enterprises in small towns, the composition of demanded professions and specialties has changed. Universities are reluctant to embed professional institutions small towns to their lifelong education system. And here the management needs to find answers to the questions posed by the time, and the answers aimed at the future. Survive or develop, diversify or specialize for the needs of specific enterprises?

Development is always limited by the available and future (promised) resources, survival through the introduction of paid educational services often does not lead to a result, since the population has nothing to pay for educational services. Diversification aimed at changing the profile of the educational institution and expanding the number of professions is a blow with splattered fingers. You can get lucky, or you can bump into a wall. Specialization is subject to two negative tendencies: in big cities it is competition for applicants and jobs, in small cities it doesn’t need so many casters and welders, and accountants have been graduated for years to come.

Choose your path, your trend strategic development, such a task is facing the leadership of the educational organization. In such work and in setting the correct strategic objectives, a combination of a scientific approach (developed strategic management tools) and strategic foresight based on experience and intuition is necessary.

Forming the strategy of a professional educational organization, the head will have to find the intersectoral nature of solving educational problems, take into account how much municipal administration bodies and the employment service will take part in the fate of the educational organization.

The development of the content of actions for strategic management can be classified as integrative problems of a high order of complexity; their solution requires a synthesis of various approaches and factors. In matters of strategic management, the head, as a rule, starts from the usual scheme of strategic planning "mission - goals - analysis of the external and internal environment - analysis of strategic alternatives - selection, implementation and evaluation of the strategy." However, it must be remembered that strategic management is not only the implementation of a strategic plan, but also the construction of a flexible organizational structure, anticipation of the result, taking into account trends in the economy and demography. The leader must have creative strategic thinking and see perspectives where others do not see them. Be able to manage and anticipate opportunities based on weak signals from the external environment.

Realizing the strategy, the leader follows such goals as the satisfaction of society in the upbringing of a full-fledged personality, the training of specialists, professionals, and the fulfillment of a social order. This goal increases the importance of the professional educational organization in general and among other educational institutions where there is no strategic foresight.

What is the best advice for managers? Find the best in your team, listen to the opinion of informal leaders, lend a shoulder to those who doubt and success is guaranteed! Now there is a complete absence of informal management, the use of exclusively administrative methods is characteristic.

SOCIETY REQUIREMENTS FOR PROFESSIONAL EDUCATION

In the process of strategic management, the head solves a number of strategic tasks for interaction with the labor market, in relation to the team, to achieve partnership between competitors and competition between partners for graduates.

The solution of these tasks will increase the dynamism of the adaptation of vocational education to the new requirements of society (table 4).

Table 4 - Leading social requirements for vocational education

The demand for a specialty by society and the labor market, the usefulness of the educational services provided, the competitiveness of a specialist.

Legal, economic and management training of specialists.

Social

Diligence, perseverance in mastering a profession, creative attitude to work, a sense of personal responsibility, high morality, the ability to self-development.

Functional

Mastering general and professional competencies

Ergonomic

Compliance of vocational education with physiological and social norms during learning activities

Aesthetic

Culture of communication and good breeding of a specialist.

Patriotic

Patriotism, national and religious tolerance.

The specialist must be ready to perform military duty, including using the acquired professional knowledge (for young men).

Economic properties

Price professional services specialist for consumers

KEY SUCCESS FACTORS AND CRITERIA FOR ASSESSING STRATEGIC GOVERNANCE

Making strategic decisions is always about choosing an alternative. In order to achieve the desired strategic state, a professional educational organization must outline its ownkey success factors (KFU) , that is, assets and actions to realize existing and future competitive advantages ( strengths). To determine the quality of a strategic decision, it is necessary to select the evaluation criteria. The criterion for the effectiveness of strategic management is the timeliness and accuracy of the organization's response to new market demands and changes depending on changes in the environment.

The evaluation criteria are almost equal to such a concept as key success factors (KFU), but KFU are more vague, and the evaluation criteria are more specific (Table 2).The development of criteria, indicators and indicators for the formation of a strategic management monitoring system is an important task of the founder of an educational institution.

table 2- KFU and criteria for evaluating strategic decisions

Use of intelligent control systems and automation of the educational process.

Tracking innovations from competitors.

100% automation of educational process management.

Educational Marketing

The operational ability of an educational organization to respond to emerging changes in the labor market, conduct advertising companies, PR-actions, presentations, press releases, placement of calculations about new products and all educational programs on the website of an educational institution, direct mailing of offers to clients, free seminars and conferences.

100% participation of an educational organization in regional, city and district employment fairs.

Image

Continuous maintenance of a favorable image and reputation of a professional educational organization

Absence of negative reviews about the professional educational organization.

Up to 100%. The share of recipients of educational services who are satisfied with the quality of educational services provided, of the total number of surveyed recipients of educational services.

Up to 100%. The share of recipients of educational services who are ready to recommend the organization to relatives and friends of the total number of surveyed recipients of educational services.

Material and technical base

Good material and technical base, contributing to the implementation of the educational process.

Material, technical and information support of the organization up to 10 points.

Pedagogical technologies

Availability of quality control of educational programs.

Pedagogical and informational know-how.

Adequacy of pedagogical technologies to the process of acquiring professional skills.

Effectiveness.

Information openness

Tracking trends in the development of education.

Application information technologies to predict the strategic situation.

High informational transparency.

Completeness and relevance of information about the organization carrying out educational activities.

Availability of information on the course of consideration of citizens' applications received by the organization from recipients of educational services (by phone, by e-mail, by using electronic services available on the official website of the organization) up to 10 points.

The presence on the official website of the organization on the Internet of information about educators organizations up to 10 points.

Innovations

Continuous development of new educational programs and products.

100% coverage of teachers with research and scientific activities.

Staff

Continuous professional development and education of personnel.

100% share of recipients of educational services satisfied with the competence of employees of the organization, of the total number of surveyed recipients of educational services

Organizational culture

Creation of a favorable climate; development of "team spirit", maintaining cohesion and healthy competition in the team, etc.

Coefficients close in value to one: the coefficient of achieving the goals of the organization, the coefficient of functionality, the coefficient of the effectiveness of culture in the discipline of labor, the coefficient of the effectiveness of measures to improve organizational culture

If KFUs reflect the key moments leading to success, then the criteria reflect the items that are the measure of these factors. Often there is no establishment of quantitative criteria, they are qualitative assessment... But it should be noted that only a comparison of the quantitative parameters of the work of a professional educational organization with the established quantitative criteria can give an answer to the question "Has the educational organization achieved its goals?"

Let's compare qualitative and quantitative assessments. An example of a qualitative criterion: "Implement information and communication technologies (ICT) in each classroom." Quantitative criterion: "Provide 90% of classrooms with an automated teacher's seat and an interactive whiteboard." Reports will also be appropriate, in the first case: "ICTs have been introduced in most classrooms." In the second case - “90% of classrooms are equipped interactive whiteboards, 50% are equipped with an automated teacher's seat ”.

The strategy of a professional educational organization must meet the requirements of the time and main indicator characterizing the need and usefulness of the work of an educational institution - 100% demand for graduates in the labor market. And this is well understood by commercial educational institutions. To recover their costs, they must provide the level of education demanded by employers.

METHODS TO OVERCOME RESISTANCE TO CHANGE

In order to successfully implement strategic changes in educational institution, it is necessary to overcome the resistance offered to them, to turn opponents of transformations into supporters.

Successfully overcoming resistance to innovation depends on how the leader implements the change process and demonstrates the ability to believe in his actions.

The reasons why staff resist change can be personal and organizational.

The staff often resists change, especially if it is imposed by someone. There are individual reasons for this - fear of loss and fear of the unknown. For groups, a predicted change can mean a threat to existing norms of behavior.

On organizational level a structure can have powerful mechanisms to resist change. Resistance to change can be very powerful, but it can still be overcome. Reasons why people might resist change and ways to overcome resistance are shown in Table 3.

Table 3 - Reasons for resistance to change and ways to overcome them

Personal

narrow proprietary interest;

misunderstanding and lack of trust;

differences in the assessment of the situation;

low level of readiness for change.

the influence of colleagues;

change fatigue;

previous unfortunate experience of changes.

Education and provision of information.

Participation and involvement.

Help and support.

Negotiations and agreements.

Manipulation and exaggeration of the role.

Explicit and implicit coercion.

Organizational.

Organizational structure must be particularly receptive and open to innovation, while at the same time capable of highlighting and maintaining positive experiences.

Reorganization of the structure of an educational institution

The leader's actions to inform the teaching staff about the upcoming changes should be proactive. Until strategic change has taken place, educators need to be given the opportunity to ask questions and express their concerns about proposed changes, as well as to create an environment for open communication - all of these methods have been shown to make people feel like they are dealing with upcoming changes. Any strategic change communication program must be based on mutual trust.

A.Alexander suggested a number of ways to avoid problems during the implementation of the change process:

a well-formulated strategy;

a clear exchange of information on the strategy of change at all levels and between all levels;

building employees' commitment to change and engaging them in the process;

availability of the necessary resources in terms of finances, personnel and time;

a detailed plan for implementing the change.

The result of work with personnelshouldbecome working outsusceptibilityandcollective to pedagogical and managerial changes.

THE APPROVAL CHARACTER OF STRATEGIC GOVERNANCE

Strategic management of vocational education is aimed at concentrating efforts on strategic assets and skills, taking into account promising areas of education development.

So, strategic management in vocational education is a flexible, future-oriented response to changes in the external environment, of an affirmative nature, aimed at monitoring information-unsaturated areas in order to provide an adequate response to changes or create environmental changes in their own interests, this is a solution to strategic tasksto create sustainable competitive advantages based on key success factors. Monitoring information-unsaturated areas means making the unknown - known, uncertain - definite, and this is how a strategic planning program is created.

Strategic management of a professional educational organization is a continuous creative act carried out by the head, management within the framework of the tasks set by the social customer, aimed at creating promising competitive advantages and achieving the mission of the educational institution.

The time of experiments is over, ahead of professional educational organizations hard work to establish their positions in the educational environment, to realize their competitive advantage over higher professional education - the practice-oriented teaching. It is necessary to approach this work fully armed with theory and practice, be ready for the daily hard, but very interesting work to create a new generation of workers and specialists.

Bibliography

Alexander, A. Management of change / A. Alexander // Effective manager: translation from English / prepared. Rosemary Thompson / - 5th ed., LINC International Management Institute.- M .:EKSMO-Press, 2002.- 312 p.

Doyle, P. Marketing management and strategies / P. Doyle.- SPb .: Publishing house. house "Peter", 2002.- 2 62 s.

Cotter, J. Ahead of Change: Why Companies Failure Organizational Restructuring / J. Kotter // Change Management: trans. from English- M .: Olimp-Business, 2007 - 256 p.

Lyubanova T.P., Myasoedova L.V., Oleinikova Yu.A. Enterprise strategic planning: Tutorial... M .: PRIOR, 2009 .-- 315 p.

Order of the Ministry of Education and Science of December 5, 2014 N 1547 "On the approval of indicators characterizing the general criteria for assessing the quality of educational activities of organizations carrying out educational activities."

Reshetko, N.I. Key factors of success in the system of ensuring the competitiveness of modern educational structures / N.I. Reshetko // Economics and modern management: theory and practice. - 2014 - No. 13. - S. 34–38.

Ryzhikov, S. N. Evaluation of the competitiveness of the educational organization of secondary vocational education on the basis of SPACE-analysis data / S. N. Ryzhikov // Management today.- M .: Grebennikov Publishing House.- 2016 - №5.

Svetenko, T.V. Strategic management in education. Educational-methodical set of materials for training tutors / T.V. Svetenko, I.V. Galkovskaya, E.N. Yakovleva.- M .: APK and PPRO, 2007.- 76 s.

 

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