The role of the principal in the modern school of interviews. Who is he the director of the modern Russian school. What does the role of a diplomat include?

05.06.2015 9 619 0 Reading time: 14 min.

In this article, I want to cover the main the role of the leader in the team and management of the organization... The success of any company, any business structure, at least half depends on its leader, who has to perform several functions or roles at once. Next, we will consider what these roles and functions of a leader are, what each of them is, how to perform it correctly, and how to develop the ability to fulfill these roles. I think that all current and future leaders of any level will be interested in this.

Team Leadership Roles

So any modern leader, regardless of what and by whom he controls (large or small business any form of ownership, structural unit, department or any work collective), in order to be effective, must combine at least 6 roles:

Diplomat.
Professional.
A member of the team.
Manager.
Businessman.
Master.

It is the fulfillment of all these 6 roles and functions at the same time that a manager differs from an ordinary employee. Even if at least one of these roles is not adequately fulfilled, he will not be able to effectively provide leadership, from which he will suffer. own business(if he manages his own business) or the work of the enterprise or its structural unit (if he performs managerial functions there). The leader always has a great responsibility to fulfill all these roles and functions, and he must be able to cope with it.

Now let's look at all these roles and functions of a leader in managing an organization in more detail.

Leader Role # 1: Diplomat

First of all, the leader of any team must perform diplomatic and representative functions in it. That is, he must represent the interests of the team and its employees in negotiations with senior management, the interests of the business unit in negotiations with clients. In addition, this includes the role of the leader in maintaining a healthy socio-psychological climate in the team: he must diplomatically resolve conflicts between employees and motivate them to productive work.

What does the role of a diplomat include?

The leader must develop and improve his own, the ability to negotiate, the ability to listen and hear other people;
The role of a leader is always the role of a psychologist in a team: he needs to be a psychologist for each of his subordinates individually and for the team as a whole. Therefore, it is necessary to study and apply in practice the psychological aspects of team management;
The leader must be convincing, be able to clearly and competently build his speech, inspire confidence;
The words of the leader should never be at odds with the deed, he must have an impeccable business reputation;
If the manager was wrong, he must admit it and apologize, including to his employee.

Leader Role # 2: Professional

Any leader must be a professional in their field. He must use his own to achieve the goals and objectives set for the team, be an example in the eyes of his employees. The role of a leader in a team is always the role of an expert, to whom each employee can turn for professional help.

What does the role of a professional include?

The leader must have an expert level of knowledge in his field;
The manager must be able to perform the work required of employees at a level no worse or even better than theirs;
The role of the leader in the organization is to find ways to improve the efficiency of his team, possibly together with employees, for example, by;
The leader should provide assistance in solving professional problems to his employees, be an example for them;
The manager should constantly improve his level of knowledge in the field of work and improve his professional skills and abilities.

Leader Role # 3: Team Member

The role of the leader in any team also lies in the fact that he acts as one of the members of this team, its integral part, its connecting link. He must do everything possible to ensure that the whole team works as a whole, because it has been repeatedly proven that the total performance of a well-coordinated team is significantly higher than the total performance of all its members individually, thanks to. The role of the leader is to make a real team out of a certain number of people, to increase their total potential according to the law of synergy.

What does the role of a team member include?

The manager must competently take into account the professional and personal characteristics of each employee;
The leader must ensure the most effective working interaction between all team members;
The leader must contribute to the common cause as one of the team members;
Leader must support team spirit and a healthy psychological climate in the team.

Leader Role # 4: Manager

The next role of the leader in managing the organization is the role of the manager. Perhaps, this role of the leader can be called the most important. Each leader is, first of all, a manager who must be able to quickly and efficiently complete assigned tasks, find resources to complete them, etc. He must adhere to the strategy of the organization's work, contribute to the achievement of its strategic goals, and develop the most effective tactical moves for this.

What does the role of a manager include?

The leader must develop the best ways to accomplish the tasks facing his organization / unit;
The leader must be able to find and effectively allocate resources to achieve the goals;
The manager must take into account the risks to which the activities of his organization are exposed and ensure that they are minimized;
The role of a leader in managing an organization is also to ensure two-way communication at all levels: between the manager and the team, between the manager and senior management, between the organization and customers, between the organization and partners, between the organization and the regulatory authorities, etc.

Leader Role # 5: Entrepreneur

Another important role of the leader in the organization is the role of the entrepreneur. He should strive to create new values, see opportunities for the development of his company or its division, see the future and bring it closer. In addition, the role of a leader in management is the ability to make decisions and take responsibility for them.

What does the role of an entrepreneur include?

Leader must keep track of modern tendencies development of the industry and timely improve its structure taking them into account;
The manager must follow important news related to technological, legal, tax and other aspects of the activities of his organization and respond to them in a timely manner;
The role of a leader is to search for new ideas, borrow effective other people's ideas, and successfully implement them in the work of his business structure;
The leader must ensure a decent level of competition for his company in the market.

Leader Role # 6: Boss

And finally, the last, very important role of the leader in the organization is the role of the boss. Even if the manager is not legally the owner of the company, or only manages a structural unit, he must fulfill the role of the owner for his team. The manager, as the owner, must put the interests of the company above his own interests and the interests of his team, at the right time to show his strong-willed qualities, leadership qualities, fully focus his activities on achieving success by the unit entrusted to him.

What does the role of master include?

The leader must completely devote himself to work, put work interests above personal ones. If he does not succeed in doing this, he may not need to lead, he will not be able to be an effective leader;
The same leader should demand from each of his employees;
The leader must have a strong will, be able to say "no" if necessary, be able to make personnel decisions;
The leader should always have personnel reserve and replace ineffective employees with effective ones, regardless of personal likes and dislikes;
The leader should always take responsibility for his own failures, without shifting it onto someone else. But victories are best represented as the achievement of the entire team, each employee, which will strengthen the team spirit and motivate for further productive work;
The role of the leader as the owner is also the right choice within its competence.

As you can see, the role of a modern leader in a team is a whole combination of many roles and functions; it is a large set of qualities, knowledge, skills, and abilities that a truly effective leader should possess. In addition, the role of a leader is also in the constant development, improvement of all these qualities, knowledge, skills, abilities, since in modern conditions they quickly become obsolete and lose their relevance.

Leadership is never easy. Those who believe that the leader only sits in a chair and gives commands are wrong. If there are any, then they are ineffective, they do not cope with their role as a leader, and only drag the company down. In any case, you should not be guided by such people, if you take on the responsibility of a manager - you need to give all your best. In any case, you gain valuable experience that will definitely come in handy in your future life and business, even if you leave your leadership position.

I wish you success in the complex and multifaceted work of the manager. Until we meet again on the site, where you will always find many useful tips and recommendations to help you be an effective leader.

Estimate:

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 have to 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 training is 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

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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Essay

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?

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.

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

The director is the main person of education. 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? This is, first of all, the fact 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.

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

IN educational process innovative educational technologies are being introduced, 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 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 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, as a rule, there are few good teachers in problem schools, and teachers simply have nowhere to take examples of high-quality pedagogical 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 by going 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 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 one who knows how to correctly formulate 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

Galina Mikhailovna Ponomareva,

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

School management is a special process from the point of view of management, it is not for nothing that it is defined as a science and an art. The main distinguishing feature of the management process in education is that often the headmasters of the school in the recent past were teachers from the collective they are leading. However, in a relatively similar environment (all former teachers without skills management activities and special education of a manager) some directors achieve professional success for themselves, the teaching and student collectives, the city and the region, while the successes of others are insignificant and are at an acceptable level of functioning for the school. Why is the success of some directors incomparably greater than the success of others? What are the manifestations of success that distinguish them from their colleagues? What is the reason for the success of the best of the best? What strategy of behavior are chosen by leaders educational organization leading them to success? What are the principals avoiding in managing the school, and what makes them unsuccessful?

These questions may seem controversial, since managerial work itself is ambiguous for different people. Only the long-term practice of interacting with school principals in the system of advanced training and certification of pedagogical and managerial personnel gives me the right to express my own opinion on such issues: what are successful school principals doing and not doing?

I propose to dwell on only three indicators:

personal professional and career growth of the school director;
school personnel management;
manufacturing control.

Becoming a school principal

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

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

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

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

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

knows what he wants to achieve in the future and how long he has allotted for this. The career is growing progressively from horizontal to vertical. Not always, but in many respects, professional success in the “teacher” horizon underlies the future success of the “director” vertical. A teacher builds his career together with those who will subsequently decide on the height of career growth, which means that such a person is trained in the tactics and strategies of productive communication with people of various social statuses.

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

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

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

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

The young director knows that

one should not strive to "be good for everyone" - he should lead people along,

not on your neck;

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

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

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

into your experience;

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

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

Use of power

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

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

A person invested with power does not allow himself:

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

and a fool to himself;

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

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

The second most important criterion for effective personnel management of a successful director is the ability to delegate authority. In the hands of the leader, the supreme power (of course, within the framework of official competencies), which a few more people in the organization would probably like to receive. Formally, this cannot be done, but it is possible to satisfy their need for power by expanding for a while the powers - first, the management team, and secondly, actively power seekers subordinates. A successful leader is not afraid of losing power. However, distancing people from this power will lead to the fact that subordinates will seek to get it in another way, up to an aggressive one. This is the case for delegation of authority to team members, and a successful director often uses this. As a result, he gets a high-quality job, loyal employees, a lot of initiative proposals, a close-knit team, and also free time to perform direct duties in the workflow, which cannot be delegated in any way, but for which there is never enough time!

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

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

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

Process management

In the process of personnel management, a successful director:

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

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

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

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

And as soon as the plan enters the execution stage - immediately the analysis: first step by step, in order to exclude unforeseen mistakes. Then, more and more generalized, so as not to overload either oneself or the team with trifles, which in general do not affect the global result, but are often associated with the emotional perception of the performers.

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

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

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

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

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

a promise between high results and real money, they know how to create a level of school life at the level of luxury even with little funding. How? And this is the secret of the company. The commercial streak of successful directors is evident in the management of financial activities at the level of a zealous mistress, and money is earned and spent wisely. This is also a sign of a successful school director - an entrepreneur director. He studied economic issues in such an extent that it allows him to independently make decisions within the organization without external consultations, since any consultant will always give information that is beneficial to him. That is why in successful schools "all the money is in one pocket."

But a successful director knows the law better than economics. And honors him in full. Whatever temptations may arise before making a decision, the leader always coordinates it with the law. The word "law" is also understood by the subordinates, it does not matter whether it is the law of a superior organization or a law emanating from the director himself. All school employees understand that the principal is by default the law in the school, even if democratic, but the law. And that's it!

By driving production process, successful director:

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

and demonstrates this to subordinates.

Journal "Public Education" 10/2013

Required knowledge (articles)

Rural school assistance