Formation of the organizational structure. Models of strategic management

Strategic Management in Professional Education

S. N. Ryzhikov

Sources of strategic management in vocational education.

Vocational education in Russiait takes a significant place in meeting the educational needs of the population.The most important condition for the successful development of vocational education is the definition of promising landmarks and goals. The advantages of professional educational organizations operating according to the scientific long-term foreseeration are obvious, sinceatisk external circumstances requires them to manage strategic uncertainties, responding to changes in the external environment.

Prerequisites for strategic management are laid in the very character of professional education - this is a focus of the future, satisfactionrequests of a changing economy, Responding to the upcoming quantities of society. The need for strategic management in vocational education is caused by a deficit of the most valuable organizational resource - time.

Strategic Management in Professional Education - this isactivities for the implementation of future education goals, allowing a professional educational organization to optimally use external capabilities, internal potential and remain resistant to threats to the external environment.

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

First, this is a need to predict what the organization is waiting for the organization in the future, at what place in the system of the educational services market, it will turn out to be what market share in the region will occupy.

Secondly, this is the need for compliance with the expectations of society. A professional educational organization performs a social order for the preparation of specialists in line with the requirements of the labor market.

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

Fourth, this is a need for the idea of \u200b\u200bwhat is expected to an internal environment of a professional educational organization, as the status of the material and technical base will change, which changes are expected by the team.

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

Strategic management and strategic planning. General and difference

It is necessary to clearly understand the difference between strategic management and strategic planning. Domestic and foreign researchers often mix these concepts, do not see dialectic contradictions in them.So, P. Doyle defines strategic market planning as "the process of managing the development and maintenance of compliance with the Company's strategy and organization, on the one hand, and changing external conditions - on the other." Authors T. P. Lyubanova, L.V. Myasoedova, Yu.A. Oleinikov includes elements of monitoring and implementing the strategy in the planning process, but in this case it is already strategic management.

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

Strategic planning is one of the means of implementing strategic management. And if the control is based on the methods of distribution of functional duties, motivation, control, then planning is carried out on the basis of foresight and distribution of resources.

ABOUTevidence and characteristic features of strategic planning and strategic management Showing in Table 1.

Table 1 - features of strategic planning and strategic management

1 Compliance with the selected time cycle.

2 Reality Planning Horizon

3 Principle of frequency.

4 Principle of continuity.

5 Principle of flexibility in the selected period of planning time.

6 The principle of concentration in the market of educational services.

7 The principle of the centralization of strategic planning compared to other types of planning.

8 Principle of analysis of strategic uncertainty.

1 compulsory following the planned approach to the adoption of strategic decisions,

2 Communication of strategic solutions with long-term results.

3 Objectivity of strategic decisions.

4 Principle of fixing the results of strategic decisions.

5 principle of the command approach,

6 The principle of an open approach.

7 principle of regulatory consolidation,

8 The principle of accounting for weak signals from the external environment.

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

10. During the analysis of social change in society.

11 The principle of analyzing political changes.

12 The principle of creating sustainable competitive advantages.

13 Principle of synergies.

14 Principle of strategic flexibility.

15 The principle of orientation on the external environment.

Performance indicators

Economic and technological.

Political, psychological and sociological.

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

Strategic management is carried out continuously, each tactical action of the head, administration, the pedagogical team is a contribution to the implementation of the strategy. The higher goals are set in front of a professional educational organization, the greater it will reach. Following the advice of the best manager of the 20th century Jack Welch: "Trying to achieve the impossible, you will achieve more than just performing realistic and fulfillment plans," no need to be afraid of impracticable goals.

Sources of strategic management

Sources of strategic management in vocational education are scientific and methodological approaches to the management developed by Russian and foreign researchers. It is impossible to discount the knowledge and experience of managers, the source can also serve the borrowing of the best practices of other educational organizations in the field of strategic management.

Legislative acts of the Russian Federation, Decree of the Government of the Russian Federation, the orders of the Ministry of Education and Science, the regulatory documents of ministries and regional education departments provide grounds for the implementation of strategic management in vocational education.

Speaking about control sources, often forget about such a powerful source of ideas as a low link. Currently, teachers only discuss strategic plans at collective collections. Such a process is familiarized.

But why not attract teachers to the process of developing strategic plans? The team can and should participate in the adoptionstrategic decisions . In the lower link, a huge potential for the development of creativity is laid. The unsuccessful experience of the 90s for the election of directors should not be discouraged. It is necessary to look for new forms of management cooperation with the pedagogical team. And an indispensable condition should be the openness of the management for ideas reaching below. But who listens, for example, to the proposals of the team to reduce the number of paper rolls?

Ignoring the initiative going down, leads to demotivation of teachers, disappointment and conviction that nothing can be changed, and from here not far to reasoning "My knowledge and experience turned out to be unclaimed", "we have an incompetent leader."

Strategic Management Objectives

Responding to strategic challenges, the organization's management is guided by knowledge of the prospects for the educational industry as a whole and in the region, seeks to manage strategic risks. To do this, it is necessary to realize that not only movement forward, but also avalanche, retreat and restructuring are also allowed and are strategic alternatives. Such actions are justified if they are foreseen, scheduled and respond to a certain ultimate goal.

When implementing strategic management, it is necessary to remember that attention aimed only on internal problems when making strategic decisions will not give effective results. Inside itself, the activities of the educational organization creates only expenses.The fulfillment of social order provides budget receipts. Profit created on the market, hergive buyers of educational services. Thus, the successful result of the activities of the educational institution depends primarily on the reasons outside the educational organization, from the possibilities of the external environment. There is always someone outside the organization, from whom the effectiveness of future performance results depends . However, this does not mean that it is impossible to influence these possibilities. Not expectation, but creating favorable opportunities allows you to solve the main problems of the organization. And such steps must be foreseen in advance and plan.

The organization of strategic management meets the following goals:

Global goal, that is, the mission of the educational organization.

Goals of achieving competitiveness in the educational services market.

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

Goals for the transition from crisis management style to genuinely intelligent control.

Goals to achieve the quality of communications with the external environment, and internal communications.

Stages of strategic management

Stages of strategic management in vocational education are shown in the figure, the indispensable condition for successful strategic management is feedback.

Figure - Stages of strategic management in an educational organization

Problem-oriented analysis As a tool for developing strategies

New tool for developing strategies of a professional educational organization, in addition to the famousSWOT."Analysis and recommendations of the authorSpace.- Analysis [7 ], can beproblem-oriented analysis, its foundations considered in detail Svetenko T.V., Galkovskaya I.V., Yakovlev E.N. [8 ]

We highlight the main featuresproblem-oriented analysis.

1 The need must be taken into account a wider social context, because If you do not consider the educational institution from the positions of society and its expectations, it will be impossible to correctly build an image of new requirements.

2 Focus on pedagogical results, i.e., on the formation of general and professional competencies.

3 Start the analysis "from tomorrow's requirements". If the analysis is conducted from the future, not only yesterday's problems and pain points fall, but also innovative opportunities. The same, who is entirely absorbed by the solution of the problems of yesterday, looks not forward, and back, which is hardly leading to development.

4 Analyze the reasons, not the effect of emerging problems.

5 Defining funds to achieve goals, it is necessary to remember that the means themselves are not a goal.

Strategic management makes it possible to abandon the momentary benefits and interests in favor of a thoughtful, permanent, albeit discrete in nature, movement to improvement.

There are two concepts of understanding the strategy. According to the first concept, the final state is determined, which the educational organization should achieve in the future. Further fixes what needs to be done to achieve this state. It contains a strategic plan with a breakdown in time intervals. With the second concept, the strategy is defined as the long-term trend of the development of an educational organization, which leads to the organization to its goals. With the second approach of the educational organization, freedom of choice is provided, taking into account the changing situation, which leadsto the increase in responsibility for the effectiveness of their activities.

Strategic management of a professional educational organization allows you to take a long-term look at things, create a system of strategic management and control; Help the organization cope with changes.

Make a strategic choice means to associate strategic solutions and competitive actions into a single node. Active strategic management, and not a simple response to the influence of factors (defensive position) leads to the fact that the search for a new one can be the key to improving the results of the educational organization in the long term.

Tasks for the head of strategic management

When choosing methods and sources of development, making management decisions in the duties of the head of the professional educational organization should be taken into account the views of the minority. Paradoxically, but correctly noted G. Ibsen: "The minority may be right, most are always mistaken." Cat, as a management method, is an effective factor in the unity of a collective, smoothing contradictions and leading to achieving consent. This is our Russian method of management and execution of solutions that are not mentioned in any textbook of management. But in modern management of educational institutions, democracy defeated the Council, and the autocracy of democracy.

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

- external displacement of workers' interest in the results of activities;

- indifference to collective efforts;

- the sphere of interests of employees is outside the Working Group.

Enter inert employees, involve their interests in the scope of the organization, light new ideas - here is the superficial leader.

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

The head must attract the compilation, and not only to the discussion, the strategic plan is the whole team. When evaluating teachers to assign the qualification category, the graph "Your participation in the preparation of a promising plan of the educational institution is provided. But who really participated from teachers in this?

The supervisor should be asked:

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

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

is there any need to increase the admission of applicants in a temporary segment of 3-5 years?

what changes to spend in the pedagogical team?

what does update in the material and technical base?

It is safe to say if the manager wonders over these issues, then it will first change its attitude to work, and the attitude will be changed to work in the team.

Special difficulties experience managers of professional educational institutions of small cities. Here there is a limited number of school graduates and few enterprises that college graduates could go. The fate of many professional institutions created during the USSR and safely survived the 90s are still not clear. Industrial enterprises are closed in small cities, the composition of the in-demand professions and specialties has changed. Universities reluctantly embed professional institutions of small cities into their continuing education system. And here the guideline needs to find answers to the questions set by time, and the answers aimed future. Survive or develop, diversify or specialize in the needs of specific enterprises?

Development is always limited to existing and future (promised) resources, survival due to the introduction of paid educational services, often does not result in the result, since there is nothing to pay for the public services. Diversification aimed at changing the educational profile and expanding the number of professions is a shovel five. Maybe they can be lucky, but you can hug on the wall. Specialization is subject to two negative trends, in large cities this is a competition for applicants and jobs, in small things - there are no so many loafers and welders, and accountants have been released for years ahead.

Choose your own way, your own strategic development trend, such a task is facing the management of the educational organization. In such a work and in the formulation of the right strategic objectives, a combination of a scientific approach (developed tools of strategic management) and a strategic foresight based on experience and intuition are needed.

Forming a strategy of a professional educational organization, the manager will have to find the intersectoral nature of the decision of educational problems, to take into account how to take part in the fate of the educational organization the authorities of the municipal administration, the employment service.

Development of actions for strategic management actions can be attributed to the category of integrative problems of high-order complexity, their permission needs the synthesis of various approaches and factors. In matters of strategic management, the head, as a rule, is repelled from the usual scheme of strategic planning "Mission - Objectives - an analysis of the external and internal environment - an analysis of strategic alternatives - the choice, implementation and assessment of the strategy." However, it is necessary to remember that strategic management is not only the implementation of the strategic plan, but also the construction of a flexible organizational structure, anticipation of the result, accounting for trends in the economy and demographics. The head must have creative strategic thinking and see prospects where others do not see them. To be able to manage and anticipate the possibilities based on the weak signals of the external environment.

By implementing the strategy, the head follows such a goal as the satisfaction of society in the education of a full-fledged personality, training of specialists, professionals, and the fulfillment of social order. Such a goal increases the importance of a professional educational organization as a whole and among other educational institutions where there is no strategic foresight.

What to advise managers? Find the best in your team, listen to the opinions of informal leaders, substitute your shoulder to those who doubt and success is secured! Now there is a complete absence of informal control, it is characteristic of the use of exclusively administrative methods.

Socium requirements for vocational education

In the process of strategic management, the head decides a number of strategic tasks in cooperation with the labor market, in relation to the team, to achieve partnership between competitors and competition between graduate partners.

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

Table 4 - Advanced Socyum Requirements for Professional Education

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

Legal, economic and managerial training of specialists.

Social

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

Functional

Mastering with common and professional competences

Ergonomic

Compliance with vocational education by physiological and social standards in the process of educational activities

Aesthetic

Culture of communication and educational specialist.

Patriotic

Patriotism, national and religious tolerance.

The specialist should be ready to execute military duty, including using the received professional knowledge (for young men).

Economic properties

Cost of professional services specialist for consumers

Key Success factors and strategic management evaluation criteria

Accepting strategic decisions is always the choice of alternative. To achieve the desired strategic state, a professional educational organization must outlinekey Success Factors (CFU) , that is, assets and actions to implement existing and future competitive advantages (strengths). To determine the quality of the strategic solution, you must select the evaluation criteria. The criterion for the effectiveness of strategic management is the timeliness and accuracy of the organization's reaction to new market requests and changes depending on the change in the environment.

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

table 2- CFU and criteria for assessing strategic solutions

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

Tracking innovations of competitors.

100% automation of the curriculum management.

Educational marketing

The operational ability of the educational organization to respond to emerging changes in the labor market, conducting advertising companies, PR-shares, presentations, press releases, placement of news and all educational programs on the website of the educational institution, direct sending proposals to customers, carrying out free seminars and conferences.

100% participation of the educational organization in regional, urban and district fairs for employment.

Image

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

No negative reviews about a professional educational organization.

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

Up to 100%. The share of recipients of educational services, which are willing to recommend organizing relatives and acquaintances, from the total number of recipients of educational services.

Material and technical base

Good material and technical base that contributes to the implementation of the educational process.

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

Pedagogical technologies

Availability of quality control of educational programs.

Pedagogical and informational "know-how".

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

Performance.

Information openness

Tracking the development trends.

Application of information technologies to predict the strategic situation.

High informational openness.

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

The availability of information on the course of consideration of the appeals of citizens who entered the organization from recipients of educational services (by phone, by email, using electronic services available on the official website of the organization) to 10 points.

Availability on the official website of the organization on the Internet of information on the organization's pedagogical workers to 10 points.

Novation

Constant implementation of the development of new educational programs and products.

100% coverage of teachers research and scientific activities.

Staff

Permanent advanced training and staff education levels.

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

Organizational culture

Creating a favorable climate; Development of the "Command Spirit", maintaining cohesion and healthy competition in the team and so on.

Coefficients close by value to one: The coefficient of achieving the objectives of the organization, the functionality ratio, the cultural efficiency coefficient on the discipline of labor, the effectiveness of measures for improving organizational culture

If the KFU reflects the nodal moments leading to success, then the criteria reflect the points that are the measurers of these factors. Often, the quantitative criteria often occurs, they are a qualitative assessment. But it should be noted that only a comparison of the quantitative parameters of a professional educational organization with established quantitative criteria can answer the question "did the educational organization achieved its goals?".

Compare high-quality and quantitative assessments. An example of a quality criterion: "Implementation of information and communication technologies (ICT) in each study office". Quantitative criterion: "Provide 90% of the Cabinets automated place of the teacher and an interactive board." Reports will also be the reports, in the first case: "ICT has been introduced in most training books." In the second case, "90% of the study rooms are equipped with interactive boards, 50% are equipped with an automated place of the teacher."

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

Methods for overcoming resistance to change

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

Successful overcoming resistance to introducing innovations depends on how the manager will carry out the process of change and demonstrate the ability to believe in its actions.

The reasons for which personnel resist changes can be personal and organizational.

The staff often resists changes, especially if it is imposed on someone. For this, there are individual causes - fear of losses and fear of unknown. For groups, the predicted change may mean the threat to existing standards of behavior.

At the organizational level, the structure can have powerful resistance mechanisms to change. The change resistance can be very powerful, but it is still possible to overcome. The reasons why people can resist change and ways to overcome resistance in Table 3.

Table 3 - Causes of Resistance to Changes and Ways to Overcoming

Personal

narrow-occurring interest;

misunderstanding and lack of trust;

differences in the assessment of the situation;

low level of readiness to change.

the influence of colleagues;

fatigue from changes;

previous unsuccessful change experience.

Education and provision of information.

Participation and involvement.

Help and support.

Negotiations and agreements.

Manipulating and exaggeration of the role.

Explicit and implicit coercion.

Organizational.

The organizational structure should be particularly susceptible and open to innovations and at the same time capable of allocating and preserving positive experience.

Reorganization of the structure of the educational institution

The actions of the head to inform the pedagogical team about the upcoming changes should be proactive. Until strategic change, teachers occurred, it is necessary to give the opportunity to ask questions and show their concern about the proposed changes, as well as create conditions for open communication - all these methods, as has been proven, can make people feel that they deal with the upcoming changes. Any strategic change program must be based on mutual trust.

AND.Alexander proposed a number of ways to avoid problems in the process of implementing the change process:

well-formulated strategy;

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

the formation of adherence to change and attract them to participate in the process;

the presence of the necessary resources in terms of finance, frames and time;

detailed implementation plan change.

The result of working with staff mustbecome a developperceptionand The team to pedagogical and managerial changes.

Approving the nature of strategic management

Strategic professional education is aimed at the concentration of efforts on strategic assets and skills, taking into account the promising areas of education.

So, strategic management in vocational education is a flexible, as-asgraded response to changes in the external environment, which is an approving nature, aimed at monitoring information and unsaturated areas in order to ensure an adequate reaction to changes or create changes in the environment in their own interests, this is a solution to strategic tasks.to create sustainable competitive advantages based on key success factors. Monitoring information and unsaturated areas means to make an unknown - known, indefinite - certain, so the strategic planning program is created.

The strategic management of a professional educational organization is a continuous creative act carried out by the head, management in the framework of the tasks set by the Social Customer, aimed at creating promising competitive advantages and achieving a mission of an educational institution.

The experimental time was over, ahead of professional educational organizations, a challenging work on establishing its position in the educational environment, the implementation of its competitive advantage over the highest vocational education is practicing training. To approach this work, you need to fully arrange theories and practices, be prepared for everyday hard, but very interesting work on creating a new generation of workers and specialists.

List of references

Alexander, A. Amendments to A. Alexander // Efficient Manager: Translation from English / Preagling. Rosemary Thompson / - 5th ed., International Link Management Institute. - M.:Exmo-press, 2002. - 312 p.

Doyle, P. Marketing Management and Strategy / P. Doyle.- St. Petersburg: ed. House "Peter", 2002.- 2 62 p.

Cotter, J. Ahead of Change: Why companies fail organizational restructuring / J. Cotter // Change Management: Per. from English- M.: Olympus Business, 2007 - 256 p.

Lyubanova T.P., Myasoedova L.V., Oleinikova Yu.A. Strategic planning in the enterprise: Tutorial. M.: Prior, 2009. - 315 p.

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

Reshetyko, N.I. Key success factors in the system of ensuring the competitiveness of modern educational structures / N.I. Dehestko // Economy and Modern Management: Theory and Practice. - 2014 - №13. - P. 34-38.

Ryzhikov, S. N. Assessment of the competitiveness of the educational organization of secondary vocational education based on SPASE-analysis data / S. N. Ryzhikov // Management today.- M.: Publishing House Grebenikov.- 2016 - №5.

Svetenko, T.V. Strategic management in education. Educational and methodical set of materials for the preparation of tutors / T. V. Svetenko, I. V. Galkovskaya, E. N. Yakovlev.- M.: AIC and PPRO, 2007.- 76 p.

The control method is a set of techniques and methods of impact on a managed object to achieve the goals set by the Organization.

The word "method" of Greek origin that translated means a way to achieve any goal. Through management methods are implemented by the main content of management activities.

In fact, ways to implement management activities used to set and achieve the objectives of the Organization, act as management methods. Solving this or that task of management, the methods serve the goals of practical management, providing its order a system of rules, techniques and approaches that reduce the costs of time and other resources for the formulation and implementation of goals.

Our management methods under consideration are applied in relation to labor collectives in general and individual employees in particular. Therefore, they should be interpreted as methods of managerial impact on labor collectives and humans. Such an approach is associated with the overall concept of management as a focused impact on managed objects, which are in which enterprises, organizations, associations and teams of workers.

The multiplicity of management methods and different approaches to their classification complicate the task of choosing those of them that will be more efficient when solving specific management tasks. The trend towards an increase in the number and diversity of management methods requires streamlining all their combination by classification by certain criteria.

Describing management methods, it is necessary to reveal their focus, content and organizational form.

The direction of management methods is focused on the system (object) of the management (firm, department, division, company, etc.).

Organizational form - Impact on the specifically established situation. This may be direct (immediate) or indirect (setting the problem and the creation of stimulating conditions) impact.

In the practice of management, as a rule, various methods and their combinations (combinations) are simultaneously used. It should be noted that in the economic literature there is no single interpretation of the content, the object of impact and the classification of management methods.

Some authors classify management methods, depending on their content, orientation and organizational form, reflecting, in fact, administrative, economic and social impact on the managed system. Others characterize them according to methods and techniques. One way or another, all the management methods organically complement each other, are in constant dynamic equilibrium, the direction of management methods is always the same - on people carrying out various types of work.

It should be proceeded from the fact that in a specific management method, they are determined in a certain way (interact) and content, and orientation, and organizational form. In this connection, the following management methods can be distinguished:

• - administrative;
• - economic;
• - Socio-psychological.

Administrative methods are based on the authorities, discipline and penalties and are known in history as KNUT methods. Economic methods are based on the proper use of economic laws and in terms of exposure methods are known as gingerbread methods. Socio-psychological methods are based on the methods of motivation and moral impact on people and are known as methods of belief.

Administrative methods are focused on such motives of behavior as the conscious need for discipline of labor, a sense of debt, the desire of a person to work in a certain organization, a culture of labor activity. These methods are distinguished by direct nature of exposure: any regulatory and administrative act is subject to mandatory execution. For administrative methods, their compliance with the legal norms acting at a certain level of management, as well as acts and orders of higher governing bodies. The management impact of economic and socio-psychological methods is indirect. It is impossible to count on the automatic action of these methods and it is difficult to determine the force of their impact on the final effect.

Consider in more detail each method separately.

1. Administrative management methods are based on unityless relations, disciplines and responsibilities are carried out in the form of organizational and administrative impact.

The organizational impact is aimed at organizing the process of production and management and includes organizational regulations, organizational rationing and organizational and methodological instruction.

Organizational regulation determines what the management worker should be engaged and presented by provisions on structural units establishing tasks, functions, rights, responsibilities and responsibilities of units and organizations of the organization and their leaders. Based on the provisions, the regular schedule of this unit is drawn up, its daily activities are organized. The application of provisions allows us to evaluate the results of the structural unit activities, make decisions on the moral and material stimulation of its employees.

Organizational rationing provides for a large number of standards, including:

• - high-quality and technical standards (technical conditions, organization standards, etc.);
• - technological (route and technological maps, etc.);
• - operational and repair (for example, standards of planning and preventive repair);
• - labor standards (discharges, rates, bonus scales);
• - Financial and credit (the size of own working capital, repayment of the bank loan);
• - regulations of profitability and relationship with the budget (deductions to the budget);
• - material and supply and transport regulations (material consumption standards, norms of downtime cars under loading and unloading, etc.);
• - organizational and managerial standards (internal regulations, the order of recruitment, dismissal, translation, business trips). These standards affect all parties to the organization. Of particular importance is the rationing of information, as its stream, the volumes are constantly increasing. Under the functioning in the organization of an automated management system, arrays of norms and standards for information media in the information and computing center of the organization are organized.

Organizational and methodical instruction is carried out in the form of various instructions and instructions operating in the organization. The acts of organizational and methodical instructors are given recommendations for the use of certain modern controls, accurate experiences are taken into account that employees of the management apparatus have.

The acts of organizational and methodological instruction include:

• - job descriptions that establish rights and functional responsibilities of management personnel;
• - Methodical instructions (recommendations) describing the implementation of complexes of work related to each other and having a common targeted purpose;
• - Methodical instructions that determine the procedure, methods and forms of work to solve a separate technical and economic task;
• - Working instructions that determine the sequence of actions from which the management process consists. They indicate the procedure for performing operational management processes.

Acts of organizational regulation, rationing and organizational and methodological instruction are regulatory. They are published by the head of the Organization, and in the cases provided for by the current legislation - together or in agreement with the relevant public organizations and are mandatory for divisions, services, officials and workers who are addressed.

The administrative impact is expressed in the form of an order, orders or guidelines that are legal acts of an abnormative nature. They are issued to ensure compliance, execution and application of current legislation and other regulations, as well as to give legal force management decisions. Orders are published by the linear leader of the organization. Orders and instructions are published by the head of the production unit, divisions, organization services, head of the functional division. The order is a written or verbal requirement of the manager to solve a certain task or perform some task. The disposal is a written or oral requirement to solve individual issues related to the task or task.

The administrative impact is more often than the organizational, requires control and verification of execution that should be clearly organized. To this end, it establishes a single order of accounting, registration and control over the implementation of orders, orders and instructions.

Economic management methods are elements of the economic mechanism, with which the translational movement of the organization is ensured.

The most important economic method of personnel management is technical and economic planning, which combines and synthesizes all economic management methods. Using the planning, the organization's activity program is determined. After approval, plans come to linear managers to managing work on their implementation. Each unit receives promising and current plans for a specific number of indicators.

Huge importance in the material incentive system has an effective wage organization in accordance with the number and quality of labor. With a market management system in the context of the complex interaction of the price system, profits and losses, demand and suggestions, the role of economic management methods is strengthened. They become the most important condition for the creation of a holistic, efficient and flexible management system of the organization's economy.

Planned economy is the main law of the functioning of any organization that has clearly developed goals and the strategy of their achievement. In a market economy, the manifestation of economic methods has a different character than in the administrative economy. So, instead of centralized planning, it is argued that the organization is a free commodity producer, which acts on the market with an equal partner of other organizations in public cooperation. The economic development plan is the main form of providing the balance between market demand for goods, the necessary resources and production of products and services. State order is transformed into a portfolio of orders of the organization, taking into account the demand and suggestions, in which the state order has no dominant value. To achieve their goals, it is necessary to clearly define the criteria for the effectiveness and final results of production in the form of a set of indicators established in terms of economic development.

Economic calculation is the method of maintaining the economy based on the composure of the cost of the enterprise for the production of products with the results of economic activity (sales, revenue), full reimbursement of production costs due to the income received, ensuring the profitability of production, economical resources and the material interest of workers in labor results . It allows you to combine the interests of the enterprise with the interests of divisions and individual workers. Economic calculation is based on independence, when enterprises (organizations) are legal entities and perform in the market free producers of products, works and services. The self-sufficiency of the enterprise is determined by the lack of budget financing and subsidiaries in covering losses, i.e. It completely pays off its costs at the expense of income and in the case of long-losslessness is declared bankrupt. Self-financing is the main principle of expanded reproduction and development of the enterprise at the expense of its own profit.

Failure is the main motive of labor activity and the cash flow rate of the workforce. It provides a link between the results of labor and its process and reflects the number and complexity of labor of workers of various qualifications. By establishing official salaries for employees and tariff rates for workers, the enterprise management determines the regulatory cost of labor, taking into account the average labor costs during its normal duration.

Additional wages makes it possible to take into account the complexity and qualifications of labor, the combination of occupations, extensive work, social guarantees of the enterprise in the event of pregnancy or training of employees, etc. The remuneration determines the individual contribution of employees to the final production results in specific periods of time. The premium directly connects the results of the labor of each unit and the employee with the main economic criterion of the enterprise - profit.

The head of the enterprise can with the help of listed payment components to regulate the material interest of workers with economically possible costs of production under the article "Salary", apply various wage systems - piece or timeless, form material and spiritual needs of workers and ensure the growth of their living standards.

Market pricing is a regulator of commodity-money relations and an important economic instrument in the compassion of income and expenses, price and cost of products. The cost of goods reflects the socially necessary labor costs for production and is determined by the ratio of the gross value of goods produced in the state for the year to the number of goods.

Socio-psychological methods of management are based on the use of the social management mechanism (system of relationships in the team, social needs, etc.). The specifics of these methods consists in a significant proportion of using informal factors, the interests of the person, the group, the team in the process of personnel management.

Socio-psychological methods are ways to carry out management impacts on personnel based on the use of sociology and psychology patterns. The object of exposure to these methods is groups of people and individual identities. On the scale and methods of exposure, these methods can be divided into two main groups:

• - sociological methods;
• - psychological methods;

The first are called upon to influence the entire team (social planning, the creation of an optimal psychological climate, the study of public opinion, etc.), and the second - on individual workers (methods of psychological selection, study and evaluation of personnel, etc.).

Such a separation is sufficiently conditionally, since in modern social production, a person is always actively operating, but in a group of different psychology of people. However, the effective management of human resources consisting of a totality of highly developed personalities involves the knowledge of both sociological and psychological methods.

Insufficient attention to the social and psychological aspects of management is unhealthy relationships in the team, which reduces labor productivity. As practice shows, the formation of a healthy moral and psychological climate, the upbringing of a sense of friendly mutual assistance and collectivism is more actively in the market type teams. Thus, 91% of respondents believe that among the members of labor collectives, the atmosphere of mutual demanding and responsibility began to take shape (for the better) attitude towards the work and distribution of its payment, 82% of the surveyed workers of mass professions are interested in and "sick" for the success of their colleagues.

In such a way that the impact on the team is most effective, it is necessary not only to know the moral and psychological features of individual performers, the socio-psychological characteristics of individual groups and teams, but also carry out the control effect. For these purposes, socio-psychological methods are applied, which are a combination of specific ways of impact on personal relations and communications arising in labor collectives, as well as on social processes flowing into them. They are based on the use of moral incentives for labor, affect the identity with the help of psychological techniques in order to turn an administrative task in a conscious debt, the internal need of a person. This is achieved by means of techniques that are personal in nature (a personal example, authority, etc.).

The main goal of the application of these methods is the formation of a positive socio-psychological climate in the team, thereby largely educational, organizational and economic tasks will be solved. In other words, the goal set in front of the team can be achieved with one of the most important criteria for the efficiency and quality of work - the human factor. The ability to take into account this circumstance will allow the manager purposefully to influence the team, create favorable conditions for labor and, ultimately, to form a team with single goals and objectives.

The main means of exposure to the team is a conviction. Understanding, the head must maximally take into account the nature of human behavior and human relations in the process of joint activities. Understanding the head of the biological nature and inner world of the individual helps him to choose the most effective forms of cohesion and activation of the team. The object of socio-psychological leadership in the labor team is the relationship between employees, their attitude to the means of labor and the environment.

The techniques and methods of socio-psychological impact are largely determined by the preparedness of the head, its competence, organizational abilities and knowledge in the field of social psychology.

Socio-psychological methods of management require that the head of the team there are people who are quite flexible, able to use a variety of aspects of management. The success of the work of the head in this direction depends on how correctly it applies various forms of socio-psychological impact, which, ultimately, will form healthy interpersonal relationships.

1. 1. Strategic management in the education system ________________________________________________ Author - Doctor of Physical and Mathematical Sciences, Professor G.N. Konstantinov ____________________________________________
2. 2. "Strategic thinking is the synthesis of strategic vision, intuition and creativity." Mr. Minzberg.
3. 3. Strategic thinking Construction and base of hypotheses
4. 4. Seen First Thinking First Doing First Idea Art Visual Vision Strategy Science Verbal Analysis Entrepreneurial Energy Craft Intuitive Improvisation
5. 5. SEEN FIRST Vision Thinking First Thinking Doing First Making Strategic Thinking Formal Strategic Planning Systems Effective Reaction to Features and Problems Strategy
6. 6. "... The tragedy of life is that you can understand it only in retrospect, and there must be in the future." S. Kierkegore, Danish philosopher
7. 7. Six Forms of Capital necessary for the development of knowledge of the work of natural and production resources Finance Investment Climate Social Capital Cumulative Capital, NecrossIn for the development of the investment economy Cumulative capital necessary for the development of an innovative economy
8. 8. Basics of Strategic Management Strategic Management Strategic Planning Long-Term Planning Budget Planning Strategic Thinking Vision of the Future Future Future Future Budget Execution
9. 9. Strategy is a model of behavior in the stream of future events that allows the organization to use the available resources to fulfill its mission and achieve sustainable competitive advantages.
10. 10. Mission is the formulation of a long-term vision of the meaning of the organization, the expression of its purpose, the essence and principles of activity. Objectives of the formulation of the mission: to ensure a single understanding of the purpose of the organization;  Follow the basis for mobilizing organizational resources;  Act the standards for placing organizational resources;  Install the dominant tone of the organizational climate;  Recruit to cooperation to those who share and welcome the direction of the development of the organization; To provide transformation of goals into specific organizational structures, distribution of tasks and responsibilities within the organization; Transform a general direction to specific objectives measured in terms of costs, time and other parameters that can be used to evaluate and monitor organizational processes.
11. 11. The main components of the mission oreentation "Product-market-technology" What basic product or service offers the company? What markets is it oriented? Who are the main consumers? What are the main technologies are used for its production? Are the company to what is the company (performance, leadership) oriented? How does the company refer to risk? How does resources distribute? Filosophy company What basic values \u200b\u200bis developing a company? What is the code of behavior of the company? What are the approaches to leadership and decision making? What personnel behavior is welcomed in the company? How does the company interact with customers and an external environment? How does the company understand its social responsibility? Ind company as a company Would like to look in the eyes of customers, suppliers, investors and society as a whole?
12. 12. The main strategic questions We are now? Evaluation of past strategies, efficiency factors. Analysis of competition and markets. Determination of critical success factors. Defining strategic resources and abilities. Where do we want to be? Mission, vision, goals. Strategic alternatives and their ranking. Selection of preferred directions. Determination of strategic advantages. What does it interfere with us? The cognitive dissonance. Inefficient commands and solutions. Resistance to change. Systematic changes. Unsatisfactory leadership and lack of focus. What should we do? Project implementation of the Strategy. Program of work in the strategic direction. Systematic planning. The connection of strategic success with remuneration. Transformation of the strategy in the structure.
13. 13. Five strategic management tasks 1. Formation of strategic vision and organization mission 2. Determination of goals 3. Development of a strategy for achieving goals 4. Implementation and implementation of the strategy. 5. Evaluation of work, study of new trends and the implementation of corrective actions A.A. Thompson, A.J. Strickland
14. 14. Mission company Analysis and assessment of the external environment Generation and analysis Alternatives Internal audit Long-term goals Short-term goals Institutionalization and change management Formulation Strategy Functional strategies Evaluation of performance results Possible possible desired model of strategic management
15. 15. X y q p consumer value product high low high low consumer price
16. 16. Consumer value of the product high low high low consumer price and with in
17. 17. Consumer value of the product high low high low consumer price / cost VX Q P z x1 y1 border
18. 18. Strategic abilities Strategic products Products / services The ability to create new types of business, hobbies efficiency due to the right combination of skills and skills leadership in improving the product, creating a higher consumer value Competition in the value curve area, the struggle for the market share
19. 19. Leader Manager Administrator Vision of the Future and Definition of the Motivation of Other Person, representing the organization Presentation of the Organization Planning Organization Relationships Providing Resources Monitoring and Control Negotiation and Communication Performing Routine Operations Ensuring the health care system for the collection, storage and analysis of information
20. 20. SPACE OF ACTIVITY OF ORGANIZATION Economic impacts Sociiodamographic impacts Institutional impacts Political impact environmental impacts Technological impacts Strategic analysis
21. 21. Intensity of internal competition Market power of consumers Consumer ability to dictate the prices of the threat of new competitors entry and care barriers from the industry's market power suppliers The ability of consumers to dictate the threat of the appearance of fundamentally new products
22. 22. Purpose Target Range Regulatory Infancing Personal Purpose Target Reliability Regulatory Value External Perspectives (Prospects for Clients) Objective Target Reluilding Note Industry Objective Objective Target Regulatory Learning and Rising Mission and Strategy Relationships In Strategic Map: Maizel Format Common Format of Balanced Indicators

There are quite a few sentences for how the model of strategic management should look like. The largest distribution of whether the models of Fred R. David (Fig. 3.17), John L. Thompson (Fig. 3.18). Despite certain differences in their approaches and similar approaches to modeling strategic management, they are much more in them. First of all, it can be immediately noted that three stages of the strategic control process are distinguished in any model:

Stage strategic planning (development of strategy, strategic analysis and choice);

Stage of the strategic organization or configuration of the organizational system in accordance with the selected strategy (implementation of the strategy, implementation of the strategy);

Strategic control and regulation stage (assessment of strategy, monitoring and evaluation).

At the strategic planning stage, the strategies of the corporation are determined by establishing its mission, analyzing strategic positions, research of internal and external factors and actions that can lead to achieving, deducting, developing and capitalizing competitive advantages.

Figure 3.17 - Model of Strategic Management David

Figure 3.18 - Thompson Strategic Management Model

At the strategic organization stage, all resources and intrafyrna links are brought, all the goals, objectives and areas of responsibility of workers in full compliance with the selected strategy. Here are the necessary organizational changes in the company and the policies of each of its structural divisions are developed.

In our opinion, models like the fact that David and Thompson offer, have at least two essential drawbacks. First, they do not provide ideas about the sources of strategic management process, its starting point. It can be assumed that such a point is the mission of the organization. But then, if the mission is obviously installed, it should not be corrected. Secondly, such models hide the organic relationship of strategic management with tactical and operational. Therefore, the hidden remains its role in the organization management system.

It seems appropriate to consider the initial point of the strategic management process the origin and formulation of a business idea. Business idea is a "soul" of any production and commercial activities. There can be no "inanimate" business.

Based on the business idea, the target settings of the organization appear, the results that she would like to get in the end of their activities.

Then, based on the assessment of the positions, which is currently organizing the organization in the strategic space of his business, as well as its targets, is determined by its strategies. Based on the accepted strategies, a system of objectives that need to be achieved on a certain period of time is being developed. These goals will know how to combine well with the target settings of the organization. Based on the goals set, programs, projects and the entire system of organizational support of production and commercial activities are being developed.

In the process of performing planned actions, the results and effect are monitored and analyzed, and, if necessary, adjustments to programs, projects, organizational support (Fig. 3.19).

Figure 3.19 - Efremov Strategic Management Model

Objectives of the organization . Rules of formation of goals If the mission sets general landmarks, the direction of functioning of the organization, expressing the meaning of its existence, then the specific end states to which the organization seeks is fixed in the form of its goals. Objectives are a specific condition of the individual characteristics of the organization, the achievement of which is desirable for it and to achieve its activities. Objectives are the source planning point; Objectives underlie the construction of organizational relations; For purposes, the motivation system used in the organization is based; Objectives are a reference point in the process of monitoring and evaluating the results of the labor of individual workers, divisions and organizations as a whole. The problem of goals, as J. Galbreit believes, arises from the relationship between the individual and the organization. People are organized, because they believe that this is the most effective way to achieve goals. The purpose of the individual is the only goals that exist in the objective world, as they are built on its unsatisfied needs. Therefore, the conversion of the objectives of the individual in the organization's goals is an important motivating force. Setting the goals and determination of the strategy of their achievement is the most responsible moment of the management process. Management of goals translates the strategic vision and direction of development of the company into specific tasks related to the production and results of the company. So that the goals have managed value, they must be defined in quantitative and measurable indicators, and contain the limit values \u200b\u200bthat need to be achieved. The famous American professor Wenna Yang writes about the definition of goals: "The more accurately the goals of the organization are formulated and defined, the easier it is to choose the means of achieving them. In this case, the organization's goals are also the main criterion for choosing the best of alternative tools for their achievement. If the organization's goals are not identified or unclear, then the organization's behavior line will be unclear. Moreover, if the targets were not accurately defined, disputes may flash in the organization, and if the arguments mean different purposes, it is very difficult for them to come to a common opinion about the means. If the tasks of the organization are unclear, its members are likely to replace the organization's goals by their own goals. " Strategic goals need to focus on competition and on creating strong competitive positions, in any particular field of activity. Achieving acceptable financial indicators is the basis for maintaining and improving the company's position in the market in the long term.

Strategic goals:

Increase in market share;

Higher and reliable position in the industry;

Improving product quality;

Reduction of production costs compared to the main competitors;

Expansion and improvement of product range;

Increase the reputation of customer environment

Increase in growth opportunities;

Complete satisfaction of customer requests.

Formal procedures for choosing goals a bit, and they change significantly less frequently than strategies. Experience allows us to recommend the following algorithm for the formation of the organization's goals consisting of six steps:

1. Awareness of the importance of formulation and presentation of goals as the necessary condition for the successful development of the organization.

2. Formulation of goals.

Z. logical constructing goals.

4. Attracting employees to the formulation of goals.

5. Visual representation of goals.

6. Drawing up a target portrait of the organization.

The most common mistake in choosing the purpose of the organization's development goals is to relate to them as something obvious and predetermined. Therefore, most organizations do not have clearly formulated and documented goals. Organizations in which general and economic goals are not discussed are in many respects lose the ability to achieve agreement among employees regarding common development goals. The basic rule when choosing goals, especially general, is to attract employees to their development and an open discussion of alternatives. This creates the conditions for cohesion the majority of employees around a common goal, and the other shows that they can search for their economic and social requests in other organizations.

Classification of the goals of strategic management

Goals are becoming a strategic management tool when they:

1) identified or formulated;

2) known to employees;

3) accepted by them.

Formulation of goals - the process is very complex. The exact wording of the target determines the fate of the organization, its success or failure, therefore certain requirements are presented to the wording. An important characteristic of the goal is its achievability and realistic. Unattainable, unrealistic targets do not motivate performers, can be discouraged to do something to achieve them. Easily achievable targets have weak motivation. Attempts by weak technical regions of the enterprise to produce products at the level of world quality standards can end with the departure of talented and sensible engineers and managers. Reverse situation is possible. Goals should be understood for the performer and are unambiguously formulated. Those who are expected to fulfill their execution should know what they are waiting for them. An understandable goal ensures the vision of what ensures its execution. Just "increase production efficiency" is not a specific goal. "Increase efficiency by 10%" - it is already closer, clearer. There are no favorable conditions for companies that do not have clear purposes. The goal should have a deadlines. The target without the deadline will be all the time to return the artist to the starting point of action. The goal should motivate the actions of the Contractor in the right direction. Improve service quality is not a target for the airline. Provide the buyer of tickets the choice of different flights to achieve the end item is the action that can pursue the goal of management. The goal should be formulated and formalizable. It enhances its impact and increases the obligation towards it. Oral installation of goals does not leave traces and is easily forgotten. The recorded documented and calculated goal makes it possible to more accurately focus on its execution and performance. The objectives of individuals, groups and organizations in general should be compatible. It helps to avoid conflicts between people and divisions. The management goals are classified as follows: the necessary goals - determine the main activity of the organization. They relate directly to the intended purpose of the basic functions of the organization. The company's viability depends on their achievement. These goals determine the success or defeat of the head in the implementation of its targeted and functional duties. In short, these are the goals that, according to the leader, must be achieved if he wants to justify his existence. The desired goals are necessary to improve the performance characteristics compared with the level acceptable to the satisfactory implementation of the main target of the organization. They are important from the point of view of improving the efficiency of the organization. Delay or even deviation of any of these goals should not lead to disastrous consequences for the organization. Possible goals are desirable to improve the activities of the organization, but without them, in principle, you can do, their implementation can be delayed and engaged in them in "Free Time", i.e. Divide the time and resources that are not engaged in more important work. These goals should be kept in sight and use favorable opportunities to achieve them, but to remember about their relative importance. It is also accepted to divide goals to official, operational and operational. Official goals determine the overall appointment of the organization, as this is described in the Charter or Regulations on the Organization, and also is declared publicly by the head. As a rule, they are abstract, idealistic and described in high-quality terms. They justify the existence of an organization before society, have an external orientation and perform an important protective function, create organizations a favorable image. However, it is difficult for these purposes to determine what the company actually does. Operational goals emanate from the actual policies and indicate that the organization is actually trying to do what was claimed for official purposes. These goals have an internal orientation, they are important for members of the organization and are usually a little known to the outside world. The form of their expression is the organization plan of the organization. Operational goals are even more specific and more measured than operational. They direct employees' behavior, they give an assessment of work. They are developed in detail and are expressed in quantitative terms, perform in the form of specific tasks to individual performers and working groups.

Tree goals- this is a structured, built on a hierarchical principle (distributed over levels, ranked) a set of goals of the economic system, program, plan, in which the general goal ("Tree Tree" is highlighted); Subordinates of the first, second and subsequent levels ("tree branches"). The name "Tree of goals" is due to the fact that the schematically represented set of commonly distributed purposes is reminded by the type of an inverted tree. The concept of "Tree Tree" was first suggested by Ch. Cherchmen and R. Akoff in 1957. It allows a person to put on their own plans, see its goals in the group. Regardless of whether they are personal or professional. Including, the tree of goals allows you to identify which possible combinations will provide the best return. The term "tree" involves the use of a hierarchical structure (from the older to the younger), obtained by dividing the common goal to the scene. The method of the tree of goals is focused on obtaining a relatively sustainable structure of goals, problems, directions. To achieve this, when constructing an initial embodiment, the patterns of target formation should be taken into account and use the principles of formation of hierarchical structures. The created tree of goals has a system of solutions on paper. That is the plan to achieve the main goal. The tree of goals can be drawn up for any purpose: global, monthly, one-year. When a tree is drawn up, you can view, what will one or another goal will lead to.

However, when managing an educational organization, problems often arise that are mainly related to the imperfection of an understanding of the situation by management personnel. The reason for an imperfect understanding of the situation is incompletely owned by information, ignorance of the situation in full and inability to compare the private tasks of the unit with the common tasks of the university. Persons who host important decisions are almost all teachers in the university (to the level of ordinary professors and associate professors). The management of the university has to make decisions on the basis of a really developing situation and events that occur regardless of what they speak and think.

So, the management decisions of the administration of the educational organization play a double role. On the one hand, management seeks to understand the situation in which the university is located, and choose the best solution. On the other hand, the decision itself (its consequences) may affect the course of events around the university and change the situation. Objectively, the leadership of any large organization is in conditions of imperfect perception of the situation, and the course of events reflects this imperfection. The task of the "team" of thinking managers is compression to zero of the area of \u200b\u200bimperfection.

So, in the new socio-economic conditions, the management of educational organizations is impossible without:

management quality management;

risk management;

regulatory financing;

management based on flexible dynamic education standards and guaranteed budget standards;

socio-economic predicting the development of the profession and strategic planning, taking into account the necessary redundancy of the education system in relation to the momentary market requests;

social partnership with regions;

new information technologies;

rational personnel arrangement of appropriate qualifications, distribution of responsibilities; establishing links between subsystems and management of these bonds;

comprehensive analysis and control in order to adopt operational management decisions aimed at adjusting or the speedy liquidation of the existing shortcomings.

Therefore, to overcome difficulties and bottlenecks in management of educational organizations, it seems necessary:

implementation of the organizational and economic reform of the education system as a rod of all

proposed transformations;

development and implementation of educational programs that meet the methodology of training, educational literature focused on ensuring the socialization of children, adolescents and young people, strengthening the personal component of the education and development of productive thinking, including children belonging to risk groups (development lag, children without parental care , street children);

development and implementation of licensing systems, certification, quality assessment of software and educational and methodological support, certification of various means of training and control, technologies for assessing and controlling the quality of education (including testing);

development and implementation of new budget financing schemes based on regulatory financing and target order ensuring the effectiveness of the distribution and use of budgetary funds that guarantee the availability of education in the regions of Russia in all types of educational institutions, regardless of the level of educational and ownership form;

development and implementation of the mechanism for supporting regional educational systems by the federal center in order to ensure equal access to education;

development of federal educational standards;

development of mechanisms, regulatory framework and variable educational programs for attracting additional extrabudgetary and budget sources of financing;

development and implementation of a system of national statistics and national monitoring of the education system, allowing to promptly analyze the state of education and predict its development;

reorientation of primary vocational education for training specialists in orders for regional and federal authorities, taking into account the conjuncture, developing at the regional and federal labor markets, ensuring the professional and social mobility of graduates;

the creation of a modern system for the preparation of the pedagogical building and administrative workers of all levels that ensure the update of education and effective management of its quality;

creating a market for educational services, strengthening competitive development mechanisms for

The satisfaction of the above requirements for improving management activities aimed at the development of the entire educational system is possible only with the help of special, methodological approaches that make it possible to raise the effectiveness of educational organizations to the proper level, which will be discussed further.

1.2 Quality management approaches

IN Educational organization

Approaches to quality management in the educational organization are currently widely investigated.

Thus, the systemological (functional systemological) approach to the management of the quality of education and its assessment is developing in research A.A. Avetisova. According to his concept, the processes that occur in educational organizations of any scale and species are identified with controlled dynamic processes obeying general laws. At the same time, the educational organizations themselves are discussed in the general case as adaptive systems for assessing and managing quality of education with feedback and with all systemological attributes inherent in functional systems. The main attributes of educational organizations include a goal (program), structure, process (algorithm) and the quality (efficiency) of functioning.

Within the framework of this concept, the concept of "quality of education" is presented not just a certain abstract, not measured by the content inherent to an object and meaningful approach. This is functionally connected with all system parameters and the measured (diagnosed) characteristic of the functioning of the educational organization. The quality of such functioning is presented as the degree of implementation of the main goal, which consists in achieving the learning given (regulatory) level of preparedness.

Avetisov A.A. Introduces the operator of the organization, including the parameters that determine its structure and management impacts produced by the organization itself. The same operator contains a number of parameters denoting external specifying effects (standards): Objectives of the organization; Unknown factors; Output parameters of the organization characterizing the quality of its operation.

The generalized model of the education quality assessment system, for example, a group of students on one of the disciplines, in the systemological formulation is a complete (closed) system. Such a system includes control loop and the following elements (subsystems):

model of evaluation (identification) of the quality of education;

model of the formation of control influences;

the model of the control and evaluation object containing the trainee model and the managed educational model.

IN this approach is viewed cybernetic ideas. Thus, the processes of estimating the object and control of them are interconnected and proceed simultaneously in the combined optimization mode.

One of the approaches to quality management in educational organizations is implemented under the direction of N.A. Selezneva and A.I. Subeto in the development of the scientific foundations of the national system of quality of higher education in Russia. These studies reflect the ideas of a systematic approach to solve the problem of management of education.

Selezneva N.A. and Subeto A.I. consider quality management, firstly, as the impact of the "management entity" on the processes of formation, ensuring, maintaining the development (improvement) of the quality of objects and processes in their life cycle and in the chains of life cycles and, secondly,

nationalization of feedback (control, analysis and evaluation) in accordance with the formed goals, norms and doctrine of education.

At the same time, the management of education is understood in a wide and narrow sense. In a broad sense, this is the management of the attack of the adequacy of the doctrine of education, the social institution of education, educational standards and social norms of the quality of imperatives and the logic of social development in societiar, cosmoplanetary, national-ethnic and socio-economic dimensions. In the narrow sense, under the control of the quality of education, the quality management of students' training (future specialists) is meant.

Developed by N.A. The selene concept of the dual quality management of higher education is developing a systemic methodology for managing the quality of education. In this concept, the "system-generating law of the duality of management and organization" is refracted through the principle of the duality of the quality of functioning quality (conservative moment) and the quality of development (innovation) of educational organizations. In managing higher education quality, it allows you to separately allocate the quality management processes (quality assurance) and development quality management processes (quality improvement - progress).

The quality management model formed on the basis of this concept is as follows.

The educational process implemented from the process of broadcasting knowledge and the development of the structures of the personality of the student: a valued, motivational, information, value-soluble, activity (professional).

The quality of the system is determined by the quality of all its components: the quality of resources (entry), the quality of potentials (potential quality), the quality of processes (technologies), the quality of the result (exit). The quality management of the educational organization is directed to the current provision of educational processes and the formation of potentials.

The main resources of education are considered to be didactically organized knowledge (component of the content of education), educational and scientific literature, laboratory, computer and other material and technical equipment, funds, finance, land, personnel.

Economic, personnel, educational (knowledge-information), technological (material and technical), scientific, pedagogical, educational, management, spatial (teaching, laboratory), metrological (qualimetric) and other potentials are related to the potential for the educational organization.

IN this model quality of the result is considered in one row with other components of the educational organization. However, it is obvious that these components operate not for the sake of themselves, but are intended to ensure the final quality of the result of education. Therefore, the quality separately each of them creates the end result - an integrative indicator of the quality of the educational organization.

A sufficiently fruitful structure of the educational process, which can be considered as the basis for the approach to quality management in the educational organization, was allocated by M.T. Groove.

The structure of the educational process is considered as the unity of education (management management), training (assigning sociocultural norms) and the development (perfection of abilities). In this approach, the integrity of the pedagogical process is preserved as the unity of education, training and development of the individual. The quality of education can be organized as the process of ensuring the quality of personality needs management, assigning them sociocultural norms and the development of individual abilities.

Panasyuk V.P. Considers the quality management in the educational organization as complex, targeted, coordinated impacts both on its educational process as a whole and its main elements. At the same time, the goal is to achieve the greatest compliance of the parameters of its operation and end results with relevant requirements, standards and standards.

IN such conditions, the educational organization designed to ensure the management of the quality of the educational process is presented in the form of integrative education, a complex social, purposeful, dynamic, reflexive system of synergistic type. The purpose of such a system is to combine and integrate organizational, methodological, scientific, personnel, managerial and other efforts and resources. At the same time, in the interests of the achievement of high

the level of the quality of the functioning and results of the educational process that meets the best samples and relevant standards, based on scientific principles and patterns and, taking into account the diverse factors and conditions, the potential of all structures of the educational organization occurs.

Analysis of various models of quality management systems showed that technological solutions to quality management in the educational organization must be focused on:

development of the development strategy of the educational organization;

creating a new dynamic organizational management structure, including the definition of the components of this structure and their position relative to each other, establishing the interconnection of components and ensuring the implementation of the "developing" strategy and interaction;

the transition from the subordination principle of the organization of management to dominate the organization of a horizontal coordination type, which combines equal and equivalent components based on self-organization and self-development;

optimal combination functional and linear quality management structures with a situational approach to management;

ensuring the integrity of management functions under the management cycle;

address management impacts, determination of objects and subjects of management, clear distinction of powers, rights, responsibilities and responsibilities of subjects of management;

strengthening elements of monitoring, analysis and evaluation of the results of the educational process, building reasonable criteria and evaluation indicators;

a combination of various methods of material and social motivation and volitional management, organizational impact, economic, educational, Organizational and administrative, psychological and pedagogical management methods.

Considering the educational organization as a social institution it is advisable to solve problems related to the problem of management of such organizations, to use the approaches to the theory of social management exploring the general, mandatory for any managerial act, procedures, regardless of which social sphere it is implemented. As part of this theory, the concept of "management" characterizes the impact of a subject to the management object and implies the optimization of processes in the targeted transition of social systems from one state to another.

In the establishment of the theory of management of social organizations, the following approaches can be noted, the main ideas of which are of interest to the organization of processes management, including quality, in educational organizations:

allocation of schools in management;

process;

systemic;

program-target;

situational.

Consider the main ideas and the essence of each of the approaches.

1) school of scientific management;

2) administrative school;

3) school of Psychology and Human Relations;

4) school science management.

School of scientific management represent works by F.U. Taylor, F. and L. Gilbretov, Gantt, S. Thompson et al. (1885 - 1920). The main idea of \u200b\u200bthe concept of this school is to build management based on scientific research aimed at improving the efficiency of work.

Developed using this approach, scientific management was intended for sale only in industrial production. At the same time, the basis of the theory was the mechanical model of the organization - an idea of \u200b\u200bideal production operating on the principle of the well-established hourly mechanism.

Approaches to the management offered by the classical or administrative, educational organization (A. Fayol, L. Urvik, J. D. Muni, etc., 1920 - 1950), unlike the previous concept, are focused on

organization management in general. Their goal was to create two categories of universal management principles. At the same time, it was implied that following these principles would undoubtedly ensure the organization of success.

Principles related to the first category were intended to ensure the development of a rational organization management system. At the same time, the Office was considered as a universal process, including planning and organization functions.

The second category of classical principles concerned the construction of the structure of the organization and management of its employees. These include 14 management principles, first formulated by A. Files used and currently: division of labor; powers and responsibility; discipline; uniqueness; unity of the direction; subordination of personal interests with general; reward personnel; centralization; Scalar chain (hierarchy); order; justice; Stability of the workplace for staff; initiative; Corporate Spirit.

With the development of psychological science, the formation of a school of human relations in managing, behavioral approach to management (M. Parker Follett, E. Meio, 1930 - 1950). The main purpose of this approach, in general terms, is to increase the efficiency of the organization by increasing the effectiveness of its human resources.

The main idea of \u200b\u200bmanagement, built on the concepts of behavioral sciences, is to recognize the need to use the techniques for managing human relations and establishing interpersonal relations. At the same time, the provision is postponed that the correct application of behavior science will always contribute to improving the efficiency of both a separate employee and the organization as a whole.

Approaches to the management developed by this educational organization are intended to compensate for the shortcomings of a classical approach in which the human factor has not been realized as an element of the effectiveness of the organization.

The key characteristic of the school of science management, or a quantitative approach is the transition from verbal reasoning and descriptive analysis of management situations to models, symbols

reduce the number of variables subject to accountable quantity. The implementation of the advantages of quantitative measurements (quantitative approach) provides the ability to compare, analyze and predict the behavior of the model. The distinctive features of the science of management as an approach in the management of social systems are:

use of the scientific method;

system orientation;

modeling.

The scientific method involves the use of observation, formulating hypothesis and verification (confirmation of the hypothesis). System orientation provides the ability to consider the organization as an open system. Simulation allows you to make objective management solutions when using models created for these purposes. Thus, the management of social systems that realizes the advantages of this approach is focused on the application of game theory, which is simulating an impact assessment of the adopted management decision, queue theory (optimal service model), resource management models, imitation modeling, and economic analysis.

Process, or functional, approach, developing the theory of social management, is widely used in modern conditions.

Here, the Office is considered as a process as a sequence of interrelated continuous actions aimed at ensuring the success of the organization. Such actions are defined as managerial functions, therefore the management process is represented as a totality, as the total amount of such functions.

In modern literature, various management functions are discussed, such as planning, organization, manager (or command), motivation, management, coordination, control, communication, research, assessment, decision-making, personnel selection, representation and negotiation or conclusion of transactions. Of these, four functions - planning, organization, motivation and control are allocated as basic. Their association for the implementation of management is ensured by the linking processes of communication and decision making.

In general, the process approach emphasizes the importance of accounting for the interdependence of management functions.

The system approach, in contrast to the process, emphasizes the interdependence of individual parts of the organization, as well as the interdependence of the organization and the environment. The use of the theory of systems to social management made it possible to consider the organization in the unity of the components of its parts, which are also inextricably intertwined with the outside world, and contributed to the integration of the contributions of all approaches to the management organization dominated during different periods of time in theory and management practices.

A systematic approach is a way of thinking in relation to the organization and management, which gives the greatest value to a whole and orienting a subject of management to optimize the managed system, its general characteristics. The system appears as some integrity consisting of interdependent parts, each of which contributes to the characteristics of the whole. At the same time, improvement, improving the whole is considered as a prerequisite and condition for improving and improving its parts (subsystems and elements).

Guided by such ideas about the management of the educational organization (institution), it must be considered as an open system, as a set of related and interacting parts by subsystems that ensure the occurrence of a whole, which has its own qualities other than the qualities of the components of its parts. At the entrance, the organization receives information from the environment, capital, human resources and materials. These components are called inputs. In the process of conversion, the institution processes these inputs, transforming them into products or services that are the outputs of the organization that it takes into the environment.

In general, as components of the system, the objectives, tasks, strategy, structure, resources, technology, people are most often allocated. The central component and integrating (system-forming) system factor is usually aimed.

The application of the system approach to the management of the educational organization is, first of all, in consideration of it as a system consisting of interrelated elements, and taking into account the effects of the environment and feedback on the effectiveness of its activities.

From the point of view of quality management in the educational organization the theory of optimization of the educational process Yu.K. Babansky, based on the systemic approach, proceeds from the fact that the educational process has become so multifactorious and multifaceted that it is impossible to significantly increase its autonomous measures to significantly increase its quality.

It is the embodiment of many ideas relating to various approaches to the theory of social systems management. Among them, the following main ideas and positions can be distinguished:

efficiency (quality) of training and education can be achieved when implementing the optimization strategy itself educational process and its elements;

optimization strategy the educational process is carried out according to certain pedagogically oriented criteria (accounting for specific conditions for training and education, the level of real educational capabilities of students, optimal norms of time);

optimization of the educational process is possible when managing them as a holistic unity of the teaching

and teaching, system of patterns, principles, contents, forms and methods, domestic and external training conditions, etc.

Under the influence of the system approach, the formation of a program-target approach (software approach, target management) containing three main procedures:

definition of goals and their streamlining in the corresponding hierarchical system ("Tse

development of integrated development programs organizational and separate complexes of social activities;

formation of specific organizational structures.

The main position of the program-target approach is the correct definition of the goal. Goaling assumes comparison and adjustment of a predetermined target with the objectives of other vertically and (or) horizontally spaced systems. At this moment, it is important to assess the possibilities of its implementation.

Significant for the formation of quality management systems in educational organizations is the provision of this approach that the effectiveness of program implementation is ensured by the mobilization of everything necessary for this potential, including personnel, information arrays, technologies, logistics, financial resources, organizational structures, and others resources.

So, on the basis of the target approach to education management, a system of programmatic management of the quality of training specialists in high school as an educational organization of higher vocational education was developed. This control is characterized by the orientation of the content and organization of training on the final goals of a vocational education process. The basis for developing goals with this approach is the qualification characteristics of the prepared specialists. Recommended ways of describing goals provide for expressing them through the skills, activities of professional activities and various targets (actions). At the same time, specific private purposes determine the sequence of actions necessary for the implementation of the common goal.

The most important methodological principles of this department for training specialists are:

orientation to the final goals at all intermediate stages of training;

organization of the training process based on provisions program-target method;

development of unified general methodological standards;

providing at all stages of implementation Vocational and educational program of conditions for managed and self-governing independent work of students of educational and research type.

Situational approach involving the use of direct science direct applications

to specific situations and conditions are also a contribution to the development of the theory of social systems management. The central link of this approach is the situation is a specific set of circumstances that significantly affect the activities of the organization at this particular time. In this case, the leading position of the situation emphasizes the significance of the role of "situational thinking" of the management entities.

The methodology of the situational approach represents the four-step process that follows

current requirements for the head of the organization.

First, he needs to know the means of professional management who have proven its effectiveness. This implies an understanding of the management process, individual and group behavior, system analysis, planning and control methods and quantitative decision-making methods.

Secondly, each of the management concepts and techniques has its strengths and weaknesses or, in the case of use in a specific situation, is described by comparative characteristics. Therefore, the supervisor needs to be able to foresee probable consequences (both positive and negative) from the technique used or concept.

Thirdly, he needs to be able to adequately interpret the situation. Determine the most important factors in this situation and estimate the likely effect caused by a change in one or more variables.

Fourth, the manager needs to be able to link specific techniques that cause the smallest negative effect and with the smaller potential of the shortcomings, with specific situations. This in the conditions of existing circumstances ensures the achievement of the objectives of the organization most effective.

This approach in managing the quality of education can be submitted to the basic idea - management decisions must be made based on the study of the entire set of situational factors.

In recent years, many organizations have paying considerable attention to the idea of \u200b\u200btotal quality management (TQM). The main provisions of this approach can serve as a base and to manage the quality of training specialists in educational organizations. In it, in addition to achieving the quality of the result, emphasizes the need to use internal system reserves. The focus is on the values \u200b\u200bof human relations and human potential. Quality management according to this approach is carried out taking into account the following principles:

orientation of the organization's activities to meet consumer requirements;

continuous improvement of production and quality activities;

implementing the strategy of continuous improvement of relations and management practices;

the participation of all personnel in solving quality issues ("Quality is a matter of everyone");

displacement of the center of gravity effort in quality towards human resources;

stops on the prevention of inconsistencies;

quality assurance as a continuous process when the quality of the final object is a consequence of quality assurance at all previous steps of this process;

values \u200b\u200bof facts, decision-making on the basis of objective, precisely known information;

self-assessment, responsibility for assessing their activities;

selection of individual working methods.

TO the most characteristic approaches and TQM methods attractive from the standpoint of quality management in educational organizations can be attributed:

responsibility of management for the development and implementation of quality philosophy, the content of which is denoted in certain approaches and principles;

the relationship of quality activities at all stages of the life cycle of products with other activities;

regular analysis and evaluation of work in the field of quality, continuous improvement in the quality and self-assessment of enterprises on higher criteria;

quality efficiency - expensive is not quality, but its absence;

constant learning needs with marketing;

quality assurance at the stages of design and product development (70% of success is associated with design);

ensuring the quality of processes and management of them, including planning, assess their ability to form product quality;

statistical regulation of processes, the use of the Deming circle (implementation of four consistently implemented functions: Planning - Implementation - Check - Adjustment);

verification of product quality - Examination of the implementation of established requirements, product quality standards;

management of inappropriate set standards results, consisting in the operational identification of such a result and eliminate the reasons for its appearance;

personnel training, stimulation and motivation. Training involves the training of quality specialists - qualitologists. Stimulation is based on economic motivation to high-quality work, and motivation - on the internal motivating forces of workers, the basis of which make up their needs.

Analyzing the considered methods, approaches and principles of quality management in educational organizations, you can draw the following conclusions.

1 Methods and quality management approaches are formed on the basis of ideas of the concepts of management of social systems in general and management of educational organizations in particular.

2 In modern approaches to the creation of quality management systems, the tendency of the integrated implementation of the ideas of program-targeted management and methods focused on managing the procedural side of the educational process are manifested.

3 Significant influence in the management of educational organizations acquires the philosophy of total (universal) quality management, which allows systematically and holistic to cover the quality of all parties to the activities of such organizations.

4 When solving the problems of management of educational organizations in general, in particular, the quality management is advisable in them, depending on the type and complexity of solved tasks, to use them comprehensively as the most general theoretical basis.

In addition, it is clear from the considered approaches to quality management in the educational organization that the most acceptable and meetings of today's practice is systemic. Thus, the highest educational institution, being an educational organization, corresponds to the main properties of the system: focus (targets in the field of quality), complexity (many structural units and complexity of their relationship),

Dividing (educational, research, educational, economic activity), integrity (the focus of the actions of structural units is subordinated to uniform purposes), the diversity of elements and the difference of their nature (various activities have their own functional specificity and autonomy), structures (interdependence and interconnection between divisions According to hierarchical levels).

Therefore, when building systems for controlling the quality of the educational process in an educational organization, it is necessary:

focus on the implementation of the system approach;

maximize the internal reserves of the educational organization;

provide both optimal functioning and the development of the quality of the educational organization;

optimize the organizational management structure.

carry out a comprehensive application of the above approaches to social systems management;

use basic laws and principles of social management theory in relation to the system of higher professional education;

carry out the maximum accounting of internal reserves of the educational organization;

provide in design not only the optimal functioning of the organization, but also its development.

It should be noted that the idea of \u200b\u200bmanaging the quality of education through the management of the quality of the components of the educational process has a broad prospect of development. In particular, the following strategies are viewed in this direction:

allocation of the leading parties to the educational process, which directly affect the knowledge, skills and ability of the personality and regulation of the quality of these parties;

determination of structural elements of the educational process and ensuring the quality of each element;

changing the structure and strategy of the educational process;

application in the management of modern information tools and technologies, etc.

However, in connection with the integration of Russian education into the global educational community, the implementation of quality management strategies in educational organizations must be carried out coordinated with foreign experience, which will be considered in the next paragraph.

1.3 Foreign Quality Management Experience in Higher School

Integration into the global educational system is one of the strategic objectives of the program for the development of Russia. Russian higher education enjoys high prestige in all countries of the world. Russian universities participate in leading international educational projects. The integration of the Russian High School of Russia to the international system is designed to ensure the use of world experience and achievements in science, technology and education in the interests of the community, improving the quality of training of specialists, the development of international cooperation up to joint production.

However, Russia's entry into the Council of Europe, integrated into the global educational community, the Bologna process, socio-economic realities put forward new requirements for higher education.

International relationships have shown that the qualification documents of Russian universities differ from those adopted in developed countries. The nomenclature of the specialties of university graduates, other content of the educational material, differs the role of the department in the learning process. Many foreign textbooks translated in recent years are not perceived by our universities, because they are focused on another stepped structure of the educational process.

The three most important international factors that demanded the restructuring of the Russian Higher School:

the flow of Russian specialists to other countries where the problem of recognizing their knowledge faces them;

attracting citizens of foreign countries in Russian universities for training in international competition;

the appearance of a fairly difficult task in the Russian economics market of international and joint companies: to integrate into an international education system, retaining its best traditions and providing its graduates of international qualifications.

Therefore, an important point in the integration of Russian universities to the global educational system and the application of international management standards for higher education is the need for consideration and analysis of the characteristics of higher education systems of foreign countries and international quality management experience.

The global variety of quality management systems (quality assessment) of higher education in the 1990s. And in the early 2000s. Maybe with a certain fraction of convention, divided into two types.

1 Higher education quality management systems in those countries where appropriate state structures governing the development of higher education, such as the Ministry of Education, the Ministry of Education, etc. In these cases, the quality management system is based on the priority of state bodies or structures funded by the Government. At the same time, self-esteem is given a nominal value, and the main efforts are attached to the effective external assessment by government agencies or public organizations. Such quality management systems are often associated with government control, licensing, state accreditation, comparing various higher educational institutions, distribution of financial resources and influence on universities.

2 Higher education quality management system, adopted in those countries where, essentially, state administration authorities with higher education (in the European sense). In this case, the process of self-assessment of higher educational institutions, or professional, or public assessment aimed at internal analysis, to improve the activities of universities.

IN with a broad plan, historically, countries with the state administration of the highest school include European countries (Germany, France, as well as the CIS countries that have perceived the European traditions of higher education). To countries where the process of self-regulation of higher education is dominated, in the first place, the United States, as well as those countries that have followed the American samples of higher education (Philippines, Taiwan).

The main difference between European higher education quality management systems is the authorities of the government, in the wording of quality management purposes, in determining the most important aspects of quality management, in the decision-making methods and, finally, in the organization of the educational process. In countries with a centralized system of education, the function of quality management, accreditation is carried out by the relevant government agencies.

IN Germany, for example, where the Ministry of Enlightenment, regulating the activities of higher educational institutions, exists with the XIH century, the traditions of state control for the highest school, and the professors and teachers themselves are civil servants.

IN Germany no clearly pronounced elite universities, but for admission it is necessary to have a certificate

maturity, which is issued after 12 - 13 years of study in gymnasium and successful exams. Half of the country's universities belongs to the academic higher educational institutions of the university level (universities, technical universities, technical, pedagogical, theological and other universities). Non-academic universities include higher professional educational institutions that prepare an applied personnel to work in production.

The overwhelming part of German universities are state and have free learning. At the same time, 30% of students receive material assistance from the federal budget. Aid size