The role of the director in mastering the new. The best school principal is a former teacher, not an outside manager. What the Host Role Involves

Prepared by:

Maximishina Oksana Sergeevna,

Deputy Director for educational work, teacher of geography, KSU "Incomplete high school No. 31 "

the city of Petropavlovsk, North Kazakhstan region

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

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

An effective school leader (director) is:

creative person able to overcome stereotypes and find non-traditional ways to solve the problems facing the school, create and use innovative management technologies;

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

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

a person who inspires the teaching staff by his example.

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

In recent years, significant changes have been taking place in the Kazakh school. There is a saturation of the educational process with modern educational, technological equipment, teaching aids and educational complexes.

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

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

Peter Drucker, founder modern management Based on long-term observations, I came to a paradoxical conclusion: "strong professionals", excellent specialists in their field, rarely become good leaders. This is due to the fact that management is a very special type of professional activity, the result of which is directly related to a person's personal efficiency.

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

Many experts believe that it does not matter what education a school principal has, but he should have pedagogical experience: “Any school principal should“ stand at the bench ”, at the blackboard in the classroom - have teaching experience. Otherwise, he will not be able to be an effective school director. Maybe he will be able to manage the school budget well, but he will not be the headmaster of the school, in the real sense of the word. "

Professor Alma Harris, director of the Leadership Research Center at the Institute of Education, University of London, shares a similar point of view: “ Modern directors you need to be able to effectively, rationally and intelligently manage the school. But a school that is in serious trouble simply good manager few. She needs a director who, by her own example, can show what a good lesson is, because in problem schools, as a rule, there are few good teachers, and teachers simply have nowhere to take examples of high-quality teaching practice. In this situation, the director should be able to do everything himself. "

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

"Democratic business executive";

"Democratic leader".

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

Unfortunately, such a combination, when the director is both a talented teacher and an effective manager, is possible only ideally. Authors' schools are close to him, where the director is himself a generator of innovations. According to experts, “personal example and personal relationships that the director builds are key. Great manager, not loving people, a great manager who is not a teacher cannot run a school. "

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

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

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

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

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

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

4. Ask your interlocutor questions instead of ordering them.

5. Give people the opportunity to save their prestige.

6. Be generous with praise.

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

8. Encourage. Give the impression that mistakes are easy to fix by making whatever you encourage people to do is easy for them.

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

10. Give people the ability to save their face.

"Effective manager" is a conditional concept denoting an ideal leader who knows the main provisions of management theory, is able to effectively implement them in practice, characterized by high professional competence... An effective leader in modern society is one who knows how to correctly set and solve problems.

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

References:

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

Intraschool management: Questions of theory and practice. Ed. TI Shamova. - M., 1991 .-- p. 352

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

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

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

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

The school director is a key figure in the field of education, determining the success of the implementation of the ongoing changes in Russian education. So what should be the director of modern Russian school: an experienced teacher or an effective manager?

According to many experts in the field of pedagogical management, the director of a modern school is an effective leader who possesses such qualities as:

competence;
sociability;
attentive attitude to subordinates;
courage in making decisions;
ability to creatively solve problems.

An effective school director is:

a creative person who is able to overcome stereotypes and find non-traditional ways to solve the problems facing the school, create and use innovative management technologies;
a person who constantly works on himself, on his professional and personal qualities;
a strategist who sees the prospects for the development of his school for several years ahead;
a person who inspires the teaching staff by his example.

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

In recent years, significant changes have taken place in the Russian school. So, the law "On education in Russian Federation» educational organizations autonomy has been granted, which means independence in the implementation of educational, scientific, administrative, financial and economic activities, the development and adoption of local regulations, as well as in determining the content of education, choosing educational and methodological support, educational technologies for the educational programs they implement.

The principle has changed financial security schools - now the money follows the student (per capita funding) in accordance with the state (municipal) assignment. Everything that is realized in excess of this task is paid, and the income from paid educational services of the school is spent at its discretion.

As a result of restructuring and optimization, schools have emerged with a contingent of more than 1000 students, schools are complexes that are much more difficult to manage.

The educational process is saturated with modern educational, technological equipment, teaching aids and educational complexes.

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

Schoolchildren of the 21st century differ significantly in development from schoolchildren of the 20th century.

Under these conditions, the functions and role of the school director change significantly. On the one hand, the school director is an effective manager, because today the school director has to perform a lot of managerial functions - managing the budget, interacting with the public, interacting with the authorities, etc. Organization management skills are becoming more and more important every day, and the director has no time to engage in pedagogy.

Peter Drucker, the founder of modern management, based on long-term observations, came to a paradoxical conclusion: "strong professionals", excellent specialists in their field, rarely become good leaders. This is due to the fact that management is a very special type of professional activity, the result of which is directly related to a person's personal efficiency.

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

For example, Viktor Bolotov, vice-president of the Russian Academy of Education, believes that it does not matter what education a school principal has, but he should have pedagogical experience: “Any school principal should“ stand at the machine ”, at the blackboard in the classroom - have teaching experience. Otherwise, he will not be able to be an effective school director. Maybe he will be able to manage the school budget well, but he will not be the headmaster of the school, in the real sense of the word. "

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

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

"Authoritarian business executive";
"Democratic business executive";
"Authoritarian leader";
"Democratic leader".

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

Unfortunately, such a combination, when the director is both a talented teacher and an effective manager, is possible only ideally. Authors' schools are close to him, where the director is himself a generator of innovations. According to the Rector of the Higher School of Economics Ya. I. Kuzminova “personal example and personal relationships that the director builds are key. A great manager who does not like people, a great manager who was not a teacher cannot run a school. "

- Personal effectiveness is not an innate quality. But it can be learned by developing and using your strengths correctly.

- All effective leaders constantly monitor their activities in the field of time management.

- A leader who does not ask himself a question about his personal contribution to the result has no right to demand the same from his subordinates.

- Concentration mainly on weaknesses and shortcomings gives rise to some problems, while focusing on strengths subordinates, partners, senior management and their own makes the team's work as productive as possible.

- If there is any main secret of efficiency, it is concentration. The stronger and more successful person concentrates his time, efforts and resources, the more diverse tasks he can solve.

An effective leader is a leader who makes effective decisions.

- The team obeys the decision the more willingly, the better it will be explained to each individual employee.

An effective leader only solves a problem once. But he decides in such a way that in the end there is a clear scenario that anyone can follow, or a rule that everyone can understand.
- Efficiency in work is not only the habit of doing the right thing and expediently, but also a set of certain practical methods. Following these techniques is another good habit that a leader must learn.

Director of the Russian school based on the results of the international research TALIS

Almost all of the interviewed directors (198 directors from 14 regions took part in the survey) underwent management training, but only a third of them did it before taking office. For comparison: in most other countries personnel reserve start to cook in advance, Singapore and South Korea who demonstrate high educational results of schoolchildren in international studies, almost three quarters of principals receive extensive training before being appointed to the post.

Russian leaders, in comparison with foreign colleagues, are more focused on administrative work and they spend less time working with teachers, parents and students - they just don't have time for it.

Despite the fact that, in comparison with other countries, Russia leads in the number of management teams and governing councils created in schools, principals tend to make authoritarian decisions.

Reference.

"Effective manager" is a conventional concept denoting an ideal leader who knows the main provisions of management theory, who knows how to effectively implement them in practice, and is characterized by high professional competence. An effective leader in modern society is one who knows how to correctly set and solve problems.

TALIS (Teaching and Learning International Survey) is the first international study to analyze the learning environment, working conditions and assess the quality of the teaching staff. Russia has been participating in TALIS since 2013 in accordance with the State Program "Development of Education". The research was operated by the Institute of Education of the National Research University Higher School of Economics.

Who is he director of a modern Russian school

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

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student of refresher courses

for additional professional educational

continuing education program

"Modern educational management"

FULL NAME. listener: Kireev Nikolay Mikhailovich

District: Severny

Educational institution: GBOU SOSH №648

Position: Deputy Director for O&M

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

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

What should be a modern head of an educational institution?

What qualities should you have?

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

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

For effective educational change, the headmaster is a key figure. Fate depends on his ability to accept and implement the main ideas of modernization. Russian education and, ultimately, the future of Russia.

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

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

For development innovation activities in educational institution you need a competent, skillful mastery of new modern technologies in their work.

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

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

It is necessary to have the courage to take on oneself for proactive actions and the ability to instill this courage of responsibility in its employees.

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

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

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

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

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

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

The national educational initiative “Our new school”Says that the role of the principal in the new school will change: the degree of freedom and the level of his responsibility must increase. Why this is important and what needs to be improved in the system of advanced training of directors, in an interview with RIA Novosti told Chief Editor of the "School Director" magazine Konstantin Ushakov.

Konstantin Mikhailovich, today directors are increasingly perceived as managers and, to a lesser extent, as teachers. What tasks should the headmaster solve?

The main task of the head of any organization, including the head of the school, is the integration and training of personnel. A good director should, whenever possible, hire the best and train those who are already on the job.

Today, there is a lot of talk about competencies, over-subject skills of students, but they are not brought up within the framework of one subject, this is the result of group efforts, and a group needs to be created. School collectives are mostly disunited, each teacher deals only with his own subject. And if someone can solve the problems posed, it is the director.

- What prevents directors from working on their teams?

The director simply does not have the strength to do this. He is too busy with other work: meetings once or twice a week, countless letters that must be answered daily to higher authorities and inspectors.

The powers of the director under the law are enormous, but there are no opportunities for their implementation. The pendulum should swing in the other direction - increasing real powers and greater independence of the first person of the school. The director should work more with the team. But he needs more time for this.

- Should the director teach?

I'm not sure that the director should be a model in this regard. This is simply impossible if your teaching load is small and half the hours of it are replaced - the director is now and then required for various meetings. Hold high level professionalism in such conditions is difficult.

Learning to teach adults is a completely different technique, and it seems to me more important. This is the first skill and first ability for which future directors should be selected.

- “Directors” are not taught anywhere, they can only improve their qualifications on courses. Is this system effective?

It seems to me that we have a big gap between the professional development system and the school. You can say as beautiful things as you like that the students will like, but the result of the teacher's work should not be a high level of student satisfaction, but what will happen to them when they return to school. Courses are "not responsible" for their final result.

- And how can you track the results - did the director learn the knowledge or not?

There should be an intermediate support service for the school, which would provide her with assistance, especially at the organizational level - advising.

We do not have technologies for diagnosing organizational problems. Organizations, like people, get sick and diseases need to be diagnosed. But this is almost impossible to do from the inside, and only a specialist from the outside can tell what is wrong in the school and what can be improved in its work.

For example, the disease of collective disintegration - when each teacher is closed within the walls of his office and is occupied only with his own subject. This problem can only be noticed by the "outside" person. But there are no tools for this kind of diagnosis, no organizational consultants. There are few of them in business either.

The methodologists of regional institutes for advanced training can provide assistance on a particular subject, but they do not solve organizational problems.

Of course, this work is costly and requires special qualifications. Without federal, regional and municipal support, these structures will not exist - schools are not able to pay specialists for this kind of consulting assistance.

The Our New School initiative states that principals should be able to study in their neighboring regions. Are these internships useful?

The internships are a big step up from what it was before, when it seemed that the more teachers and principals listened to lectures, the better. But the effect is not noticeable, and the understanding comes that lectures are not the most effective method work with teachers. Professionals learn best from professionals.

But building a good internship is not so easy technologically - and this is the next stage of the work. Throughout the world, where progress has been made in the field of education, it is believed that the most effective increase qualifications - on the spot, namely at school. And going somewhere is a holiday that is good only on rare occasions.

- Is it worth inviting an outside manager to the post of director?

Management techniques, regardless of their area, are basically the same. Yes, in the 90s people from outside became directors, but such examples are few. Still, it is difficult to lead an organization without understanding its context, the peculiarities of its structure. When a person goes through all the stages from below (from teacher to head teacher and director), he understands the essence of what is happening more accurately and deeper.

The material was prepared by Elena Kuznetsova (SU-HSE), especially for RIA Novosti

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

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

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

How to do it ===>

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

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

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

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

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

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

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

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

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

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

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

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

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

- to develop a motivating range of immediate and long-term goals;

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

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

- use symbols and rituals productively. "

Please note that here are not only the tasks of managerial adaptation, but also tips on how to solve them;)

-communications, purposeful building of relationships with all stakeholders;

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

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

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

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

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

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

* * *

"We conducted a survey of 231 subjects (managers at various levels organizations and enterprises, management experience ranged from one year to 16 years). The question was posed to them in an open form: "After the first appointment to a leading position, I faced such difficulties: ...". A detailed analysis of the responses received showed that they can be divided into two fairly homogeneous groups.

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

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

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

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

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

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

The second significant personal neoplasm for a manager in the process of adapting to a new management activities is the expansion of their role repertoire, adequate development and performance of roles, taking into account the characteristics of the new professional activity. "

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

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

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

Ability to decompose goals to the level of personal tasks.

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

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

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

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

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

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

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

In the implementation of these tasks, the planning of both joint work and the activities of other departments (employees) is of great importance.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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