The role of the director in the development of the new. The role of the leader in innovation management. What is the role of a diplomat

To the modern leader in order to effectively manage a 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 entrepreneur to an effective professional and a civilized person.

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

Roles of a modern leader in company management

Role No. 1 - A civilized person.

This role of the leader in the management system demonstrates socially acceptable norms of behavior. A modern leader in various 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 - Efficient 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 shows deep knowledge in his field, while constantly improving it. Also, this role of a leader in a 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 role in management is to attract people, taking into account their motivation and qualifications, the distribution of responsibilities, the ability to properly delegate authority, effective interaction with other team members, information exchange, personal contribution to the achievement of goals, maintaining team spirit and a healthy psychological atmosphere in the team. A team player welcomes a plurality of opinions.

Role #4 - Manager.

The value of this role in the overall leader role system hard to overestimate. After all, the main skills of a leader are precisely the ability to organize employees, set the right goals and monitor their timely achievement. The general role of the leader in the management system cannot be imagined without managerial skills. A manager, in order to fulfill the assigned tasks, must be able to quickly find resources and rationally allocate them, increase labor productivity organization and its subdivisions, as well as effectively interact with subordinates, partners and senior managers. Management is the role of the leader No. 1, although it is not in the first place on this list!

Role #5 – Entrepreneur.

The leader, by consistent actions, must achieve the promotion of the company 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 No. 6 - Owner.

No less significant role of the leader 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 always when he makes decisions and acts, he thinks about the possible consequences for the company. To succeed, he focuses on long-term development and purposefully develops his followers.

Development of skills (roles) of the leader

Development of the role of the leader as a civilized person

Development of the role of the leader as a professional

Set specific goals and objectives that you will implement. Tell team members about your ideas, as well as explain action plans for their implementation.
Be a role model for others, never promise what you can't deliver, and always keep your promises. Do what you advocate for.
Think about what you can change to improve your performance?
Don't Avoid Criticism, and when receiving information that is unpleasant for you personally, do not become aggressive. Proper follow leadership roles in a team unthinkable without image formation professional. Ask yourself what you did to make it happen.
To obtain information about their professional activities, using various sources - periodicals, training programs, professional conferences and forums, the Internet, etc. Try to understand how effectively you learn new things and improve yourself in the professional field. Think about how this process can be improved?
Discuss with employees the latest and most exciting developments in your industry. If you are approached for professional advice, approve and encourage it, or find out for yourself if there are areas in which you can suggest (guide them, indicating where and how they can find the answer to their question) and provide assistance.

Development of the leader's role as a team player

Constantly review team performance. Have your work team regularly work on methods to improve the quality of their duties. To analyze the interaction within the team and receive data, feedback tools should be established.
In order to spend more time with people, you should not 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. Often there are cases of mobbing. You must do everything in your power to prevent and prevent this phenomenon. New employees are more likely to be exposed to psychological pressure, so it is important in first day at a new job make it clear to him and everyone else that he is part of the team and is needed by the company. For this you need to know how to introduce a new employee colleagues.
Invite a coach or someone you trust to one of the team meetings. Ask him to objectively assess the work of the team, focusing on the following questions:

Is there a hidden conflict in the team?

Are you good at managing conflict?

Are you good at engaging employees?

Are you listening?

Are team members openly involved?

During meetings, do you control the agenda, review possible solutions, strategize how to proceed, manage time (many lost time) etc.?

What can be said about the composition of the enterprise?

Make sure that the distribution of responsibilities corresponds to the motivation and competence of employees. If this is not the case, the roles and responsibilities should be redistributed accordingly.
Involve people of different thinking styles 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, allow your team members to make decisions on their own without speaking first. your point of view.

Developing the Leader's Role as a Manager

Development of the role of the leader as an entrepreneur

Follow the latest popular industry trends. Find sources of information that provide the best recommendations in areas such as HR, finance, marketing and logistics. Use whatever applies to your organization.
Study the business press once a week and highlight a realistic idea that can improve your business. Ask yourself more often: how, by combining different technologies, products or services, to create added value for the enterprise?
Don't be afraid to develop your own business use someone else's ideas. Fight with creative crisis and look for inspiration in areas related to and different from yours, such as science or art. Talk to people from a wide range of industries, applying their experience to improve the performance of the organization.
Support new ideas that improve the efficiency of the organization proposed by your employees and partners.
To find out how suppliers and customers evaluate your business and your services, meet with them periodically. Learn the strengths and weaknesses of your competitors.
In order to find new solutions for the development of your own company and establish yourself in the role of a leader, it is sometimes useful to put yourself in the place of competitors, and imagine what strategic decisions he could apply to push you out of the market?
It is also useful to imagine that your company is doing the same thing (produces the same product or provides the same services), but is not bound by its history and operating structures. What would you do if you weren't 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 there is not the slightest ambiguity. More actively instill a holistic vision of the business picture in the minds of subordinates, encourage a 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 system of managerial roles requires a person to possess many different skills. The boss should know at least a little (the more the better), but about everything - from the tricks of financial science to the secrets of marketing, from the secrets of human psychology and to the ways of organizing modern production. Of course, in one article you cannot reflect the fullness 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 role of the leader (director) in the management of a modern school. The head of the school (principal of the school) is a key figure in the field of education, which determines 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; respect for subordinates; courage in making decisions; ability to solve problems creatively. An effective head (principal) of a school is:     a creative person who is able to overcome stereotypes and find non-traditional ways to solve the problems facing the school, create and use innovative management technologies; a person who is constantly working on himself, on his professional and personal qualities; a strategist who sees the prospect of developing his school for several years ahead; a person who inspires the teaching staff with his example. Director of the Center for Leadership Research at the Institute of Education at the University of London, Professor Alma Harris believes that there are a lot of skills and competencies that a modern head (principal) of a school should have, but the most important thing is the ability to form a team of teachers. It is the teacher who works directly with the student, and therefore the director must believe in the teacher, trust his opinion and admit that he can understand some issues better than him. In recent years, significant changes have taken place in the Kazakh school. There is a saturation of the educational process with modern educational, technological equipment, teaching aids and educational complexes. Innovative educational technologies are being introduced into the educational process, and not at the level of replacing individual parts, but at the level of conceptual changes that require the training of qualified teachers of a new formation. Schoolchildren of the 21st century differ significantly in development from schoolchildren of the twentieth century. Under these conditions, the functions and role of the head (principal) of the school change significantly. On the one hand, the headmaster is an effective manager, since today the headmaster has to perform a lot of managerial functions - managing the budget, interacting with the public, interacting with senior management, etc. Organization management skills are becoming more and more important every day, and the director has no time to deal with pedagogy. Peter Drucker, the founder of modern management, based on many years of observation, 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 kind of professional activity, the result of which is directly related to the personal effectiveness of a person. 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, priorities, and promising educational technologies.

Many experts believe that it doesn’t matter what education a school director has, but he must have pedagogical experience: “Any school director should “stand at the machine”, at the blackboard in the classroom - have teaching experience. Otherwise, he will not be able to be an effective school principal. He may be able to manage the school budget well, but he will not be the director of the school, in the true sense of the word. A similar point of view is shared by the director of the Center for Leadership Research at the Institute of Education at the University of London, Professor Alma Harris: “Modern directors need to be able to effectively, rationally and intelligently manage the school. But a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who can show by example what a good lesson is, because in problem schools, as a rule, there are few good teachers, and there is simply nowhere for teachers to get examples of good teaching practice. The director must be able to do everything himself in this situation. In practice, when the director has a lot of managerial and other tasks, it is difficult to demand that he be an effective manager and an effective innovator in terms of pedagogical technologies. According to a number of researchers, today there are four main types of school leaders (directors):     “authoritarian business executive”; "democratic business executive"; "authoritarian leader"; "democratic leader" At the same time, two of them are most common: “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 in the ideal. Author's schools are close to it, where the director himself is a generator of innovations. According to experts, “the personal example and personal relationships that the director builds are key. A great manager who doesn't like people, a great manager who isn't a teacher, can't run a school." For the most part, effective leaders are not born, but made. You can gain knowledge and skills of effective management by undergoing special training. However, this can also be achieved 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 (you work better - you get more). In modern times, the leader (headmaster) is a coordinator, a social builder, a bearer of everything new, progressive and democratic. Based on various management principles, the leader uses an individual approach to teachers in his work, taking into account the human-centric approach. One of the options for a human-centric approach to the socio-psychological and cultural-ethical aspects of management is the Dale Carnegie system, which he outlined in his famous 10 rules: 1. Begin with praise and sincere recognition of the dignity of the interlocutor. 2. Point out the mistakes of others not directly, but indirectly. Direct criticism is useless, as it makes you defensive. 3. First, talk about your own mistakes, and then criticize the interlocutor.

4. Ask the interlocutor questions instead of ordering him something. 5. Give people the opportunity to save their prestige. 6. Be generous with praise. 7. Create a good reputation for people, which they will strive to maintain and justify. 8. Encourage. Give the impression that mistakes are easy to fix, make everything that you encourage people to seem easy to them. 9. Get people to enjoy doing what you want. 10. Let people save face. "Effective manager" is a conditional concept denoting an ideal leader who knows the basic provisions of management theory, who knows how to effectively implement them in practice, and who is characterized by high professional competence. An effective leader in modern society is one who knows how to correctly set and solve problems. There are plenty of methods and trainings on how to become an effective school director - choose according to your taste. For example, the methods of Peter Drucker, who believes that in order to become a successful leader, first of all, one must learn to manage oneself, because "management abilities are different for all people, but those who can manage themselves, their actions and decisions successfully manage others." References: 1. Bolshakov A.S. Management. Tutorial. St. Petersburg: "Peter Publishing House", 2000. 160 p. 2. Intraschool management: Issues of theory and practice. Ed. T.I. Shamova. M., 1991. p. 352 3. Isaev IF School as a pedagogical system: Fundamentals of management. M.; Belgorod, 1997. p. 286 4. Kustobaeva E. Director's managerial culture: adequate self-assessment. Public education. 2002. No. 1. 5. Pedagogy. Ed. P.I. Pidkasistogo, Moscow, 1998, p. 452 6. Management of a modern school: A guide for the director of the school. Ed. M. M. Potashnik. M., 1992. p. 298 7. http://5fan.ru/wievjob.php?id=8015

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 :) this anniversary. For 20 years I have been working with managers of various levels, but, as practice shows, the problems in their work remain the same. I'm not afraid of this word - "eternal" problems :).

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

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

How to do it ===>

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

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

"...term "adaptation" can be used in relation to the 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” (“manager adaptation”), by which we mean the process and result of active balancing with the changed professional environment, which allows you to effectively achieve goals and is based on a number of personal neoplasms.

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

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

I'll add on my own ... I conducted this kind of questionnaire among experienced managers. In fact, 100% of managers experience difficulties at the beginning of their career :). The only question is how they perceived these difficulties then, and how they remember it now. It depends on personal characteristics: 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 retain mostly good memories. As a rule, even if in the questionnaire a person answers that at the beginning of his career there were no difficulties at all, then during an in-depth interview with him, he recalls a pile of these very difficulties :)). He simply treated and treats them relatively easily.

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

"According to recent studies by Australian scientists, well-established engineers are not natural born leaders at all. This is primarily due to the fact that many engineers, having turned out to be leaders of large organizations, mainly focused on achieving short-term benefits. As a result, the strategic tasks of survival and development turned out to be in the background, which inevitably led to difficulties with changes in the environment".

Typical story :). It is very difficult for a person who is used to being responsible for a specific limited area of work to break away from micromanagement and switch himself to a vision of the whole - a strategic perception. That is why for newly minted leaders (even if they are not top management) courses / trainings / coaching will be extremely useful in Strategic Management and Systems Thinking.

"According to the well-known management consultant Peter Fischer, the newly appointed leader must 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;

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

- develop a motivating spectrum of immediate and long-term goals;

— to establish a positive climate for transformation based on all the positive potential accumulated so far;

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

use symbols and rituals productively."

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

-communications purposeful building of relations with all stakeholders;

-goal setting(moreover, a certain novelty of these goals is important, so that subordinates feel that "a new broom sweeps 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 specific leader. It is extremely important for a novice leader to master the available motivational tools, demonstrating to his subordinates what "sticks" and "carrots" he can and will use: ))

"Here is how I. P. Volkov describes the specifics of managerial adaptation in the most difficult, perhaps psychologically, situation - the appointment to a lower management position for the first time:

Let's say you were appointed to the position of master for the first time. You still do not have sufficient experience in organizational 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 labor, the availability of technical documentation. You must also assess the level of labor and moral-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 leaders of all departments in the shop.

Having orientated in the situation in general terms, it is necessary to outline an action plan for “entering” a new position. Such “entry” is not a matter of one day or even one month. For some beginners, this process stretches for one and a half to two years. It is necessary to gain experience in order to feel confident in various situations. It is necessary to psychologically master the situation not only in your area, but also in the workshop, even in adjacent subdivisions. Then confidence in decisions and actions will come.

* * *

“We conducted a survey of 231 subjects (heads of various levels of organizations and enterprises, management experience ranged from one year to 16 years). They were asked an open question: “After my first appointment to a managerial position, I encountered 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 of respondents-managers is difficulties in goal acquisition and goal formation when entering a new management activity. The most typical answers in this group were: “I didn’t know where to start”, “I didn’t understand the tasks we were facing”, “It was difficult because there was complete uncertainty”, “It was difficult to orient and explain to people what we would do further”, etc.

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

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

First, the new leader (especially the first-time manager) needs to move to a different level of goals that become broader and qualitatively more complex. If earlier the scale of the tasks was not high and they were rather narrowly specialized, now the leader faces goals that are closer to the global goals of the organization.

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

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

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

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

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

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

The 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 the corporate culture of the company. For example, in some companies a list of global goals hangs on every wall, while in others it is a secret with seven seals. In some companies, top management is open to discussing the consistency of the unit's goals with organizational ones, while in others the policy "you yourself are there somehow" is adopted (but if you do it wrong, you will be punished!). And many novice leaders "do not know what to do" precisely because they find it difficult to fit into "communication on goals."

And the second point: goal setting is very closely related to planning and execution. It is not enough to "cut" tasks to subordinates. It is necessary to plan these tasks; communicate plans to subordinates; initiate the execution of the plan; coordinate and assist (as needed); control the execution 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, and so on.

And third: it is impossible to organize other people if you are not organized yourself! New managers often do not realize 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 achievement in the unit/organization can we talk about? ?!

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

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

1)Goal Identification - Lack of Vision. The first thing that begins the process of adaptation of a manager is a clear understanding of the global goals of the organization, its mission and philosophy. These long-term goals should unite efforts and underpin the work of all departments of the organization. Based on this, the manager must be quite clear about the goals facing the unit that he was assigned to lead, as well as the goals of other major units of the organization, and above all those with which he has to interact directly. This stage of manager adaptation 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 determine tasks for subordinates (based on global goals), as well as to organize their joint work. Along with the presence of special knowledge, this requires the implementation of the basic functions of management, the establishment of a network of interpersonal contacts, the organization of information flows and decision-making.

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

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

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

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

4)Initial Delegation - Online. The main problem of the final - fourth - stage of the manager's adaptation process is the formation of the skill of task distribution and delegation of authority. To do this, it is necessary to determine, based on the results of joint work, several (or at least one) subordinates who could be entrusted with the independent implementation of an integral part of the work. By gaining the first experience of delegating part of his duties to competent and executive subordinates, the manager is able to better coordinate the work of the unit and pay more attention to long-term goals. Introspection of what has been achieved, identification of the strengths and weaknesses of your management style with the aim of improving it can be of great benefit. Under these conditions, the use of roles and the specification of global tasks for each subordinate are somewhat reduced in volume.

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

Successful completion 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 in order to achieve the goals of the unit and organization.

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

But I agree that even if a completely new task arises before a novice leader, it still makes sense to take two steps back and first determine the strategic priorities; then build a certain system of work/communications; and only then to innovate.

Further, A. Rean offers a holistic two-dimensional model of managerial 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 skills become more priority (Rean calls this "role expression"). The 2D model looks like this:

"As follows from the diagram, at the first stage of adaptation, the skills of operationalization of global goals play a leading role, at the second stage both personal neoplasms are already involved (role behavior is added), then the performance of roles to solve 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 goes well, then you can turn from a novice leader into a seasoned manager :)) in about one year. If difficulties arise at some stages of adaptation, the process can stretch for 2-3 years.

According to A. Rean adapting to a leadership position can be unsuccessful. But this does not mean that the leader is unsuitable for the profession, or that the career has finally come to a standstill. The best solution would be to reduce the official level or return to the previous (or similar) position, but at a higher professional level (that is, with greater functionality, responsibility, authority, remuneration, etc.).

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

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

If you liked / found this text useful, be sure to

Prepared by:

Maksimishina Oksana Sergeevna,

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

city of Petropavlovsk, North Kazakhstan region

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

The head of the school (principal of the school) is a key figure in the field of education, which determines 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; respect for subordinates; courage in making decisions; ability to solve problems creatively.

An effective head (principal) of a school is:

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

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

a strategist who sees the prospect of developing his school for several years ahead;

a person who inspires the teaching staff with his example.

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

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

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

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

Peter Drucker, the founder of modern management, based on many years of observation, 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 kind of professional activity, the result of which is directly related to the personal effectiveness of a person.

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, priorities, and promising educational technologies.

A similar point of view is shared by the director of the Center for Leadership Research at the Institute of Education at the University of London, Professor Alma Harris: “Modern directors need to be able to effectively, rationally and intelligently manage the school. But a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who can show by example what a good lesson is, because in problem schools, as a rule, there are few good teachers, and there is simply nowhere for teachers to get examples of good teaching practice. The director must be able to do everything himself in this situation.

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

"democratic business executive";

"democratic leader"

At the same time, two of them are most common: “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 in the ideal. Author's schools are close to it, where the director himself is a generator of innovations. According to experts, “the personal example and personal relationships that the director builds are key. A great manager who doesn't like people, a great manager who isn't a teacher, can't run a school."

For the most part, effective leaders are not born, but made. You can gain knowledge and skills of effective management by undergoing special training. However, this can also be achieved 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 (you work better - you get more).

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

One of the options for a human-centric approach to the socio-psychological and cultural-ethical aspects of management is the system of Dale Carnegie, set out by him in the famous 10 rules:

1. Begin with praise and sincere recognition of the dignity of the interlocutor.

2. Point out the mistakes of others not directly, but indirectly. Direct criticism is useless, as it makes you defensive.

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

4. Ask the interlocutor questions instead of ordering him something.

5. Give people the opportunity to save their prestige.

6. Be generous with praise.

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

8. Encourage. Give the impression that mistakes are easy to fix, make everything that you encourage people to seem easy to them.

9. Get people to enjoy doing what you want.

10. Let people save face.

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

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

References:

Bolshakov A.S. Management. Tutorial. - St. Petersburg: "Peter Publishing House", 2000. - 160 p.

Intraschool management: Issues of theory and practice. Ed. T.I. Shamova. - M., 1991. - p. 352

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

Kustobaeva E. Director's managerial culture: adequate self-assessment. Public education. - 2002. - No. 1.

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

Management of a modern school: A guide for the director of the school. Ed. M. M. Potashnik. - M., 1992. - p. 298

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

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

Particular attention in working with personnel today is given to stimulating their creative activity, developing the ability to solve complex and non-standard tasks, as well as methods of motivating personnel, which are understood as ways to encourage employees to innovate to achieve the goals of the enterprise. Motivation should cover all activities for the development and implementation of innovative ideas and projects.

Today, the innovation manager is subject to requirements that can be divided into two groups: I - common to all managers and II - special, due to the peculiarities of innovation as an object of management.

General requirements to manager:

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

2) the ability to lead people (the power of persuasion, the ability to achieve one's own, willingness to cooperate, intuition, communication skills);

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

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

5) administrative abilities (ability to plan, ability to make decisions, organizational skills).

THEORY AND PRACTICE

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

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

2. Strives to understand reality through experience and talent.

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

4. Makes decisions that will be the right ones for the next five years.

5. Timely feels the change in the rules of the game and reacts accordingly.

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

7. One hundred percent open to all new ideas.

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

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

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

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

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

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

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

THEORY AND PRACTICE

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

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

Þ trust your subordinates;

Þ be cool;

Þ do not be afraid to take risks;

Þ be an expert (everyone must be convinced that the leader knows at least as much as they do);

Þ stimulate the manifestation of different points of view;

Þ find simple solutions to complex problems.

Distinguish between formal and informal leadership. Formal- associated with the appointment of a person to a leadership position, his position in society, organization. informal leadership is based on the authority acquired as a result of the recognition by the team of competence, high business, organizational and other personal qualities that are important for the leader. A formal leader (for example, the director of a company) is not always recognized in the team as informal. The innovation manager should be an informal leader.

Many foreign companies in the competitive selection of innovative managers use special tests to determine whether the qualities of an employee fit the position. The candidate who combines leadership with high responsibility, a friendly attitude towards others, and efficiency and accuracy with the timeliness of decisions is given the highest rating. An exemplary test for compliance with the qualities required of an innovation manager is given in Table. one.

According to Western experts, the success or failure of an enterprise today is almost 90% dependent on the effectiveness of management. In connection with the transition of the Russian economy to the market, the role and importance of innovation management becomes especially important for enterprises.