Types of principals in the modern school. The role of the leader in innovative management. Roles of a modern leader in company management

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

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

Roles of a modern leader in company management

Role # 1 - Civilized person.

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

Role # 2 - Effective Professional.

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

Role # 3 - Team player.

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

Role # 4 - Manager.

The importance of this role in the overall system of managerial roles hard to overestimate. After all, the main skills of a manager are precisely the ability to organize employees, set goals correctly and monitor their timely achievement. The general role of a leader in the management system cannot be imagined without managerial skills. The manager, in order to complete the assigned tasks, must be able to quickly find resources and rationally distribute them, increase labor productivity organization and its divisions, as well as effectively interact with subordinates, partners and higher managers. Management is the # 1 role of a leader, even though it is not in the first place on this list!

Role # 5 - Entrepreneur.

The leader, by consistent actions, must achieve the company's advancement along the intended path and formulate (both for himself and for the staff) a vision of the future. The role of a modern leader is unthinkable without the ability to see opportunities for creating new values. And yet, a real manager always takes full responsibility for the results of the organization.

Role # 6 - Master.

No less significant role of the head in the management of the organization than the previous one. It lies in the ability to achieve long-term results with the help of a strong professional will and a combination of outstanding personal qualities (including leadership qualities personality). The "owner" puts the interests of the company above personal interests, as well as above the interests of employees, and whenever he makes decisions and acts, he thinks about the possible consequences for the company. To be successful, he focuses on long-term development and purposefully develops his followers.

Development of skills (roles) of the leader

Development of the role of a leader as a civilized person

Development of the role of a leader as a professional

• Set specific goals and objectives that you will implement. Tell the team members about your ideas, as well as explain the action plans for their implementation.
• Be a role model for others, never promise what you can't do, and always keep the promises you make. Do what you are campaigning for yourself.
• Reflect on what you can change to improve your performance?
• Don't avoid criticism, and when you receive information that is unpleasant for you personally, do not become aggressive. Correct adherence the role of the leader in the team unthinkable without shaping the image professional. Ask yourself what you did for this.
• For information about your professional activity using various sources - periodicals, educational programs, professional conferences and forums, the Internet, etc. Try to understand how effectively you learn new and improve yourself in the professional field. Think about how this process can be improved?
• Talk to your employees about the latest and greatest trends in your industry. If you are approached for professional advice, encourage and encourage it, or find out for yourself if there are areas in which you can suggest (direct them, indicating where and how they can find the answer to their question) and provide assistance.

Development of the role of the leader as a team player

• Analyze team performance on an ongoing basis. Have your work team regularly work on ways to improve the quality of their responsibilities. Feedback tools should be established to analyze team interactions and obtain data.
• To spend more time with people, you shouldn't oversaturate the agenda too much. It is also important to master the skill holding effective meetings.
• Managerial roles of a leader are inconceivable without the role of a leader in conflict management. Make sure that the psychological atmosphere in the team is healthy. There are often cases of mobbing. You must do everything in your power to prevent and prevent this phenomenon. New employees are more likely to be subject to psychological pressure, so it is important to first working day at a new job make it clear to him and everyone else that he is part of the team and is necessary for the company. For this you need to know how to introduce a new employee colleagues.
• Invite a trusted coach or person to one of the team meetings. Ask him to objectively assess the team's work, focusing on the following questions:

Is there a latent conflict in the team?

Are you good at handling the leadership role in conflict?

Are you engaging employees well?

Are you listening?

Are team members openly participating?

Do you have control over the agenda during meetings, reviewing possible solutions, developing a strategy for further actions, time management (how many lost time) etc.?

What can be said about the composition of the enterprise?

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

Development of the role of the leader as a manager

Developing the Leader's Role as an Entrepreneur

• Follow the current popular industry trends. Find sources of information that provide the best advice in areas such as HR, finance, marketing and logistics. Use whatever is applicable in your organization.
• Study the business press once a week and spot a realistic idea that can improve your business. Ask yourself more often: how can you create added value for your company by combining different technologies, products or services?
• Don't be afraid to develop own business use other people's ideas... Fight creative crisis and shield inspiration in areas related to and different from yours, such as science or art. Talk to people from a wide variety of backgrounds, applying their expertise to improve organizational performance.
• Support new ideas that your employees and partners suggest to improve organizational performance.
• In order to find out how suppliers and customers evaluate your business and your services, periodically meet with them. Find out the strengths and weaknesses of your competitors.
• To find new solutions for the development of your own company and to establish yourself in the role of a leader, it is sometimes useful to put yourself in the shoes of competitors, and imagine what strategic decisions he could apply to push you out of the market?
• It is also helpful to imagine that your company is doing the same thing (producing the same product or providing the same services), but is not related to its history and operating structures. What would you do without being limited by this?
• Try to explain complex and incomprehensible issues in business development to your employees in a simpler and more accessible language so that they have a clear understanding and do not have the slightest ambiguity. Actively introduce a holistic vision of the business picture in the minds of subordinates, encourage strategic approach and global thinking.

Developing the Leader's Role as Owner

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

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

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

A good director is bound to achieve self-directed bookkeeping and full regulatory funding for their educational institution. He will certainly develop a remuneration system, but with his own individual school characteristics. He will certainly create or initiate the emergence of some public governing body (for example, a good parent committee), find sponsors.

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

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

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

The school principal must have certain personality traits that ensure success. management activities... This is tolerance, tact, good manners, inner harmony, optimism.

One of the mandatory personality traits of a leader is self-confidence. The leader knows everything, knows how, maybe! And if he doesn’t know, then he will find out, find a way out, he will be able to. Such a director will surely become an authority for his subordinates.

Emotional is obligatory for the leader.

poise and stress resistance. The leader must control his emotions regardless of his mood and be always positive.

The modern headmaster must take care of the prestige of the school. These are various district regional competitions, conferences, seminars, master classes, social relations. If possible, give the school the opportunity to be an experimental platform in certain areas, to arrange international student exchanges. The future depends on how much the school knows about.

The psychological climate in the school plays an important role. The director monitors the teacher-student interpersonal relationship. Students should view school as their “second home” and teachers as their friend mentors. The supervisor should set up a dedicated recreation room for teachers and children.

Of course to be modern director not so easy. Only a strong, solid, creative, talented, honest, intelligent person can occupy such a position.

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 formed 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 executives experience difficulties early in their careers :). The only question is how they perceived these difficulties then, and how they remember it now. It depends on the personality traits: there are optimists who "do not dramatize"; have high self-esteem (and believe that "everything is normal, everything is under control"); and there is a property of human memory to selectively preserve mostly good memories. As a rule, even if in the questionnaire a person answers that at the beginning of his career there were no difficulties at all, then 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 use 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 will 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 in the shop.

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. It takes experience 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 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 personal quality that a 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 personality neoplasm for a manager in the process of his adaptation to a new managerial activity is the expansion of his role repertoire, adequate development and execution of roles, taking into account the 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 ones, while others have adopted a policy of "you somehow do it yourself" (but if you "do it yourself" 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. Separate psychological trainings are devoted to "pumping" such individual communication skills, a review of which I gave in this post: Psychological trainings for a 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 main 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 rapprochement 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. Introspection of what has been achieved, identifying strengths and weaknesses 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 where new leader 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 a leading role, at the second stage, both personality neoplasms are already involved (role behavior is added), then the performance of roles for solving a new task comes to the fore and, finally, at the last stage these two qualities are involved to a lesser extent, which means the completion of adaptation. "

Duration passing through the four stages of adaptation can be different. If everything turns out well, then you can turn from a novice manager to 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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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 the modern school?

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

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

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

To develop innovative activities in educational institution you need a competent, skillful mastery of the director of new modern technologies in his work.

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

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

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

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

Head psychologist , because 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.

Galina Mikhailovna Ponomareva,

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

School management is a special process from the point of view of management, it is not for nothing that it is defined as a science and an art. The main distinguishing feature of the management process in education is that often the headmasters of the school in the recent past were teachers from the collective they are leading. However, in a relatively similar environment (all former teachers without managerial skills and special managerial education), some directors achieve professional success for themselves, the teaching and student collectives, the city and the region, while the successes of others are insignificant and are at an acceptable level of functioning for the school. Why is the success of some directors incomparably greater than the success of others? What are the manifestations of success that differentiate them from their peers? 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 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 position leads to the fact that cardinal 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 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, his 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";
• waiting for instructions from the outside - this is what people do who avoid failures, but constantly have them;
• not allowing others to doubt their current minor successes - he will eat the elephant bit by bit while others starve, knowing that they will not swallow it whole;
• being afraid to stumble - the fatality of existing mistakes leads to the destruction of motivation;
• to rise above the less successful - arrogance is endowed with weak personalities who do not understand that 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: 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 to others. The director appreciates his power and enjoys its capabilities - and this is not a negative quality of the leader, on the contrary, the gravitation from power leads to the destruction of the development prospects - first the director, and then his school. But the pleasure of power meets all 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;
• 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 executor, 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 probably a few more people in the organization would like to receive. Formally, this cannot be done, but it is possible to satisfy their need for power by extending for a time the powers of - first, the management team, and secondly, 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 aggressive. This is the case for delegation of authority to team members, and a successful director often uses this. As a result, he gets a well-done job, loyal employees, a lot of initiative proposals, a close-knit team, and also free time to perform direct duties in the work process, which cannot be delegated in any way, but for which there is never enough time!

At the same time, the delegation of authority does not exclude the dominance of the head over the subordinates. Unlike power, dominance is domination, domination, influence, ambition, striving for personal independence, leadership under any circumstances and at any cost, readiness for an uncompromising struggle for one's rights. Oddly enough it looks at first glance, employees easily obey the dominant leader, and not only do not condemn this personality trait, but also evaluate it as necessary for themselves personally, since ultimately 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 a certificate of advanced training 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 of 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. His time to return to the plan will come when the framework of all the necessary actions will be formed and everything will be prepared for the stage of control and editing of the plan, its individual details, for example, the number and quality of the necessary activities, projected results, resources. Only now the director's word will be final as a decision of the person responsible for the idea and steps towards its implementation. At the same time, a successful leader provides team members with an opportunity to self-actualize when planning - he can afford to delegate authority.

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

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

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 higher organization or a law emanating from the director himself. All school employees understand that the principal is by default the law in the school, even if democratic, but the law. And that's it!

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