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Features of management in a sports school. Improving the management system of an educational institution using the example of the Municipal Autonomous Educational Institution of Additional Education for Children "Specialized Children and Youth Sports

Definition of concepts: “sports management”, “sports manager”.

In each country there are various sectors of the national economy (material and non-material production), including the branch of physical culture and sports. This is the objective basis for the development, along with the general theory of management, of special industry theories that reflect the specific patterns of industry management.

Sports management is a field of scientific and practical activity, one of the types of industry-specific management. Sports management is the theory and practice of effective management of physical education and sports organizations in market conditions.

The object of sports management as an independent science is the totality of physical education and sports organizations in the country, i.e. a certain set of FSO - sports schools, sports clubs, sports teams (by type of sport), stadiums, sports and fitness centers, sports federations. The product of the activities of the FSO is the production of physical education and sports services, i.e. organized forms of physical management and sports classes, sports training programs, sports shows, etc.

The subject of sports management is management relations that develop in the process of interaction between the subject and the object of management within physical education and sports organizations and the interaction of these organizations with the external environment in the process of production and distribution of physical education and sports services.

The essence of sports management lies in the purposeful influence of the subject of management on the managed object to ensure the transfer of the object to a new qualitative state, i.e. from the original, initial state to the desired, planned one.

The general goal of sports management is to ensure the effective functioning of physical culture and sports organizations in modern market conditions in Russia.

The task of sports management is to understand the patterns of functioning and social development of physical education and sports in society and to develop a mechanism for targeted effective management of these processes.

The birth of a sports manager as a profession is associated with the emergence of positions of heads of the Federal Security Service.

A sports manager is characterized as a specialist who masters the art of scientific management of the FSO, holds a leadership position in it and is endowed with the right to make management decisions. What is the scope of activity of a sports manager?

Certain elements of management activity are to a certain extent inherent in all categories of physical education and sports workers - coaches, teachers, physical education teachers, instructors:

• the coach is recruiting for the sport. school, keeps records, analyzes, summarizes work results;

• the instructor organizes.

• production skills;

• the ability to use sports equipment, the ability to establish the relationship between physical activity, diet, etc.

• planning;

• organization;

• motivation;

• management;

• control;

• analysis.

• method of differentiated wages for FSO employees;

• the normative economic method of management consists in establishing standards for financial expenses for various types of sports work, approving a report card for providing athletes with clothes, shoes, etc.;

• The method of direct targeted financing provides funding from the federal budget: a) sports facilities and federal protective services; b) research work in the field of physical education and sports in accordance with the federal program; c) preparation and performance in official international sports competitions of Russian national teams.

• general: business conversation, meeting, training method, exercise method.

• creative and inhibitory methods of management: the method of persuasion, methods of approval and encouragement, condemnation and punishment.

• goals and objectives of the sports organization that need to be achieved;

• features of the management object (potential and actual contingent of those involved);

• features of the subject of management (professional experience of the manager, social status of the sports club, federation);

• features of a specific management situation;

• the capabilities and specifics of the arsenal of management methods at the sports manager’s disposal.

• The dictator manager (code 9:1) is mainly focused on production and pays minimal attention to specific people. This is a type of tough administrator, for whom the result is everything, and the person is the performer. Working in such conditions does not bring satisfaction to anyone. A dictator is a bad manager.

• A democratic manager (code 1:9) is the exact opposite of a dictator. This type is based on the principle: “Always be yourself.” Things go as if by themselves for such a manager. Usually, democratic distortions prevail in his actions. The benefit from this is not very big.

• A pessimistic manager (code 1:1) is guided by the motto: “Do not interfere with the natural course of events.” There is very little benefit from it.

• The manipulative manager (code 5:5 – center of the grid) is satisfied with average achievements. His motto: “Don’t grab the stars from the sky.” The main tactical line is compromise. Such a manager has a tendency to manipulate people.

• An organizing manager (code 9:9) is the most productive type of manager, taking into account the needs of production, as well as the needs and interests of people. The most important characteristic of this type is the desire for innovation and focus on the constant development of the enterprise. Firms with organizational managers tend to prosper. Leading firms in developed countries are making great efforts to find such managers. We can say that a manager of this type essentially represents the standard of a modern manager.

Functions and roles of a sports manager

In sports organizations there is a certain division of labor, and sports managers solve different problems. Therefore, sports managers perform a number of functions in organizations.

1. The decision-making function is expressed in the fact that the manager determines the direction of the organization’s activities and resolves issues of resource allocation. Only the manager has the right to make management decisions, and he is also responsible for the consequences of the decisions made.

2. The information function consists in the fact that the manager collects information about the internal and external environment of the FSO, disseminates this information in the form of facts and normative guidelines, explains to the staff the policy, immediate and long-term goals of the organization.

3. The function of a manager - that is, the manager forms relationships within the organization, motivates activities, coordinates the efforts of members of the organization, acts as a representative of the organization in interaction with other organizations.

The art of management is characterized by the peculiarities of the ability of a particular sports manager to apply generally accepted principles, methods, and management technology in his specific management activities.

Managers working in the field of production of sporting goods and in the field of providing physical education and sports services must have specific technical skills:

Management system (control) in physical culture and sports: purpose and mechanism

From the above concepts of “control” and “management” it follows that they represent systems.

A system (in its most general form) can be characterized as something whole, consisting of interconnected and interdependent parts, the interaction of which gives rise to new integrative qualities that are not inherent in individual components

Any system has two main content characteristics.

Firstly, integrity: the system represents a set of specific ones, with properties inherent only to them and the nature of the interconnection of parts.

Secondly, divisibility: the system consists of subsystems that also have system properties, that is, they can be represented as lower-level systems.

A control (management) system is a system in which control (management) functions are implemented.

The control system can be represented as the interaction of three elements. The first element is the control subject. As the second control element (management) or the control part of the system that has a managerial impact, the third element of the system is the control object

In the management system of physical culture and sports (as an industry), the subjects are primarily the federal executive body and the executive authorities of the constituent entities of the Russian Federation in the field of physical culture and sports, as well as other state and public administration bodies, and the objects are physical culture and sports organizations of various levels and nature.

The goals of influence differ depending on the specific characteristics of the subject and object of management: for example, if the goal of the Russian Olympic Committee is to ensure a unified policy for the development of elite sports, then the goal of sports federations is to ensure the development of a specific type of sport at all its levels, from mass to elite sport.

In the management system in physical culture and sports, the subject is the head of the organization (collegial governing body), his deputies or heads of individual divisions, and the object is the team of employees of the organization (division) or individual performers.

The goal of management in physical culture and sports is the desired, possible and necessary state of the FSO (industry), which must be achieved.

Defining a goal is the initial stage of the management process in physical education and sports, since its content characterizes a targeted impact.

The management process as an interaction between a subject and an object is carried out using a specific mechanism.

The management mechanism in physical culture and sports is a complex of forms, methods and means that ensure the effective implementation of the goals of physical culture and sports organizations, the most complete satisfaction of the needs of their employees and consumers of the socio-cultural services they produce.

Functions, principles of sports management

Management functions in physical culture and sports are relatively separate areas of management activity that allow for management influence.

There are basic and specific functions of management (governance). Currently, experts have different opinions on the composition of the main functions of management. The most traditional inclusion of such functions as:

Let's take a closer look at each of the functions.

Planning - determines the goals of various sports organizations and the program of action to achieve them. In other words, it answers the questions: “what should I do? How to do?".

Organization - establishes formal relationships during the implementation of planned work among performers. The organization answers the question: “Who will do it?”

Motivation is an activity to create a system of incentives that activates and encourages employees of an organization to work effectively in accordance with developed plans.

Leadership is the process of influencing various members of an organization to achieve the goals set for it. In order to be an effective leader, a manager must constantly expand his knowledge of motivational processes.

Control is an activity that includes monitoring the flow of processes in a managed object, comparing the value of a controlled parameter with a given program, identifying deviations from the program, their location, time, cause and nature.

Analysis – connects the position of the organization as a whole, its divisions and individual employees with the quality of work performed according to its final result. During the analysis process, performance is assessed and performance is compared with the standards established during planning.

Specific functions of physical education and sports management are the result of the division of managerial labor. They can be identified and characterized by the content of management influence on a particular object.

Such functions include:

physical education; organization of physical education and sports work with the population; training of highly qualified athletes in sports; training of sports reserve; holding sports competitions and sports and entertainment events; scientific and software-methodological support for physical education and sports development; organization of production of sporting goods; implementation of international sports relations.

The principles of management in the field of physical education and sports represent the basic rules, regulations and norms of behavior that guide governing bodies and individual managers in the process of exercising managerial influence.

The basic principles of management in physical education and sports include the following:

1. The principle of scientific validity (scientific approach when making management decisions, the use of objective laws and the application of acquired knowledge to ensure optimal management);

2. The principle of consistency in management determines the need to consider the FSO as an integral social system (means a comprehensive study of the applied management decisions, analysis of all possible options for their implementation. It involves linking the solution to problems of sports management with financial, material and technical resources).

3. The principle of the optimal combination of centralization and decentralization in management presupposes the distribution of powers for making specific decisions at each level of the management hierarchy

4. The principle of material and moral incentives. This principle is expressed in the differentiation of wages for FSO employees and professional athletes. Along with material incentives, there is moral incentive in the form of conferring sports titles and awarding prizes.

5. The principle of management optimization means achieving the set goal in the shortest possible time and with the least expenditure of labor, financial resources and material resources.

6. The principle of democratization of management presupposes, along with unity of command, the formation of collective and collegial leadership bodies in the FSO.

7. The principle of legal protection of management decisions provides for reliance in management on existing legislation and legal support for management activities.

8. The principle of combining sectoral and territorial management follows from Art. 72 of the Constitution of the Russian Federation on the joint management of the Russian Federation and the subject of the Russian Federation on issues of physical culture and sports.

Management methods in the field of physical education and sports and the choice of management methods

Management methods in the field of physical education and sports represent specific ways of purposeful influence of the head of the FSO on its employees and monitoring their activities.

The most important thing from the point of view of management practice is the classification of methods based on the specifics of the relationships that develop between FSO employees in the process of joint work. On this basis, management methods are divided into organizational, administrative, economic and socio-psychological.

1. Organizational methods. The essence is that before starting any activity it is necessary to carry out a number of actions to organize it: developing goals, standards, regulations; creation of projects; determination of methods and rules for specific actions. The application of organizational methods creates the basis for activity. They are considered passive and form the basis for the use of active groups of methods - administrative, economic, socio-psychological.

2. Administrative methods (methods of power motivation). Their essence lies in the open and regulated by certain norms of forcing people to engage in any activity. When using them, the leader (manager) takes full responsibility for the result of the activity, while the performer is responsible only for direct non-compliance with instructions.

3. Economic methods:

4. Social and psychological methods. Their essence is in the formation of a psychological climate in the team that best contributes to the achievement of the highest labor results both in a single unit, department and in the enterprise as a whole. Along with the general moral climate, a high assessment of the individual achievements of each employee is applied.

Social and psychological methods include:

Selecting management methods in sports management.

The management method is a specific way of carrying out the functions of sports management and solving management problems. Therefore, it is necessary to find and select from the entire variety of known methods of managing physical education and sports those that have the greatest impact.

The sports manager’s choice of specific management methods depends on the following factors:

Effective application of management methods requires from a sports manager art, constant creative search, close attention to the social dynamics of the functioning and development of physical education and sports, to changes in the internal and external conditions of the activities of a sports organization.

Functional types of management in physical culture and sports(SRS)

The specialization of managerial labor is steadily developing. Therefore, along with general management, so-called functional management is distinguished.

Let us briefly characterize the main functional types of management in physical culture and sports, which in their interconnected totality represent a system.

Strategic management is a management activity consisting of choosing a sphere and a system of actions to achieve the long-term goals of a physical culture and sports organization, taking into account constantly changing environmental conditions.

Strategic management, despite the fact that it is based on such a basic management function as planning, is neither a clearly defined course of action, nor even a specific plan. Its essence is the concept of the activities of a physical culture and sports organization in specific conditions. In this regard, strategic management is the area of ​​activity of the top management of a physical education and sports organization.

Strategic management as a general concept of the activities of a physical culture and sports organization in specific conditions is implemented in various plans and is closely related to such a functional variety of management as program (project) management.

Program (project) management is the activity of managing not permanent, but temporary objects, which are individual programs, projects or a combination of them.

Organizational management is a management activity based on general organizational principles (democratic centralism, hierarchy, a combination of sectoral and territorial management, responsibility, etc.) and aimed at implementing such a basic management function as the “organization” function.

Personnel management is a management activity that includes a set of activities aimed at the optimal formation of the workforce of a physical culture and sports organization and the fullest use of its abilities in the production process.

Innovation management is the activity of managing innovation processes in a physical education and sports organization.

In accordance with international standards, innovation is considered as the final result of innovative activity, embodied in the form of a new (improved) product or technological process, or in a new approach to the provision of socio-cultural services.

The range of innovations in the activities of physical culture and sports organizations is very diverse and can be classified on various grounds - technological parameters, type and degree of novelty, degree of prevalence, areas of activity, etc.

Risk management is the activity of assessing and managing risks that may arise in the work of the FSO.

Risk management characterizes management activities in conditions of uncertainty, the basis of which is increasingly unpredictable market changes. Typically, risk management is associated with economic relations between business entities in connection with risky (venture) capital investments.

Financial management is a type of activity aimed at managing the financial and economic functioning of a physical education and sports organization.

The main task of financial management is to ensure the most efficient movement of financial resources between a physical education and sports organization and its sources of financing, both external and internal. In accordance with this, two main blocks of financial management are usually distinguished: firstly, the “external finance” block, and, secondly, the “internal finance” block (development of estimates, payment of taxes, accounting, audit, assessment of the financial condition of the organization during making management decisions, issuing securities, investments, etc.).

Activity styles of managers of sports organizations(SRS)

"Management Grid"

The effectiveness of the FSO depends on the personal qualities of managers and their work style. The work style arises through integration and interaction between the personal qualities of the manager and the management methods he uses.
Based on the above, the style of professional activity of a sports manager can be defined as a set of principles and the most sustainable methods of management in achieving the main goals of the organization and implementing management functions, as well as the nature of his relationships with subordinates, peers of equal rank and senior managers.
Management theory divides management relations into democratic and authoritarian. In accordance with this, in management theory it is customary to distinguish three management styles: authoritarian, democratic and liberal.
The authoritarian work style is characterized by excessive centralization of power and strict regulation of the activities of subordinates. With an authoritarian style, simplicity in the relationship between the leader and subordinates disappears, trust and respect are lost. A manager inevitably becomes an autocrat in two cases: 1) when, in terms of his personal qualities and level of professional preparedness, he is inferior to the people he manages; 2) when subordinates have too low a general and professional culture and a low level of discipline and responsibility for the assigned work.
The democratic style of work is based on the use of methods of persuasion and positive motivation. This style is based on the consciousness and positive qualities of subordinates; the leader of a democratic style relies on the opinion of the team, provides subordinates with independence in decision-making, and creates the necessary conditions for their work. Such a leader cares about meeting the needs of his subordinates and treats people with respect.
The liberal style of work of a manager is characterized by a lack of perspective and large-scale thinking, lack of initiative and expectation of instructions from above. The leader of the liberal style has little control over the activities of his subordinates, as a result of which management is characterized by low effectiveness.
The management style changes depending on which of the hierarchical directions he communicates with: with subordinate employees or with superior managers. This can change your work style to the exact opposite.
= = =
"Manager's Grid"- a universal means of achieving the unity of social and economic goals in the sphere of production. The manager's grid is built on a combination of two fundamental components of a manager's work: attitude towards production and attitude towards people. Attention to production means concentrating the manager’s efforts on the formation of successful ideas, sales volume, quality of service, implementation of decisions of senior management, etc. Attention to people involves creating a creative atmosphere: attracting staff to participate in decision-making, ensuring a fair payment system, etc. (Manager's Dictionary/Reference Book / Edited by M.G. Lapusta.-M., 1996)
The various positions on the manager's grid express typical patterns of this behavior. The behavior pattern of a manager in which he is completely focused on production is called a task-based management model. At the same time, the manager acts as a demanding leader who monitors the implementation of plans and the discipline of employees. Deviation from the planned plan is considered as the result of a mistake by one of the employees who must be punished. Employees' subordination to the manager's decisions is unconditional; disagreement is considered a violation of subordination. The disadvantages of this model of manager behavior are associated with the presence of conditions that suppress the creative energy of employees and reduce their productivity.
In another model, people are not forced to work, but are encouraged and supported. Their mistakes are forgiven. The emphasis is on informal communication. Employees try to avoid mutual criticism. New goals or ideas that might disrupt people's relationships are not introduced. This model of manager behavior leads to increased costs and loss of productivity of employees.
The optimal model of manager behavior is one that ensures a harmonious combination of the two previous models - the integration of people around production. This is a "group management" model. Here, human relationships are formed on the basis of the problem being solved and the search for effective ways to implement it. Employees are focused on achieving higher productivity and satisfaction with successful results. The manager is responsible for ensuring that goals are clear and realistic.
The “group management” model ensures long-term development of the organization and creative, trusting relationships between employees. The entire culture of the organization must change in the direction of this model, for which technologies of organizational development are used. (Dictionary-reference book for managers / Edited by M.G. Lapusta.-M., 1996)
The management grid is a theoretical matrix that defines the typological methods and methods of management that are used by managers at all levels to regulate intragroup interactions.
In essence, this is a concept developed by American management theory specialists R. Blake and J.S. Mouton, which helps to find the most effective methods of managerial influence on the activities of an organization.
The management grid provides answers to the questions:
- What is he like - an ideal leader?
- What is compromise management?
- What is more important – production goals or the interests of hired employees?
- How to find the “golden mean” between such strategic lines as production and personnel?
The answers to these questions cannot be guessed or understood on your own. Are there specially designed tests so that a manager can understand what management style is characteristic of him?

Experienced and professional HR managers know how to use these tests.

This grid makes it possible to identify 5 characteristic types of managerial behavior:
The type of manager-organizer is also preferable for managing small businesses, where the relationship between managers and subordinates is open. In a small workforce, “management” is usually not emphasized, and management responsibilities are often performed by the manager in parallel with other work within the practical activities of the enterprise. Nevertheless, it is he who bears special responsibility for the results of the team’s activities and the good atmosphere in it. If information flows are interrupted, the matter can be immediately corrected with the help of questions. Without bureaucratic relationships, employees work happily and efficiently.
Extreme points of the Blake grid
1) Completing production tasks at any cost, regardless of personnel? (striving for square 1.9).
If a business is run by an authoritarian-oriented manager, then the company experiences:
- Production tasks are a higher priority than taking care of employees who are directly involved in production.
- The corporate culture in the company is characterized by the term “voluntary prison”
- High staff turnover.
- Strict total control.
- Subordinates do not want to take responsibility, take initiative and solve problems on their own.
2) Creating working conditions that would best meet the needs and desires of subordinates? (striving for square 9.1).
3) “Zero management”, when the manager does not care about anything, neither about production results, nor about working conditions (striving for square 1.1).
4) Ideal relationship - super-successful production and maximum attention to working conditions (striving for square 9.9).

5) The optimal option is when production and personnel issues are given equal attention in a 50/50 ratio (striving for a 5.5 square)
What does this look like in practice?
In principle, “pure types” of a leader who 100% corresponds to one or the other picture most likely do not exist. And this is good. After all, it is not difficult to understand that if a manager fully complies with the first criterion, that is, he focuses exclusively on the “power” line of production, then such managers are considered tyrants.
The second type is a “democrat”, but you won’t be successful with him. When employees do not know what a “deadline” is, they relax, do not strive for anything, and over time depreciate in the labor market as specialists.
The third type of manager - “accidental” - does not stay in office for long - either his company will go bankrupt or he will be fired, because no investor wants his business to fall apart.
The fourth type, in principle, does not exist, just like everything ideal or standard.

Well, the fifth type is a rarity, but it is recommended to strive for this indicator.

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Improving the management system of an educational institution using the example of the Municipal Autonomous Educational Institution of Additional Education for Children "Specialized Children and Youth Sports School of the Olympic Reserve"

Introduction

Chapter I. Theoretical foundations of managing a municipal educational institution

1.1 Management system of an educational institution: concept, functions, basic principles

1.2 Organizational structure of management of an educational institution

Personal qualities and management style of a leader as a factor in the effectiveness of an institution’s management system

Chapter II. Analysis of the management system of an educational institution in the MAOU DOD SDUSSHOR, Sterlitamak

2.1 Characteristics of MAOU DOD SDYUSSHOR Sterlitamak

2.2 Analysis of the management system of an educational institution in the MAOU DOD SDYUSSHOR of Sterlitamak

Chapter III. Project for improving the management system of an educational institution using the example of MAOU DOD SDUSSHOR Sterlitamak

3.2 Plan for the implementation of measures to improve the management efficiency of SDUSSHOR

Conclusion

List of used literature

Applications

Introduction

Managing an educational institution in modern conditions is a complex process, the components of which are the correct choice of goals and objectives, study and in-depth analysis of the achieved level of educational work, a system of rational planning, organization of the activities of student and teaching staff, selection of optimal ways to improve the level of training and education , effective control.

Management of a sports school is the justified actions of the administration and specialists aimed at the rational use of time and effort of coaches - teachers and students in the educational and training process with the aim of in-depth mastery of educational programs in sports, moral education, comprehensive personal development and preparation for a conscious choice of life. positions.

The solution to these issues depends on the ability of the school leader and teachers to creatively use the latest achievements of science and best practices, on relationships in the team, on the activity of coaches and students in educational and educational work.

The effectiveness and competitiveness of modern organizations and the role of the psychological factor in their management are described in her works by V.A. Rozanova.

Lazarev V.S., Potashnik M.M., Frish G.L., Pidkasisty P.I., Slastenin V.A., Rogov E.I., Konarzhevsky Yu.A. devote their works to problems arising in the management of educational institutions. , Shamova T.I.

The personality of a leader in management structures is considered by Ukrainian psychologists Bandurka A.M., Bocharova S.P., Zemlyanskaya E.V. Much attention is paid to the role of the manager in the management system by V.G. Shipunov and E.N. Kishkel.

Solving theoretical and practical problems of managing an educational institution is gaining more and more weight in connection with humanization and democratization, the increasing role and importance of protecting human rights and freedoms, the development of market relations, and the formation of new social structures and forms of management. Therefore, in order to effectively influence the activities of subordinates, a modern leader needs a deep understanding of the fundamentals of organization and management. Although these mechanisms in modern management of an educational institution are still little studied, the existing results of scientific research can significantly expand the manager’s ability to create conditions that contribute to the formation of interest of team members in the productive work of the organization.

An analysis of the literature relating to issues of organization and management, and a study of the experience of management activities show that currently insufficient attention is paid to the management of an educational institution, its qualities and efficiency, and the requirements that a modern, rapidly changing society places on a leader.

The relevance of the chosen topic is due, first of all, to the fact that the general management system in educational institutions does not meet modern requirements. If in the sphere of production and business in recent decades there have been significant changes in the quality of management, then in educational institutions, for a number of reasons, these processes are practically invisible.

This problem is especially relevant for municipal institutions of additional education for children in physical education and sports, where the specifics of the work - the physical development of children, did not require, it would seem, a special organization of management of the institution. This is confirmed by the fact that today there is practically no work on managing an institution in the system of additional education for children. The problem of developing and educating specialists in these institutions has practically not been developed. Previously, a person was considered only as one of the factors of production, essentially no different from machines and equipment, but today he has turned into the main strategic resource of the company's assets in the competitive struggle. This is due to his ability to be creative, which is now becoming a decisive condition for the success of any activity.

All this applies to the organization of work to manage the institution. Therefore, in the last decades, in highly developed countries of the world, the work of personnel services and personnel management services has been restructured, their functions have been expanded, and their status has increased. The effective use of “human resources” increasingly depends on the personnel management system used in the organization, the main goal of which is the provision of personnel, their professional and social development, as well as the correct system of assessment, certification and labor incentives.

The empirical basis of the diploma project was made from several types of sources:

Federal and regional legislation in the field of organization and personnel management of municipal institutions: Civil Code of the Russian Federation, Labor Code of the Russian Federation (relevant sections), federal and regional laws, Federal Law on Education, Federal Law on Physical Culture;

Regulatory and official documents of the autonomous educational institution of additional education for children “Specialized Children and Youth Sports School of the Olympic Reserve” of the urban district of Sterlitamak (Charter, Collective Agreement, job description of trainers and teachers, etc.);

The theoretical basis of the research is textbooks on management and personnel management, articles and publications of periodicals (“Personnel Management”, “Management in Russia and Abroad”, “Man and Labor”), as well as the works of domestic scientists in the field of management, personnel management, such as Kibanov A.Ya., Samukina N.V., Pugachev V.P., Chemekov V.P. and many others Of particular note are specialized Internet sites devoted to management topics, including personnel management.

The methodological basis of the research is the methods of systemic, logical and comparative analysis, analysis of literary sources on the topic of the diploma project.

The scientific and practical significance of the diploma project lies in the fact that the proposed recommendations for building an effective management system for an educational institution in the municipal autonomous educational institution of additional education for children “Specialized Children and Youth Sports School of the Olympic Reserve” of the Sterlitamak urban district have a certain novelty and can be used in the activities of various municipal educational institutions.

The object of the thesis is the municipal autonomous educational institution of additional education for children “Specialized Children and Youth Sports School of the Olympic Reserve” of the urban district of Sterlitamak (hereinafter referred to as MAOU DOD SDYUSSHOR).

The subject of this work is the development of the management system of an educational institution in MAOU DOD SDYUSSHOR.

The purpose of the thesis is to study and analyze the functioning of the management system of an educational institution in the specified municipal institution and develop recommendations for improving the efficiency of the current management system of an educational institution.

To achieve this goal, it is necessary to solve the following tasks:

study of the theoretical foundations of management in a municipal educational institution;

analysis of the management system of an educational institution in the MAOU DOD SDUSSHOR, Sterlitamak;

development of a project to improve the management of an educational institution in the MAOU DOD SDUSSHOR in Sterlitamak.

The practical significance of the research results lies in substantiating the directions for the effectiveness of institutional management in a particular educational institution.

Chapter I. Theoretical foundations of municipal managementeducational institution

1.1 Educational institution management system: conceptse, functions, management principles

The management process always takes place where the common activities of people are carried out to achieve certain results.

Management is understood as the systematic influence of a subject of management activity (one person, a group of persons or a special created body) on a social object, which can be society as a whole, its separate sphere (for example, economic or social), a separate enterprise, firm, etc. etc., in order to ensure their integrity, normal functioning, dynamic balance with the environment and achievement of the intended goal. management educational institution efficiency

Since an educational institution is a social organization and it is a system of joint activities of people (teachers, students, parents), it is advisable to talk about its management.

Social management is carried out by influencing people's living conditions, the motivation of their interests, and their value orientations.

Many scientists define the concept of “management” through the concepts of “activity,” “impact,” and “interaction.”

As P.I. Pidkasisty notes, management is the process of influencing a system in order to transfer it to a new state based on the use of objective laws inherent in this system.

Management as “influence” or “impact” is also defined by Shipunov V.P., Kishkel E.N. ., Bandurka A.M. .

“Management in general,” writes V.A. Slastenin, “is understood as activity aimed at making decisions, organizing, controlling, regulating a managed object in accordance with a given goal, analyzing and summing up results based on reliable information.” And intra-school management, in his opinion, is “a purposeful, conscious interaction of participants in an integral pedagogical process based on knowledge of its objective laws in order to achieve an optimal result.”

Rozanov V.A. notes that management is a system of coordinated activities (measures) aimed at achieving significant goals.

Since today the philosophy of “impact” in school management is being replaced by the philosophy of “interaction”, “cooperation”, the concept of “management of an educational institution” should be defined through the concept of interaction. So, by management of an educational institution we mean systematic, systematic, conscious and purposeful interaction of management subjects at various levels in order to ensure the effective operation of the educational institution.

Currently, the concept of management from the field of business is increasingly spreading to various areas of human activity, including education. However, the concept of management is narrower than the concept of management, since management mainly concerns various aspects of a manager’s activity, while the concept of management covers the entire area of ​​human relationships in “manager-executive” systems. Thus, the theory of school management, in particular, the teaching staff, is significantly supplemented by the theory of intra-school management.

Management theory is attractive, first of all, for its personal orientation, when the activities of a manager (manager) are built on the basis of genuine respect, trust in their employees, and creating situations of success for them. It is this aspect of management that significantly complements the theory of intra-school management.

When talking about the management of an educational institution, one should keep in mind the management system, that is, apply a systematic approach to the theoretical understanding of management activities.

A management system is understood as a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. These activities include management functions, implementation of principles and application of effective management techniques.

Basic management functions are relatively separate areas of management activity.

Functional units of management are considered as special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle. The completion of one cycle is the beginning of a new one. Thus, movement towards higher quality states of the controlled system is ensured.

There are several functions of managing educational institutions. Lazarev V.S. distinguishes among them planning, organizing, directing and controlling. To these main functions Slastenin V.A. adds pedagogical analysis, goal setting, regulation.

A.M. Moiseev, Candidate of Pedagogical Sciences, Professor of the Academy of Advanced Training and Retraining of Education Workers, identifies three large groups of functions of managing an educational institution:

1. Management functions of maintaining stable functioning of an educational institution;

2. Functions of managing school development and innovation processes;

3. The functions of managing the functioning and self-development of intra-school management include actions in relation to the management system of the educational institution itself.

Summarizing the views of these scientists, we will reveal the following functions of managing an educational institution: analysis, goal setting and planning, organization, leadership, control and regulation.

Analysis is a relatively isolated stage (stage) of cognitive management activity, the essence of which is the creative study, systematization, generalization and evaluation of various information about socio-economic conditions, the implementation of legal educational policies, the satisfaction of social needs, and the experience of existing management practices at all levels. .

Based on the analysis of individual, group and public educational needs of the population, the most important social needs are identified: socio-economic, environmental, valeological, cultural, scientific, territorial, pedagogical, everyday, etc., determining the goals and content of education, the market of customers and consumers is determined. The latter include government and management bodies, enterprises and institutions, public organizations, active population groups, families, and individuals.

The function of pedagogical analysis in its modern understanding was introduced and developed in the theory of intra-school management by Yu.A. Konarzhevsky. Pedagogical analysis occupies a special place in the structure of the management cycle: any management cycle consisting of sequentially interrelated functions begins and ends with it. The exclusion of pedagogical analysis from the general chain of management activities leads to its disintegration when the functions of planning, organization, control, and regulation do not receive logical justification and completion in their development.

The effectiveness of management activities is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can study established facts, and identify the most characteristic dependencies. Untimely or unprofessional analysis in the activities of the school director leads, at the stage of developing goals and forming tasks, to vagueness, vagueness, and sometimes to unfoundedness of the decisions made. Ignorance of the true state of affairs in the teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and adjusting the pedagogical process. The main purpose of pedagogical analysis as a management function, according to Yu.A. Konarzhevsky, consists in studying the state and trends in the development of the pedagogical process, in an objective assessment of its results, with the subsequent development on this basis of recommendations for streamlining the managed system. This function is one of the most labor-intensive in the structure of the management cycle, since analysis involves separating parts of the object under study into a single whole and establishing connections between system-forming factors. In the theory and practice of intra-school management Yu.A. Konarzhevsky and T.I. Shamova identified the main types of pedagogical analysis depending on its content: parametric, thematic, and summary.

Parametric analysis is aimed at studying daily information about the progress and results of the educational process, identifying the reasons that violate it.

Thematic analysis is aimed at studying more stable, recurring dependencies and trends in the course and results of the pedagogical process.

This type of pedagogical analysis allows the school director to focus on studying and identifying the characteristics of the manifestation of certain aspects of the pedagogical process, determining their interaction with other parties, components and the system as a whole.

The resulting analysis covers a larger time, space or content framework. It is carried out at the end of the academic quarter, half-year, academic year and is aimed at studying the main results, prerequisites and conditions for their achievement. The final analysis prepares the flow of all subsequent functions of the management cycle.

The substantive basis of the final analysis of the school’s work for the academic year consists of the following areas: quality of teaching; implementation of educational programs and state standards; quality of knowledge, skills and abilities of students; level of education of schoolchildren; the state and quality of methodological work at school; effectiveness of work with parents and the public; the health status of schoolchildren and sanitary and hygienic culture; the effectiveness of the activities of the school council, pedagogical council, etc.

Conducting the final analysis, its objectivity, depth, and prospects prepare the work on the plan for the new academic year.

Goal setting and planning as a function of school management. The process of managing any pedagogical system involves goal setting (goal setting) and planning (decision making). Improving goal setting and planning of management work is dictated by the need for constant development and movement of the pedagogical system.

Slastenin V.A. notes that “the goal of management activity is the beginning that determines the general direction, content, forms and methods of work. When determining the “tree” of management goals, it is necessary to present the general, or as they say “general,” goal in the form of a number of specific private goals, then "is to decompose the general goal. Thus, the achievement of a general, general goal is carried out through the fulfillment of its constituent private goals." .

This understanding of goal setting allows us to move on to comprehensive planning. “To plan future activities,” as V.S. Lazarev writes, “means to determine the goals, composition and structure of the actions necessary to achieve them.”

In the practice of educational institutions, three main types of plans are developed: long-term, annual and current. The following requirements are imposed on them: focus, perspective, complexity, objectivity.

A long-term plan is usually developed for five years based on an in-depth analysis of the school’s work in recent years.

The annual plan covers the entire academic year, including summer holidays.

The current plan is drawn up for the academic quarter; it is a specification of the school-wide annual plan. Thus, the presence of basic types of plans makes it possible to coordinate the activities of teaching, student and parent teams. These plans are strategic in relation to the work plans of teachers and classroom teachers.

The implementation of the planning function in a single management cycle increases the efficiency of the school. The main drawback of school planning to this day remains the absence in the plans of many educational institutions of realistically achievable and scientifically based goals and specific tasks in the planned period, and the lack of orientation of management activities towards final results.

The function of the organization in the management of an educational institution.

Organization is a stage of management aimed at ensuring the choice of the best ways to carry out planned and creative tasks, determining a set of actions leading to the formation of relationships between parts of the whole: instruction, coordination, unification of people jointly implementing a program or goal. The main thing for organizational activity is the question of how realistically, through what actions, the goals of the organization are realized. That is why organizational activity is considered as a performing activity, as an implementation stage of management. .

By its nature, human organizational activity is a practical activity, based on the operational use of psychological and pedagogical knowledge in specific situations. Constant interaction with colleagues and students gives organizational activities a certain personality-oriented focus.

The content of organizational activity can be more fully revealed through its characteristics in relation to all other management functions, each of which presupposes a certain orderliness and organization.

At the stage of realizing the goals of the system, the most important and starting point of the organization is the clear definition and distribution of functional responsibilities of all individuals and departments that form the system. In turn, the distribution of functional responsibilities involves taking into account the level of preparedness of each member of the organization, assessing individual psychological characteristics from the point of view of their compliance with the expected functional responsibilities. Issues of training, selection, selection, placement of personnel are the core of the organizational stage of management in any social system.

In the structure of the manager’s organizational activity, an important place is occupied by motivating the upcoming activity, instructing, developing confidence in the need to carry out this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, and choosing the most adequate forms of stimulating activity. The organizational activity of a manager also includes such a necessary action as assessing the progress and results of a particular case.

The set of actions performed by the subject of management to ensure all these conditions is called management.

When implementing the leadership function, the following main tasks are solved:

1) selection, placement and evaluation of personnel, setting tasks for performers;

2) analysis and regulation of the socio-psychological climate in the team;

3) stimulating the productive activities of subordinates and their self-development;

4) creating conditions for the professional growth of subordinates.

Control is one of the stages of management, consisting in identifying deviations in the actual parameters of the managed system from the standards that serve as evaluation criteria (goals, legislative norms), in measuring and evaluating the results of the program. Due to various restrictions that always exist in the external environment or in the system itself, the set goals are rarely achieved.

The peculiarity of control in an educational institution is its evaluative function - its focus on the teacher’s personality. If the teacher is young, then it affects his professional development; if this is an experienced teacher - on strengthening or weakening his professional position and authority in the school.

The existing practice of intra-school control is not without some shortcomings. Firstly, there is a lack of a control system, when there is no distribution of objects of control among the director and his deputies, when control is organized in the name of a report and a set of the number of lessons or classes attended. Secondly, this is a formalism in the organization of control, when there is no clearly defined goal of the control being carried out, and objective evaluation criteria are absent or not used. Thirdly, the one-sidedness of intra-school control, understood as the control of any one side, one direction of the pedagogical process. For example, only the educational process or only Russian language and mathematics lessons, etc. are controlled. Fourthly, only officials participate in the control, without the involvement of experienced teachers, methodologists, or, conversely, a small participation of administration representatives.

In the process of intra-school control, methods such as studying school documentation, observation, conversations, oral and written control, questioning, studying best teaching practices, timekeeping, diagnostic methods are used, i.e. methods that allow you to obtain the necessary objective information. The methods complement each other; if we want to know the real state of affairs, we should, if possible, use various control methods.

The stage of regulation or correction is closely related to the control function of management, i.e. the process of preventing and eliminating possible or actual deviations from specified goals. The reasons for deviations in the final results may be incorrectly drawn up plans and errors in them, lack of complete and timely information, weak forecasts, errors in decisions made, poor execution, deficiencies in monitoring and evaluating results. At this stage, all control functions are presented in a collapsed form. Regulation and correction can be considered as operational management of current conditions (deviations). In cases where the measures taken do not produce results, there is a need to revise the goals. And this means the beginning of a new management cycle with the deployment of all the main stages of management technology.

The activities of a manager aimed at implementing management functions are based on the principles of management.

The principle of management is the fundamental, fundamental rules that must be observed in the implementation of management to ensure the achievement of specified goals.

Management of an educational institution is one of the types of social management. It is quite natural that in addition to the principles inherent only in school management, it widely applies the principles common to public administration and the process of any labor (the principles of NOT), the principles of social management.

NOTE principles. Any work (productive, pedagogical, managerial, etc.), regardless of its scope, form and content, is subject to certain laws and is based on a number of general provisions. Such basic principles of work activity are: scientific, systematic, optimal, material and moral incentives, perspective, systematic, comprehensive, etc. .

An example of the principles of social management are the principles developed by A. Fayol. Leading among them are:

the principle of the optimal balance between centralization and decentralization in management;

the principle of unity of unity of command and collegiality in management;

the principle of a rational combination of rights, duties and responsibilities in management.

Specific principles of educational system management.

The principle of combining the interests of children's and adult groups comes from these features of the school as a socio-pedagogical system and presupposes, on the one hand, taking into account the peculiarities of the formation and development of a children's team, whose members do not yet have sufficient social experience, provides for the development of children's independence, initiative, and requires the protection of feelings children's self-awareness. On the other hand, adherence to this principle presupposes taking into account the specifics of the adult team. At the same time, it is possible to rely on life experience, social activities, political maturity, responsibility of teachers, a sense of teacher pride, and involves maintaining the authority of the teacher in the eyes of children and their parents.

Pedagogical orientation of management activities at school. Managing a school means carrying out a variety of activities: administrative, economic, organizational, legal, pedagogical. This activity is aimed at solving problems of various nature, for example, strengthening the material and technical base of the school, constructing and repairing educational buildings, supplying equipment, landscaping the territory, school buildings, purchasing furniture, educational visual aids, ensuring sanitary and hygienic conditions, placing pedagogical personnel, staffing classes, regulating school operating hours, monitoring the activities of teachers and students, organizing mass events with students, ensuring cohesion, a creative attitude to work, etc. However, the effectiveness of this activity is achieved when it is completely subordinated to pedagogical tasks.

The principle of normativity. School management should be carried out on the basis of a certain generally accepted regulatory framework, in accordance with existing recommendations regulating various aspects of educational work, regulations, charter, instructions, guidelines, circular letters of the Ministry of Education.

The principle of objectivity presupposes strict adherence to the requirements of the objective laws of the educational process, taking into account the real capabilities of the teaching staff, the real contribution of each of its members, is the main condition for the school’s activities.

The unity of pedagogical positions consists of the formation of a common view on the objectives of the lesson, the importance of extracurricular work, evaluation of the final results of work, leads to the provision of uniform requirements for students, a uniform style of relations between students and teachers, etc.

The principle of combining state and public principles. It is impossible to allow the school to be alienated from society and society from the school, the school to be isolated from the processes occurring in public life, as well as the narrowness and corporatism of the professional interests of teachers. The school has always been faced with the task of uniting the efforts of the state and society to solve development problems, the organic fusion of social and state principles in its management. .

Any system of principles can be used in management. After all, as A. Fayol writes, “the trouble is not a lack of principles. One must be able to operate with principles. This is a difficult art that requires thoughtfulness, experience, determination and a sense of proportion.”

There is a close relationship between the principles and methods of managing the teaching staff. Methods, as defined by P.I. Pidkasisty, are ways and means of implementing management principles and achieving intended goals. . The most well-known methods of team management include methods of making management decisions (brainstorming method, discussion, business game, regulatory method, etc.) and methods of their implementation (methods of collective and individual motivation, administrative methods, etc.)

Thus, the process of managing a teaching staff requires a high level of professionalism from managers. An effective leader is considered to be one who, at the stage of implementing a particular management function, demonstrates only positive personal qualities, using effective principles and methods of interaction with the team.

The effectiveness of the management process, the mood of people in the organization, and relationships between employees depend on many factors: immediate working conditions, the professionalism of personnel, the level of management, etc. And one of the first roles among these factors is played by the personality of the manager.

1.2 Organizational management structureeducational institution

Today it is impossible for one leader to solve all management tasks, so there is a need to build an organizational structure of an educational institution.

Organizational structure is usually called the method of dividing a common goal into subgoals and distributing the latter between subsystems or elements. By determining the organizational structure, the subject of management regulates the powers and responsibilities of participants in joint activities, as well as the rules of their interaction vertically and horizontally.

From a management point of view, an educational institution, like any social system, can be structured into a subject and an object of management. The subject of management includes all those individuals and social groups who organize the management process. Those individuals and groups to whom control actions are addressed act as control objects. Since management in social systems is concerned with people, it takes the form of leadership. Subjects of management are usually called managers and governing bodies, and objects of management are called executors (subordinates), or executive bodies.

The pedagogical system is “a set of interconnected structural and functional components subordinated to the goals of upbringing, education and training of the younger generation and adults” (N.V. Kuzmina).

The internal organizational structure of the system is determined not only by its intended purpose, but also by the methods of sectioning the system, i.e. criteria that are accepted as leading structure-forming factors. For example, with a target division of an organization, its multi-level structure will correspond to a hierarchy or “tree of goals”.

With a multi-level hierarchical management structure, the same persons or bodies can act simultaneously as an object of management in relation to a superior person or body and as a subject of management in relation to subordinate persons.

The structure of a system such as a school is diverse, polystructural; it has a huge number of structures of various kinds, which can be grouped into four main groups.

1) The structure of the school’s material and educational base, i.e. a method of connecting elements such as school buildings, furniture, technical equipment, educational visual aids, technical teaching aids, etc.

2) The structure of the school team, including:

the structure of the teaching staff, which includes methodological commissions for subjects, subject departments, educators, various informal groups, etc.;

the structure of the student body, consisting of groups of primary, secondary and senior classes, various student associations in accordance with the interests of students;

school support staff structure;

structure of the management apparatus (organizational structure of management).

3) Procedural structures are the most mobile, dynamic, manifested in people’s activities. There are a huge number of procedural structures in school, ranging from the structure of each lesson to the innovation process. The system-forming process, uniting and subordinating everything else, is the educational process.

4) The last block in the general school structure is the most complex and least studied - its spiritual structure. This is its philosophy, mission, policy and strategy, organizational culture.

Organizational culture is a system of ideas, values ​​and patterns of behavior shared by all its members, setting guidelines for their behavior and actions, as well as a sign-symbolic system (mythology, rites and rituals, heroes of the organization, organizational taboos, language of communication and slogans).

When considering the management system of a school, the composition of its subjects, the set of management functions, the organizational structure of management (their hierarchical structure, management connections and relationships, subordination and subordination by levels, links and blocks) are usually distinguished.

The organizational structure of a management system is usually depicted in the form of a diagram, a model called an organigram, where, in addition to the subjects, the connections between them are shown: who reports to whom (subordination relationships), who interacts with whom on equal terms (coordination relationships).

There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix. Let's look at the main ones.

Linear - represents the sequence (hierarchy) of individual and collective subjects, arranged in order of subordination from top to bottom, i.e. in relationships of subordination;

Functional, where subjects are lined up in accordance with their functional responsibilities, where coordination ties are indicated;

Linear-functional organizational structure, where connections and relationships of subjects are characterized by both subordination and coordination, i.e. developed both vertically and horizontally;

for schools that have entered the development mode, along with the linear-functional one, there is also a matrix structure in which various mixed management entities are represented (creative groups, organizing committees, research teams, etc.), which are created temporarily to solve one or another innovative problem, Problems.

The most common organizational structure of an educational institution in practice is a linear-functional structure.

Speaking about the organizational structures of management of an educational institution, one cannot fail to mention the levels of the management system. The structure of the management system of most educational institutions is represented by 4 levels of management (vertical structure):

The first level is the school director, heads of the school council, student committee, and public associations. This level determines the strategic directions of school development.

The second level includes deputy school directors, a school psychologist, a children's movement organizer, an assistant to the school director for administrative and economic affairs, as well as bodies and associations participating in self-government. These entities exercise tactical management of the educational institution.

The third level includes teachers, educators, and class teachers who perform operational management functions in relation to students and parents, children's associations, and clubs in the system of extracurricular activities.

The fourth level is co-government - students, class and school-wide student self-government bodies. The selection of this level emphasizes the subject - the subjective nature of the relationship between teachers and students.

Each lower level of the subject of management is at the same time an object of management in relation to the higher level. Each of them has its own structure of bodies, associations, councils, etc., unfolding horizontally.

The fifth and sixth levels in the management structure may appear if several educational institutions are united (CEO level), as well as when some body (for example, a board of founders, a board of trustees, a school conference, etc.). Subjects at this level have the right to appoint and remove a director, distribute finances, and change the purpose and structure of the school.

1.3 Personal qualities and management style of the head of an educational institution as a factor of effectiveness institution management systems

The problem of leadership occupies a special place in the theory of management and organization. Traditionally, leadership is understood as the relationships that arise in an organization in the process and regarding management. The basic principle of management is unity of command. Its essence is that power, decision rights, responsibility and the ability to control processes and relationships in the organization are provided to only one official. Accordingly, a leader is a person personifying responsibility, power and the right to control. The relationship of unity of command largely forms the hierarchical pyramid of the organization.

In the most general form, we can determine the requirements that a leader of any managerial rank in various social organizations meets.

These requirements are determined through professionally significant qualities, by which we mean the individual qualities of the subject of activity that affect the effectiveness of the activity and the success of its development. The answer to the question about the qualities that a leader should have has undergone a significant evolution during the development of management theory (F. Taylor, A. Fayolle, L.I. Umansky, etc.).

Based on a general analysis of research by psychologists in the field of management, all the qualities that a modern leader should have can be divided into five groups:

1) universal human qualities: hard work; integrity, honesty; commitment, loyalty to the word; self-criticism; humanity; tact; justice; determination; altruism; high culture, impeccable morality; energy; performance; consistency; love for your work; optimism; demanding of oneself and others; sense of humor; external attractiveness (neatness, clothing style, etc.);

2) psychophysiological qualities: good health, stress resistance, general level of development, intellectual properties, individual psychological properties (temperament, personality orientation);

3) business qualities and organizational skills: initiative; independence in resolving issues; self-organization (the ability to take care of one’s own and other people’s time, punctuality and accuracy); discipline; diligence; the ability to clearly define a goal and set a task; the ability to change behavior style depending on conditions; the ability to arrange personnel and organize their interaction, the ability to mobilize the team and lead it; ability to control the activities of subordinates; ability and desire to make decisions quickly; the ability and desire to objectively analyze and evaluate results, the ability to stimulate subordinates; creative approach to assigned work; the ability to maintain initiative, the desire to use everything new and progressive; the ability to maintain your authority.

4) communication skills: the ability of a manager to establish business relationships with superior and related managers, with subordinates, the ability to maintain a normal psychological climate in a team, the ability to communicate (speech culture, listening ability, etc.), the ability to speak in public;

5) professional knowledge: knowledge of management science (basics of management, personnel management, etc.); application in practice of modern organizational and management principles and methods; ability to work with documentation. .

If a leader possesses all the above qualities, he can be considered ideal.

Rozanova V.A. notes the following qualities of a leader (manager) that hinder the effective functioning of the organization:

insufficient development of the manager's individual management concept;

mismatch between organizational and personal values ​​and goals of the manager;

insufficient degree of managerial abilities of the manager;

lack of knowledge, skills and abilities of a manager in the field of management activities;

lack of creativity on the part of the manager;

inability to manage oneself;

inability to manage a group;

unfriendly attitude towards staff;

lack of desire for personal growth;

inability to motivate staff;

difficulties in communicating with subordinates;

using an ineffective leadership style;

focus on yourself and your personal goals;

lack of orientation towards solving professional problems;

lack of creativity in work;

conservative behavior of the manager;

the presence of conflicting behavioral tendencies;

the presence of neurotic tendencies of behavior;

A competent leader will never allow so many shortcomings in himself and his activities; he will constantly work on self-development, self-education, improvement and self-education.

All the personal qualities of a leader are manifested in his management style. Management style is a certain system of methods, methods and forms of management activities preferred by the manager. In relation to education, the following leadership styles are used:

Directive-collegial style.

The leader strives to make individual decisions. Distributes powers with the participation of immediate deputies. He is active in his work, which is not observed among his subordinates. The predominant method of management is orders and instructions; requests from performers are rarely carried out.

Shows an active interest in discipline, regularly and strictly supervising subordinates. The main emphasis in work is not on achievements, but on the mistakes and miscalculations of subordinates. The demands on others are very high. The manager allows advice and objections only to his assistants. The attitude towards criticism is negative. He is characterized by endurance. Communication with subordinates occurs only on production issues. Business oriented, i.e. to the task. Has a positive attitude towards innovations, but not towards human relationships. In the absence of a leader, the team copes with the work, but under the supervision of a deputy.

Directive-passive style. The distribution of powers is constantly changing and is inconsistent. The activity of performers is allowed, but is not considered significant. Often resorts to requests and persuasion, but when this does not help, he uses orders. He is strict about maintaining discipline, but does not make any special efforts in this matter. Control over the work of performers is carried out rarely, but very strictly, with the main emphasis on the results of the work. Relies entirely on the competence of employees. Allows subordinates to give advice. Little interested in work. He is careful and tactful with the staff. Subordinates often turn out to be more competent than the leader. He demands unconditional obedience from his deputies. Avoids innovations, especially in dealing with people. Focuses on management functions when significant problems arise. He practically does not deal with issues of the socio-psychological climate in the team. Other people solve these problems for him. In the absence of a leader, the team reduces labor productivity.

In connection with the prevailing scientific interpretations, the directive position in management retains a leading position, because it is most convenient for managers as a familiar standard of relations with subordinates. This standard is unconditionally accepted and implicitly approved not only by the subjects, but also by the objects of management. He personifies the traditional directive style, in which the personal characteristics of the boss matter to the governed only as “fair decisions” on benefits and punishments. A leader can be at the same time an outright dictator and an understanding interlocutor, a caring mentor and an impartial judge - all this is accepted as necessary “fatherly” (maternal) severity, and the actual self-organization of subordinates loses its meaning for them.

The style is passive-collegial. The manager seeks to avoid responsibility and takes a passive position in the implementation of managerial functions. Allows initiative from subordinates, but does not strive for it himself. Allows performers to work independently. The main method of management is requests, advice, persuasion, and one tries not to give orders. Poorly controls the work of subordinates. Surrounds himself with highly qualified specialists, has a positive attitude towards innovations in the sphere of communication with people. Resistant to innovations in the sphere of production. Demands fairly, but rarely. Often follows the lead of his subordinates. In the absence of a leader, the team continues to work effectively.

Mixed leadership style. The distribution of powers when performing managerial functions is carried out between each other and the performers. The initiative comes from both the leader himself and his subordinates. But he tries to take a little on himself if he is not the one taking the initiative. Has a positive attitude towards the independence of performers. The main methods are orders, instructions or requests, but sometimes resorts to persuasion or even reprimands. Doesn't focus on discipline. Exercises selective control and strictly monitors the final result of the work. When communicating with subordinates, he maintains a distance without showing superiority. Pays the necessary attention to production tasks, as well as human relations. There is a normal socio-psychological climate within the team.

Today, regulatory documents require the reorientation of educational leaders to a different style of relations. The most significant for the head of an educational institution is determined to be a reflexive management style, which involves the introduction of such values ​​into the life of the manager as co-management of the learning process, joint goal setting, design, transformation of knowledge content, stimulation of research activities of teachers, etc.

At the same time, implementing a directive style, or declaring the implementation of a reflexive one, heads of educational institutions find themselves in a difficult situation. The first style is branded as authoritarian and unacceptable, but is the most accessible, since it is understandable, unconditionally accepted and implicitly approved not only by the subjects, but also by the objects of management. The reflexive style is required to be introduced from above, officially defining it as the only possible one in conditions of democratization. However, clearly demonstrated examples of public administration (strengthening the vertical of power, growing influence of security forces, control over the media, etc.) indicate the dubious effectiveness of purely reflexive methods of management in Russia.

Each specific leader cannot have only one style. An experienced leader is able to use one or another style depending on the circumstances: the content of the tasks being solved, the specific composition of the group being led, etc.

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Nomenclature of institutions of additional education for physical education and sports, their goals and objectives

In Russia, an effective system for training sports reserves continues to function, which has been developing over the last half century. It is based on children's and youth sports, sports and technical schools (DYUSSH, DYUSTSH), specialized children's and youth (sports and technical) schools of the Olympic reserve (SDYUSHOR, SDYUSTSHOR), schools of higher sports skills (SHVSM).

On the basis of the Law “On Education”, all of the listed sports schools are included in the range of institutions of additional education for physical education and sports. It is supplemented by children's and youth physical training clubs (DYUKPP) and structural divisions of physical education and sports in children's art centers, etc.

It is known that the concept of “sports reserves” in the broad sense of the word is inextricably linked with socially determined factors, including the entirety of society’s achievements in the education of youth, the development of mass physical culture and higher sportsmanship.

In a narrower sense, “sports reserves” are athletes who have achieved a certain level of sportsmanship and are covered by modern organizational and methodological forms of training that ensure further growth in sports results. Today the following classification of sports reserves has been adopted.

Active reserve– promising, age-wise, high-class athletes who are candidates for national teams. They must meet the level of requirements of international masters of sports and successfully perform at major international competitions.

Near reserve– young, gifted athletes who are capable of adding to the number of candidates for the national teams of the country during the Olympic cycle. When determining the nearest sports reserve, a set of indicators is taken into account that determine the further growth of sports results, as well as the possibility of successful performance at junior, youth championships of the world, Europe and other international and all-Russian competitions. The characteristics of the near reserve take into account the age requirements for athletes, length of training and competitive training, and compliance with model characteristics.

Potential reserve- young athletes involved in a certain sport in youth sports schools, sports schools, sports schools of the Olympic reserve.

Sports training of children, adolescents, boys and girls is carried out in accordance with such principles of sports training as focus on maximum achievements; in-depth specialization and individualization; unity of general and special training of an athlete; continuity of the training process; the relationship between the gradualness of the load and the tendency towards “ultimate” loads: the undulation of the load dynamics; cyclical nature of the training process.

On the basis of the philosophy described above, the federal government bodies for physical culture and sports in the country and educational authorities have formulated specific tasks for sports schools at the stages of long-term preparation. The sports school, being an institution of additional education, is designed to promote:

Self-improvement;

Formation of a healthy lifestyle;

Professional self-determination;

Development of physical, intellectual and moral abilities;

Achieving a level of sports success in accordance with abilities.

Based on the patterns of development of sports skills, stages of long-term training of students in sports schools have been established (Table 2).

Table 2. Stages of long-term training for students in sports schools and children's and youth clubs

Legend: + - main function; x - by decision of the founder; * - in non-specialized departments of SDYUSHOR.

The regulatory framework governing the activities of sports schools states that sports schools, whose activities are aimed at developing mass sports, at the initial training stage are tasked with attracting the maximum possible number of children and adolescents to systematic sports activities aimed at developing their personality, approval of a healthy lifestyle, education of physical, moral, ethical and volitional qualities.

At the educational and training stage of preparation the following tasks are set:

Improved health, including physical development;

Increasing the level of physical fitness and sports results, taking into account individual characteristics and requirements of sports programs;

Prevention of bad habits and crimes.

At the stages of sports improvement and highest sports excellence, sports schools, whose activities are aimed at developing sports of the highest achievements, are faced with the task of attracting the optimal number of promising athletes to specialized sports training in order for them to achieve high, stable results, allowing them to enter the Russian national teams.

The modern system of sports schools unites about 4,000 schools of various types, belonging to 9 departments and sports societies, and covers all regions of Russia. About 3,000 children's and youth sports schools (youth sports schools) are focused on the development of mass sports, and 920 specialized schools are focused on training highly qualified athletes. More than 2 million children, teenagers, boys and girls are systematically involved in sports schools and children's and youth physical training clubs, of which 34.5 thousand are high-class athletes. The share of those involved in mass sports and elite sports corresponds to social norms and standards for physical culture and sports of the Russian Federation. Elite sports involve 2.1% of the total number of participants and about 10% of coaches. About 40 thousand full-time specialists work in sports schools and children's and youth physical training clubs.

The activities of sports schools and children's and youth physical training clubs as institutions of additional education are regulated by two regulatory documents: 1) the Law "On Education" and 2) a document of the Ministry of Education and the State Sports Committee of the Russian Federation dated January 25, 1995. entitled “Regulatory framework governing the activities of sports schools” (No. 96-IT dated 01/25/95).

Creation of a sports school. A sports school of any type and name is created by the founder on his own initiative and registered by the authorized local government body in accordance with the application procedure.

The founders of a sports school as an institution of additional education in accordance with Article 11 of the Law “On Education” are:

State authorities, local governments;

Domestic and foreign organizations of all forms of ownership, their associations (associations and unions);

Domestic and foreign public and private foundations;

Public and religious organizations (associations) registered on the territory of the Russian Federation;

Citizens of the Russian Federation and foreign citizens.

The status of the founder(s) determines the organizational and legal form of a sports school or physical training club.

A generalization of experience shows that currently the founders of more than 70% of sports schools in Russia are educational authorities, which finance their schools. About 80% of the total school population is involved in sports schools of educational authorities, and they account for 75% of the coaching and teaching staff.

To register a sports school, the founder submits to the relevant registration authority: an application for registration; the founder’s decision to create a sports school; its charter; document confirming payment of the state registration fee.

The rights of a legal entity of a sports school in terms of conducting statutory financial and economic activities arise from the moment of its state registration. A sports school as a legal entity has a charter, current and other accounts in banking institutions, a seal of the established form, a stamp, and forms with its name.

The rights to educational activities and benefits provided by the legislation of the Russian Federation to educational institutions arise for a sports school from the moment it is issued a license (permit) in the prescribed manner. The license issued to an additional education institution specifies the maximum number of students in the school, control standards and the validity period of this license.

The basis of state guarantees for children in Russia to receive the opportunity to engage in sports school is state and municipal funding.

Organization of the educational and training process. The sports school organizes work with students during the calendar year, the beginning and end of which depend on the specifics of the sport. The main forms of the educational and training process in a sports school are:

Group training and theoretical classes;

Work according to individual plans (mandatory at the SS and VSM stages);

Medical rehabilitation measures and medical control;

Testing;

Participation in competitions and training camps;

Instructing and judging practice of students.

In order to increase the efficiency of sports schools, the State Committee for Sports of Russia approved the “Standard plan-prospectus of the curriculum for youth sports schools and sports schools.

Enrollment in a sports school is carried out on a voluntary basis upon the application of a person who wishes to engage in sports at the age established for the relevant sport and who does not have medical contraindications for this. The formation of training groups is carried out taking into account the stages of preparation highlighted in the table.

The “regulatory and legal framework” establishes the minimum size of training groups and the maximum volume of educational and training work (hours per week) differentiated by the stages of training of students. The procedure for transferring those involved in a sports school to the next year of study, as well as the stage of long-term training, are also regulated. For this purpose, criteria have been established for assessing the activities of sports schools at the stages of long-term preparation, which will be discussed in more detail in the last section of the chapter.

Self-government in a sports school. Article 35 of the Law “On Education” establishes that the management of state and municipal educational institutions, which include sports schools, is based on the principles of unity of command and self-government.

Based on the principles of unity of command and self-government, the sports school is headed by a director who has passed the appropriate certification, appointed by its founder.

The forms of self-government in a sports school as an institution of additional education are the pedagogical council, the general meeting of the workforce, coaching councils of departments and other forms.

Rice. 3. Organizational structure of sports school management

The organizational structure of a sports school includes the head of the educational department, a senior instructor and instructor-methodologist, an accountant and a school doctor, and maintenance personnel (Fig. 3).

The structure of the sports school also includes the administration and maintenance personnel of sports facilities that are on the balance sheet or directly subordinate to the school.

The organizational structure of a sports school is normatively fixed in its staffing table. Staffing table - ϶ᴛᴏ a list of job titles and the total number of permanent positions in the organization, indicating its structural divisions, as well as official salaries for a regular position. The staffing schedule of a sports school is determined by its administration independently, based on goals and objectives, the volume of teaching and training load, financial capabilities and other factors.

The job responsibilities of sports school employees are regulated by the relevant tariff and qualification characteristics and job descriptions. As an example, we can cite the tariff and qualification characteristics of the deputy director of a sports school:

Deputy Director of the Sports School (sample job description )

Job responsibilities. Organizes training, educational and methodological work at the sports school. Responsible for organizing the educational and training process, staffing the school, selecting and sports orientation of students, and improving the qualifications of sports coaches and teachers. Provides intra-school sports competitions. Takes measures to improve teaching and training methods for student athletes. Monitors the content of the educational and training process, the fulfillment by student athletes of the requirements of the educational programs, the quality of knowledge, abilities and skills, the level of physical development and preparedness, and their timely completion of an in-depth medical examination. Heads the work on promoting physical culture and sports, generalizing and introducing best practices.

Must know: normative and methodological documents defining the directions of development of physical culture and sports

in the country; achievements of domestic and foreign science in organizing physical education and sports and training sports reserves; experience of advanced sports schools; basics of civil and labor legislation; fundamentals of economics, labor organization and management; rules of occupational health and safety, industrial sanitation and fire protection.

Qualification requirements. Higher professional education and work experience in physical education and sports organizations for at least 5 years.

The tariff and qualification characteristics of the deputy director of a sports school are determined on the basis of the characteristics of the director. The official salaries of deputies are set 10-20% below the salary of the corresponding manager.

Wage. Monthly wage rates for coaches of sports schools as state and municipal institutions of additional education are determined according to the Unified Tariff Schedule, taking into account various allowances or according to standards for one student.

Economic and entrepreneurial activities of a sports school. The sports school independently carries out financial and economic activities. It has an independent balance and a current account in banking institutions. The activities of a sports school (club) are financed by its founder in accordance with an agreement between them.

The sports school has the right to attract additional financial resources through the provision of paid services, as well as through voluntary donations and targeted contributions from individuals and legal entities, incl. foreign. A sports school has the right to conduct any type of business activity provided for by its charter.

Management in a sports school - concept and types. Classification and features of the category "Management in a sports school" 2017, 2018.

Sergey Altukhov, Deputy Director of the Center for Sports Management of Moscow State University named after M.V. Lomonosov, Ph.D.

The question that we put in the title requires a fairly specific and meaningful answer. In the context of the commercialization of the sports economy, the emergence of the sports industry as an economic category, it is sports managers who solve the main tasks of creating an infrastructure that meets generally accepted world and European standards. There is a popular stereotype that sports managers are those who “trade players.” It's not like that at all. So who are sports managers?

In management theory, there is no single definition of the term “manager”. There are many definitions. All proposed definitions are based on an understanding of the essence of management. The word "management" in its original sense meant the ability to break and manage horses. The basis is the English verb "to manage", which comes from the Latin "manus" (hand). If you follow the logic, then “management” literally means “leading people.”

In modern science, “management” is understood as the process of directing or managing an employee, work group, team, organization, or several organizations operating in a market economy. Management in sports is an independent type of professional activity aimed at achieving goals and implementing assigned tasks within the framework of the activities of a sports organization that operates in market conditions through the rational use of material, labor and information resources. In other words, management in sports is the theory and practice (knowledge, abilities, skills) of effective management of organizations in the sports industry (clubs, federations, leagues, associations, etc.) and organizations of inter-industry complexes of enterprises - the sports industry, sports medicine, sports education.

A manager's performance is judged not by what he does, but by how he motivates and organizes the work of other people. A manager is a hired manager. Sergei Kushchenko, Kirill Fastovsky, Arsene Wenger and Steve Yzerman are also hired managers.

Management activity is one of the most important factors in the functioning and development of sports. Historically, in our country it so happened that sports management was carried out by coaches, instructors, and methodologists. They often combined the educational and training work of a coach with the processes of managing a club, sports society, sports federation, although their job descriptions did not provide for them to perform such duties.

Management in sports, as a special type of professional activity of managers in the sports industry, arises as a result of the division and cooperation of their labor. As we have already noted, the reason for the emergence of sports managers was the market economy, which placed special demands on managers in conditions of economic and sports competition.

Classification of management levels and educational levels

A sports organization has a certain internal structure based on the specifics of a particular sport. This structure includes departments, divisions, groups, and teams. In other words, there are different types of management activities in a sports organization. Along with them, a structure of relationships and subordination appears. This means that managers come at different levels, and they solve different problems.

National Qualifications Frameworks clearly demonstrates the requirements qualification level of management to educational level

Level 9- heads of the Russian Olympic Committee, organizing committees of the World, European, Olympic Games, professional sports associations

Level 8 - heads of the Sports Training Centers for Russian national teams, sports facilities, national sports federations, professional sports leagues and clubs, sports societies, sports facilities, organizing committees of sports and entertainment events

Level 7- heads of sports federations, clubs, functional divisions of sports organizations (departments, directorates, departments, groups), members of complex scientific groups

Level 6- heads of sports education institutions, heads of mass sports work at the place of residence, place of work

Educational levels

AS - graduate schoolM - master's degreeB - bachelor's degree SPO - secondary vocational education

Sports manager functionality

What do sports managers do? The main functions of managers in sports can be represented as follows:

Sports managers work in the governing bodies of the Olympic movement at various levels.

Sports managers are involved in managing sporting events: championships of the city, region, republic, country, World and European Championships, Olympic Games.

Sports managers manage their own sports business projects, commercial tournaments, sports festivals, and mass competitions.

Sports managers are involved in organizing a team, recruiting personnel and athletes, developing ticket programs and various strategies for the organization, working with fans and with stakeholders in the external environment.

The market is characterized by uncertainty of the situation and entrepreneurial risk. They require managers to be independent and responsible for their decisions. The professionalism of a sports manager is manifested in knowledge of the technology of managing an organization and the laws of the market, in the ability to organize coordinated work of a team and predict the development of the organization.

A generalization of the experience of training sports managers at universities and the market demand for specialists in this profile shows that an increasing number of organizations in the sports industry need managers with a certain set of skills. Here are the main ones:

Knowledge of modern computer technologies and programs;

Proficiency in English;

Ability to formulate an organization’s information policy;

Organizing the work of the organization’s office and forming a team;

Knowledge of basic marketing and management strategies;

Knowledge of competition regulations and provisions for the subsequent organization of sporting events;

So far, we have to state with regret that the market mechanism of supply and demand for sports management specialists in our country has not yet been formed. Optimism is added by the introduction of professional standards for sports industry workers and mandatory certification procedures for specialists. This will allow, on the one hand, to conduct an inventory of management personnel in the industry, and on the other, to identify the priorities of management specialties in the general list of sports management positions.

Description of the presentation by individual slides:

1 slide

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2 slide

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I.Creation of a sports school. A sports school of any type and name is created by the founder on his own initiative and registered by the authorized local government body in an application form.

3 slide

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The founder of a sports school as an institution of additional education in accordance with Article 11 of the Law “On Education” can be: government bodies, domestic and foreign organizations of all forms of ownership, their associations, domestic and foreign public and private foundations, citizens of the Russian Federation and foreign citizens

4 slide

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II. Organization of activities of the Youth Sports School. The youth sports school is headed by the director. The form of self-government of the youth sports school is the general meeting and the coaching council. The director independently determines and approves the structure of the youth sports school, its staff, appoints and dismisses the youth sports school employee.

5 slide

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III.Organization of the educational and training process. The youth sports school organizes work with students during the calendar year, the beginning and end of which depend on the specifics of the sport.

6 slide

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The main forms of the educational and training process in the Youth Sports School are: Group educational and theoretical classes Work according to individual plans Medical and rehabilitation measures and medical control Testing Participation in competitions and training camps Instructing and refereeing practice for students

7 slide

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IV. The main criteria for assessing the work of the coaching and teaching staff of the youth sports school. At the stage of initial training - stability of the contingent of students; number of students enrolled in educational and training groups At the educational and training stage - the level of physical fitness and sports results At the stage of sports improvement - the results of student athletes’ performances at regional and Russian competitions At the stage of higher sports excellence - the results of athletes’ performances at republican and international competitions , number of students enrolled as members, trainees in the Russian national team

8 slide

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V. Planning and accounting of the work of the Youth Sports School Planning of work in the Youth Sports School is carried out through the development and systematic maintenance of the following basic documents: 1)Annual plan for educational, training, educational and organizational and economic work of the sports school. Compiled by the school director. 2) Annual plans for working with groups, class schedules, calendar and program of sports competitions and sports events. Compiled by the head of the educational department and senior coach of the Youth Sports School. 3) Schedule of training material by cycles, months and weeks of preparation or work plans of preparation. Compiled by the senior coach. 4) Annual individual training plans for athletes - candidates for national teams of the Russian Federation. Compiled by athletes' coaches. 5) Lesson plans and notes. Compiled by group coaches.

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The work of children's and youth sports schools is recorded using the following documents: Journals, reports and diaries of the educational and training work of coaches Registration books for children who have completed primary training Athletes' registration cards Competition reports Diaries of athletes Books of records of children's and youth sports schools by age group Medical control cards of athletes Minutes of the school's pedagogical councils Methodological developments trainers for education and training Orders and instructions for youth sports schools Reports on camps and training camps Annual reports of the director, senior trainers and doctor of the youth sports school Official correspondence