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Federal Agency for Education of the Russian Federation

State Educational Institution of Higher Professional Education “Izhevsk State Technical University”

Faculty of Economics, Law and Humanities

COURSE WORK

In the discipline "Management"

on the topic: Professionalism and communication skills of a manager

Completed by: student gr.4-21-37z

Romanov A.V.

Head: Medvedeva O.M.

Izhevsk, 2010

Introduction

Chapter 1. Manager's professionalism

§ 1. The concept of professionalism of a manager

§ 2. Personal characteristics of the manager

§ 3. Educational minimum

§ 4. Qualification requirements

§ 5. Self-education and self-development

Conclusion

Introduction

Managerial characteristics, strictly speaking, are those properties of an individual that act as a function of abilities, but they are not. At the same time, their influence on the success of management activities, and on the very possibility of its implementation, and on a person’s preference for this activity as his professional choice (propensity for it) is extremely high.

Chapter 1. Manager's professionalism

§ 1. The concept of professionalism of a manager

The word “professionalism” and its derivatives ( professional manager, professional approach, professional presentation of the case and others) are contained in the vocabulary of many managers. At the same time, simple observations show that there is no clearly defined content behind it. Analysis of the use of the word “professionalism” in business communication showed that most often the following meaning is put into it: good knowledge of one’s business, the right approach to decision-making, an informed choice of effective actions, knowledge and consideration of diverse experience, control of the situation in one’s workplace. Thus, in practical activities this term is more often used to denote general signs of the actions of an employee who successfully copes with his production tasks, and sometimes as a corresponding evaluative metaphor.

An analysis of the use of the term professionalism in management literature shows that it is used in the following meanings:

1) a set of requirements for an employee that correspond to the standards adopted by a professional organization (from the meaning of the concept of profession as a type of activity supervised by a group of people who master a certain field of knowledge and control the entry into their community of new members who fully accept the standards professional activity);

2) a set of characteristics of the subject of activity, reflecting the experience accumulated in a certain field of activity, ensuring high-quality performance of work and achieving high results in a specific type of work (from the meaning of the concept of profession as a type of activity requiring special theoretical knowledge and practical skills);

3) a set of qualities expressing moral and social responsibility for the content and results of professional activity (the concept of profession includes a moral basis: a professional exists to serve others).

In accordance with the first approach, which focuses on the formal aspects of activity, it is believed that we can talk about professionalism if the following conditions are met:

─ the specialist has basic education and advanced training;

─ has skills based on theoretical knowledge;

─ meets the standards of the level of knowledge of representatives of professions, which is determined by the professional organization regulating entry into the profession;

─ follows generally accepted standards of professional conduct.

In this context, professionalism is understood as a set of knowledge and practical skills that meet the standard in a certain field of activity, determining the employee’s readiness to act in an established manner according to the situation. This definition of professionalism greatly narrows the possibility of its use for assessing and analyzing management activities. It turns out to be applicable only to certain aspects and types of management, for which there are accepted standards, but not to the entire content of the work of managers.

This approach also has another weak side. The fact is that mastery of a performance standard is not yet an indicator professional excellence. This is rather a necessary minimum from which the formation of professionalism begins. There are quite a few examples where employees standard set knowledge and skills in a particular field turn out to be narrow specialists, and largely because of this they stop not only in their career, but also in further professional growth. In innovative tasks and processes that occupy an increasingly large part of the work modern manager In most types of business, the possibilities of applying ready-made performance standards are generally limited. In these cases, it is necessary to change and instrumentally enrich even recognized standards.

All this indicates, rather, the incorrectness or incompleteness of the considered concept of the content of the concept of professionalism, rather than its local meaning and limited applicability.

The second approach to understanding professionalism is based on identifying the substantive parameters of a person’s activity, on which the results of his working behavior depend. In this case, professionalism is a characteristic of an employee’s activity that reflects the practical ability to find the most effective ways do some work. First of all, professionalism means that workers apply professional knowledge while doing your job. Work done professionally is usually characterized by the fact that it is based more on fundamental concepts associated with practical experience than on improvised reactions to events due to common sense or patterns of habitual behavior. Professionalism is primarily determined by the level of results of practical activities, assessed according to objective criteria and subjective impressions of interested people. Compliance with standard or requirements special organization– this is a secondary sign of professionalism.

This approach to understanding professional activity is not a fundamental alternative to the first, but it is broader, more flexible (less formalized) and more pragmatic. It can be used by most specialists in a variety of areas of practice, including for analyzing and evaluating the performance of managers at various levels.

The peculiarity of management activity is that its content is very versatile and multifaceted.

The problems solved by managers, as a rule, cannot be attributed to any one specific specialty or particular type of activity: engineering, management, information, economics or some other. Essentially, it simultaneously refers to many of them and includes components of different types of activities. Therefore, developing a model of managerial professionalism is an interdisciplinary task. This means that it should organically interconnect elements of knowledge, experience and practical skills from different fields and professions, which are united by the logic of real tasks and organizational processes of a specific production and business.

Currently, the competency-based approach is most often used to develop a model of professionalism. According to it, professionalism is competence in a specific field of activity. Competence, understood as the practical ability of a specialist to solve specific problems on the basis of systematized knowledge and reflected experience in its application, is used as the main unit of analysis of professional activity.

In this regard, it is advisable to distinguish three types of competencies: subject (subject-industry), managerial and innovative. Subject competencies provide orientation and the ability to act competently in specific production technologies and established types of activities. The varieties of subject competencies correspond to the specialties existing in the industry. They form the basis vocational training specialist of any profile.

Management competencies provide practical abilities to manage production, individual business processes and the business as a whole. They are relatively universal because they are necessary for all industries and areas of production.

Innovative competencies provide the ability to improve production and management technologies and systems. These competencies have the same universality as management ones, because they are necessary in the most different types activities. It is clear that innovative competencies are formed on the basis of developed subject competencies (for specialists) or managerial and subject competencies (for managers).

The identified three types of competencies essentially constitute a general model of professionalism applicable to most specialties. An ordinary specialist needs only subject-specific competencies, a class engineer needs subject-specific and innovative ones, and to a good manager All three types of competencies are required.

Now, to understand managerial professionalism, it is important to take into account trends in changes in the content of the activities of modern managers. In many companies, especially those involved in rapidly growing businesses, ideas about the professionalism of managers have begun to change. The most professional are no longer those who are fluent in the tasks of their current activities, but those who, in addition, quickly adapt to constantly emerging new ones. The rapid change of tasks and main content of activities is becoming more and more characteristic feature for businesses in a variety of industries. Reducing the period between the emergence of new technologies, new production tasks, on the one hand, and the high dynamics of conditions external environment and the corresponding new business requirements, on the other hand, have shifted the emphasis in the content of the concept of managerial professionalism. The main thing for a manager is the speed and quality of mastering new knowledge and competencies, which allows him to change his behavior and quickly adapt to new tasks and operating conditions.

Taking into account the factors considered, the professionalism of a manager is a complex characteristic that simultaneously reflects high level competencies necessary to solve current problems and the ability to master new competencies to solve problems arising in connection with changes in technology and business conditions, ensuring the stability of the results of their activities.

§ 2. Personal characteristics of the manager

Managerial professionalism, as a strict scientific concept, includes not only competence, but also an active attitude towards one’s activities, expressed in two aspects of responsibility: for the results of the work performed and one’s ability to comply with changes in the professional field and business, i.e. for your professional growth. In this regard, there is a need to highlight in the model of professionalism of managers those qualities that determine the growth potential and, accordingly, the effectiveness of the development and self-development of all types of competencies, especially innovative ones (Fig.).

Drawing. Composition of modern managerial professionalism

Thus, the main managerial characteristics are the following.

The first factor is age. In general, there is no direct and unambiguous connection between it and the success of the activity. However, the age factor is undoubtedly very important for its implementation. Firstly, the connection between it and the hierarchical level of managers is shown. Typically, the largest leadership positions (especially in Japanese management) are occupied by people of very mature or even old age. Secondly, the function of age is the wealth of professional experience, and, consequently, the ability to effectively carry out management activities. Thirdly, career advancement occurs in proportion to age (although not automatically). Fourthly, the ratio of productive and reproductive management methods depends on age: the latter, as a rule, increase, and the former, on the contrary. Fifthly, there is also an age-related dynamics in preferred leadership styles - mainly in the direction of their toughening. If we note the most general trend in the dynamics of the effectiveness of management activities depending on age, then it will be positive (with the exception of the oldest age groups of managers).

The next factor is the factor gender also has a certain impact both on the quality and - especially - on the sphere of professional and managerial preferences of the individual. It should be emphasized that modern management psychology is mainly the “psychology of male leaders,” although the Female leader has recently attracted increasing attention from researchers. The main conclusion drawn from the comparative study of women managers and men managers is the following. In general, it is typical for male leaders The best decision some management tasks, and for women - others. However, in general, male leaders still have advantages. Moreover, some personal qualities important for management (such as dominance, aggressiveness, activity) are “gender-linked” factors. In addition, social and role stereotypes of upbringing also influence greater success in performing management functions men.

Factor cultural and educational level. Unlike the first two, it is characterized by a direct positive connection with the effectiveness of management activities. Moreover, it is often a necessary condition for a person to occupy any leadership position at all (though not always, the consequences of which, however, confirm its importance).

Factor socio-economic status. It is not determined by the content of management activities, but in practice, as research shows, it has a strong impact on its success, and in particular on the chances of occupying a particular leadership position and moving up the “management vertical.” As F. Filler noted in this regard, “...one of the most reliable ways to become the president of a company is to be born into a family that owns the company.”

The second group of characteristics effective manager make up personal qualities , determining the success of management activities and thereby acting as a function of abilities. The following main managerial qualities have been identified: dominance, self-confidence, emotional stability, stress resistance, creativity, desire for achievement, enterprise, responsibility, reliability in completing tasks, independence, sociability.

Dominance (literally - dominance, predominance, influence) - a personality trait consisting of the ability and need to influence other people and subjugate them to your will. It is the personal basis for the implementation of the main mechanism for regulating management activities - the mechanism of power relations in it. It is shown that in the presence of fairly strict dominant relations between the manager and subordinates, the latter realize their “working potential” by 60-65%. Dominance is a prerequisite for an authoritarian leadership style. Experienced leaders with pronounced dominance, however, strive to combine authoritarian methods with democratic and participatory ones, which contributes to an even greater involvement of the “working potential” of subordinates; in this case, there is no “reactive strengthening” of the power of subordinates to the “power of the leader,” as mentioned above.

Confidence the leader in himself as the next important personal quality has a positive impact on management activities in two main areas. Firstly, it is a stabilizer of personal efforts - individual activities leader, giving it a kind of core and preventing external disturbing influences. On the contrary, its lack leads to behavior characteristic of the so-called weathervane leaders, who react sensitively and overly flexibly to external influences. Their reactions, however, are so “flexible” that an independent line of behavior is lost. Ultimately, this stems from the amorphous nature of one’s own professional position, uncertainty about its legitimacy and, most importantly, one’s ability to implement it. Secondly, subordinates, as a rule, sense the leader’s state very well. Due to the mechanisms of identification, transference, and empathy, they reproduce the behavioral attitudes of the leader in their activities. If they are negative, then this immediately resonates repeatedly in the activities of many people, acting as a kind of resonator of tension and uncertainty (which, in turn, affects the overall organizational functioning).

Emotional stability, stress resistance and creativity. Regarding emotional stability, the following should be noted. It is important not only for ensuring reliable individual performance of the manager. Psychology describes the mechanism of occurrence of reflected states , when a state developing in one of the members of the group, especially its leader, is induced on other members of the group - both consciously and, mainly, unconsciously. Consequently, the negative states that arise in a leader due to his low emotional stability can be repeatedly reflected in the states of his subordinates. At the same time, they are also amplified many times over. This creates the preconditions for reducing the effectiveness of the entire joint activities groups.

Striving for achievement And enterprise are closely interrelated and in a cause-and-effect relationship. Being the cause and factor of entrepreneurship, the desire for achievement (both personal and professional) is based on one of the fundamental needs - achievement motivation. This need is comprehensively described in the concept of achievement motivation by D. McClelland, who identified, in particular, a number of characteristic features inherent in people with a high level of its development.

Firstly, the reluctance to expose oneself to excessive risks, the ability to set fairly balanced, moderate goals; these people strive to ensure that the risk is controllable and predictable. At the same time, they do not at all avoid risk as such, clearly understanding that risk is an integral condition of achievement and completely risk-free behavior does not lead to tangible achievements, which are in the foreground for them. Secondly, they prefer situations in which the responsibility for overcoming them lies with them personally, and success depends mainly on personal efforts and abilities. In other words, they prefer those situations in which they are in the position of “master” of their behavior. This behavior satisfies another inherent need - the need for self-determination. Thirdly, these people not only do not avoid feedback informing them about the results of their behavior (which is typical for many people), but on the contrary, they have a positive attitude towards it and strive to obtain the most complete and objective information about the results of their behavior. They consider this information as a means on the basis of which they can and should adjust their behavior in order to make it more effective and achieve better results.

Responsibility and reliability in performing tasks are also interconnected and interdependent. Reliability is largely identical to the ability to “keep one’s word”, to achieve such results of activity and to build it in such a way as to ensure the implementation of one’s obligations. Without this, of course, management activities are impossible, and the attitude towards the leader, even if it was initially positive, quickly changes its sign - both on the part of subordinates and on the part of other managers.

Along with this, there are large individual differences to the extent of accepting responsibility. The subjective tendency to avoid responsibility is more common . However, in a number of cases, responsibility can be perceived as a subjectively preferred phenomenon, and then they talk about a unique need for responsibility. It, in turn, is closely related to achievement motivation and the high development of the need for self-determination of one’s behavior. The position of a manager in the management system requires a high degree of development of these needs, which makes these personal qualities professionally significant.

Personal independence. In the management process, different points of view inevitably arise, a clash of individual positions, interests, and opinions. In addition, the manager experiences constant “pressure from above” - from higher authorities. If he does not have sufficiently stable and strong internal resources capable of withstanding these “top” and “grassroots” pressures, if he is conformist, then management acquires chaotic features, and the management style is transformed into a permissive one. While giving some illusory benefits at first (for example, “warm relationships” in the team, a good reputation in the eyes of senior management), such a position is very negative in the medium and long term. On the contrary, it is independent, so-called “inconvenient” leaders who may initially find it difficult to be accepted by the team and enter into conflicts with higher authorities. But in the end they achieve much greater results.

Sociability , being very important in itself, it also acts as an aspect of a more general personal quality- sociability . This is an ability consisting of the ability to build interpersonal relationships, as well as the need to establish broad social contacts. It has numerous manifestations, ranging from a positive perception of contacts as such to the art of building interpersonal and professional relationships and effectively influencing others. The importance of this ability for a leader is determined by the fact that it underlies communication and organizational functions. They are “end-to-end”, “connecting” - i.e. fundamental in the entire structure of management activities.

§ 3. Educational minimum

To perform their complex and responsible functions, managers must have specialized knowledge and be able to use it in the day-to-day work of running a business.

This knowledge and skills are acquired in the process of studying management science, its laws, principles, methods, and means of working with information. And so

As science itself, responding to the growing demands of practice, puts forward and develops more and more new ideas and concepts of management, then management training becomes continuous. Manager working

professionally, necessarily uses those achievements of science in the field of processes, methods, forms of management activities that increase business efficiency.

"State educational standard higher professional education" contains the basic requirements for the professional preparedness of a specialist - economist-manager.

The specialist must:

● have a systematic understanding of the structures and development trends of the Russian and world economies;

● understand the diversity of economic processes in the modern world, their connection with other processes occurring in society;

● have an idea of ​​the priority areas of development national economy and prospects for technical, economic and social development relevant industry and enterprise;

Theoretical foundations and patterns of functioning of a market economy, including transition processes;

Legislative and regulatory legal acts regulating the production, economic, financial and economic activities of the enterprise; legislation on taxes and fees; standards accounting; environmental legislation; basics labor legislation; standards for a unified system of organizational and administrative documentation;

Principles of making and implementing economic and management decisions;

Domestic and Foreign experience in the field of management and rational organization economic activity enterprises in a market economy;

Methods for studying market conditions;

Industry product range, types of work performed and services provided; main technical and design features, characteristics and consumer properties of domestic products and foreign analogues; procedure for the development and execution of technical documentation;

Conditions for delivery, storage and transportation of products, standards and technical specifications for the supply of products; the procedure for developing contracts with suppliers and consumers (clients), monitoring their implementation;

Nomenclature of consumed materials; fundamentals of production technology in the industry and enterprise; specifications, design features and operating modes of enterprise equipment, rules of its operation, organization of maintenance and repair;

Fundamentals of sociology and labor psychology;

Forms and systems of remuneration, material and moral incentives, the procedure for establishing additional payments, bonuses and coefficients wages, development of regulations on bonuses;

Organization of accounting at the enterprise; primary accounting documents;

Organization of production in the industry and at the enterprise, profile, specialization and features of the structure of the enterprise; logistics, organization of warehousing, transport, loading and unloading operations at the enterprise and other support services;

Modern methods of planning and organizing research and development;

Measures of social and professional responsibility in the field of security environment; rules and regulations of labor protection, safety, industrial sanitation and fire protection;

Identify problems of an economic nature when analyzing specific situations, propose ways to solve them and evaluate the expected results;

Systematize and summarize information, prepare references and reviews on professional issues, edit, abstract, review texts;

Use information Technology to solve economic problems at the enterprise;

Special economic terminology and vocabulary of the specialty in at least one foreign language;

Skills for independent acquisition of new knowledge using modern educational technologies;

Skills of professional argumentation when analyzing standard situations in the field of upcoming activities;

Methods economic analysis production and economic activities of the enterprise and its divisions and assessment of the enterprise’s market position;

Methods of pricing and calculating the cost of products at the enterprise;

Methods of studying working time costs and analyzing the quality of standards; methods of labor standardization, development of labor standards;

Methods financial planning at the enterprise;

Determination methods economic efficiency implementation new technology and technology, measures to increase the competitiveness of products, improve organization and management;

and also be able to solve the following tasks by type of professional activity:

organizational and managerial:

Organize production processes at an industry enterprise;

Develop organizational and management structures of the enterprise, regulations on divisions; job descriptions;

Design labor processes and calculate labor standards at an enterprise in the industry;

Calculate schedule standards, draw up an operational production plan, organize operational control over the progress of production;

Develop progressive planned technical and economic standards for material and labor costs;

economic planning:

Develop promising and current plans enterprise and its divisions;

Develop business plans for specific projects (creation or reorganization of an enterprise, development of production new products or types of activities, technical re-equipment or reconstruction of individual production facilities);

Prepare cost estimates for products;

Determine the income and expenses of the enterprise;

Develop wholesale (retail) prices for the company’s products, tariffs for work (services);

Calculate comprehensive cost estimates;

Analyze the environment and the performance of the enterprise;

design and economic:

Conduct feasibility studies of investment projects;

financial and economic:

Develop financial plan businesses and cash flow forecasts;

Form investment plans;

Carry out financial analysis;

Control the management of working capital;

Justify the need and choice of funding sources;

Select objects of financial investment;

analytical:

Conduct an analysis of the financial and economic activities of enterprises of various organizational and legal forms;

Conduct diagnostics of the production and economic potential of the enterprise;

Determine enterprise development trends;

Analyze budgets (estimates);

foreign economic:

To plan foreign economic activity enterprises;

Draw up foreign trade contracts for the enterprise, establish contract prices;

Determine the risks and efficiency of foreign economic activity;

entrepreneurial:

Create an enterprise and organize its activities, develop programs for its development;

Develop marketing policy enterprises;

Determine the competitiveness of the enterprise;

Calculate the most important taxes for the company;

research activities:

Conduct research into the external and internal environment of the enterprise; the main factors shaping the dynamics of consumer demand for the company’s products; scientific foundations of the organization of production and labor;

educational:

Use basic methodological techniques for giving lectures and conducting practical classes;

Apply active methods training.

methods of technical and economic calculations, standards, software packages.

§ 4. Qualification requirements

Qualification characteristics of positions of employees whose functions are related to the formation and development of market economic relations are contained in Qualification directory positions of managers, specialists and other employees. The new characteristics reflect modern requirements and meet the objectives of the reforms being carried out in the country.

The characteristics of the manager's position require special attention. In countries with highly developed market economies, managers are professional managers with special education, often obtained in addition to engineering, legal, and economics. Managers carry out qualified management of the enterprise’s activities ( senior management), his structural divisions(middle management) or ensure implementation certain activities in the business sector (low level).

Top and middle level managers in relation to the current job structure can be considered all managers - directors of enterprises, institutions and organizations and other line managers - heads of workshops and other structural divisions, as well as functional departments.

As for lower-level managers, in the context of the development of commercial activities and small and medium-sized businesses, a need arose to determine their place and functional role as organizers of this activity, ensuring its compliance with the conditions of the external environment (economic, legal, technological and other requirements).

Managers of the relevant profile perform the following main functions: marketing, personnel management, logistics, advertising and information services, etc.

Since the difference between management levels lies in the scale, limits of authority, responsibility, and the degree of detail of the functions performed, the Directory provides job characteristics of a manager (low-level without functional specialization), as well as a personnel manager and an advertising manager. It is these functional areas of activity that especially need workers of the appropriate skill level, and a clear definition of their role and place in existing management structures. If necessary, based on the basic job description manager can be developed qualification characteristics or job descriptions for managers of other specific titles, provided that the functional focus and content of their activities correspond to the manager’s position.

The manager's responsibilities are as follows. Manages the entrepreneurial or commercial activities of an enterprise, institution, organization aimed at meeting the needs of consumers and making a profit through stable operation, maintaining business reputation and in accordance with the powers granted and allocated resources. Based on the strategic goals of the activity of an enterprise, institution, organization, it plans a business or commercial activities. Monitors the development and implementation of business plans and commercial conditions, concluded agreements, agreements and contracts, assesses the degree possible risk. Analyzes and solves organizational, technical, economic, personnel and socio-psychological problems in order to stimulate production and increase sales volumes, improve the quality and competitiveness of goods and services, economical and effective use material, financial and labor resources. Carries out the selection and placement of personnel, motivates their professional development, evaluates and stimulates the quality of work. Organizes connections with business partners, a system for collecting the necessary information to expand external relations and exchange experience. Analyzes demand for manufactured products or services, forecasts and motivates sales by studying and assessing customer needs. Participates in the development of innovation and investment activities, advertising strategies related to the further development of entrepreneurial or commercial activities. Ensures increased profitability, competitiveness and quality of goods and services, and increased labor efficiency. Coordinates activities within a certain direction (area), analyzes its effectiveness, makes decisions on the most rational use of allocated resources. Involves consultants and experts on various issues (legal, technical, financial, etc.) to solve problems.

The manager must know: legislative and regulatory legal acts regulating entrepreneurial and commercial activities; market economy, entrepreneurship and doing business; market conditions, pricing procedures, taxation, marketing fundamentals; theory of management, macro- and microeconomics, business administration, stock exchange, insurance, banking and financial affairs; theory and practice of working with personnel; forms and methods of conducting advertising campaigns; the procedure for developing business plans and commercial terms of agreements, agreements, contracts; fundamentals of sociology, psychology and labor motivation; ethics of business communication; basics of production technology; management structure of an enterprise, institution, organization, prospects for innovation and investment activities; assessment methods business qualities workers; basics of office work; methods of information processing using modern technical means, communications and communications, computer technology; basics of labor legislation; advanced domestic and foreign experience in the field of management; rules and regulations of labor protection.

Qualification requirements are: higher professional education(specialty in management) or higher professional education and additional training in the field of theory and practice of management, work experience in the specialty for at least 2 years.

§ 5. Self-education and self-development

It is known that self-development includes two areas of work on oneself: self-education and self-education.

Self-education is a purposeful and in a certain way organized process of acquiring knowledge necessary for professional activities, developing skills and abilities through independent studies in the workplace and/or outside it.

This definition has the following features: firstly, self-education must be organized in some way and in this regard appears as a kind of system. Secondly, self-education can be considered as a process in which the leading place is occupied by motivation (self-motivation) and the technologies used to obtain knowledge, skills and abilities. Thirdly, despite the fact that self-education is a process characterized by a high degree of autonomy, a specialist engaged in self-education, in order to make this process more effective, must actively communicate with other people (colleagues, subordinates, superiors, etc. ). And finally, fourthly, the organization and technologies of self-education can and do provide a certain level of knowledge, skills and abilities.

Self-education is a purposeful process of developing the best, socially valuable personality traits and categorically prohibiting oneself from bad actions, even thoughts.

The current situation is characterized by the fact that more and more people around the world are striving to continue their education and development after graduating from university. To a greater extent, this desire is determined by external circumstances. Life, including professional life, is becoming more and more complicated these days. New technologies, new principles and methods, ways and means of solving professional problems appear. Computer science and information technology are penetrating all areas of professional activity. To master this, new knowledge and work skills are needed. Scientific and technological progress requires an increase in general educational and professional levels. Social life is becoming more complicated every day. Many concepts are being rethought, and new solutions to eternal problems are being sought. Political life, democratic principles and political pluralism are developing, various shapes property, and new ones acquire interstate connections. All these changes need to be understood and assessed by everyone. This is possible only with the help of appropriate systematized knowledge and self-improvement.

Another reason for the desire to learn, according to psychologists, is the inherent desire for self-improvement in any person, often not even consciously.

To be fair, it should be noted that the above reasons are not the only ones. Any person can begin the process of self-education, motivated by other needs. In general, the American researcher M.S. Knowles groups incentives for self-education into 6 main areas:

1. profession and career;

2. development of one’s own personality;

3. home and family life;

4. using free time;

5. health;

6. collective (social) life.

Self-development also has a number of its advantages and disadvantages. Let's look at the advantages first:

1. there is no clear attachment to a schedule, so you can engage in self-development in any free time and in any place, for example, on an airplane, at the dacha, stuck in a traffic jam, at home before bed, etc. In this case, everything depends only on will and responsibility;

2. independence in choosing content and teaching methods depending on personal characteristics, profession requirements and desires.

On the other hand, there are significant disadvantages:

1. access to necessary sources of information may be difficult;

2. you cannot always rely on organization and responsibility;

3. the establishment of feedback is limited, that is, critical assessment of the results of the student’s actions;

4. very often, due to the complexity of the subject of study, the help of a qualified specialist is necessary.

So, socio-economic life, scientific and technological progress and personal characteristics motivate many to constantly learn and develop in one form or another.

Manager self-development is a process of conscious, purposeful development of oneself as a leader, which includes independent improvement of one’s knowledge, skills, personal and functional qualities, competencies in general, ensuring the effectiveness of professional activities. This process represents the unity of the following components:

· personal development(personal growth);

· intellectual development;

· professional (qualification) development;

· maintaining physical condition (health).

In practical terms, we talk about a person’s professional development in cases where the level of his skill does not just change somehow, but increases by an order of magnitude. Why do some people experience such changes and others do not?

Professional self-development is not a widespread or even typical phenomenon, because not everyone has the qualities necessary for purposeful work on themselves. Self-development occurs only among those who have necessary qualities, the main ones being:

Internal motivation for professional tasks, achieving high results in solving them and self-motivation;

Ability for self-development;

Understanding the content and methodological foundations of self-development.

The effectiveness of a manager’s self-development also depends on external factors:

o organizational and socio-psychological conditions of professional activity, in a broader context - from corporate culture enterprises;

o availability for him of modern information systems, as well as preparedness to work with them;

o methodological support conditions for professional development.

Thus, in order for a manager to engage in self-development, it is necessary that he have: intrinsic motivation professional activity and the ability for self-development.

In this case, a certain level of managerial literacy in issues and methods of self-development is required, as well as the presence of the specified external organizational and methodological conditions.

It should be noted that there can be no self-development without the desire to perform one’s official functions effectively and efficiently. Therefore, the first diagnostic sign of a self-developing manager is his attitude to work.

Motivation for professional development. The level of professional development activity is determined by the structure of motives labor activity manager If in this structure internal motives occupy a dominant position or, even better, one of them is the leading motive, then this ensures that the manager is motivated for self-development. If the leading motive is one of the external motives and there are no internal motives in the manager’s motivation structure in dominant positions, we can talk about a lack of motivation for professional self-development and self-improvement.

Forming motives and changing the structure of motivation for professional activity is a complex and lengthy process. Therefore, it is impossible to quickly create motivation for self-development in a manager if it is not in the structure of his motives. The presence of this motivation is one of the main professional qualities of a manager who is able to independently make a career and achieve success in the process of transformation.

Abilities for self-development. The development of a manager’s personality occurs through the variety of his activities and interaction with other people. But it occurs most actively when versatile professionalism is complemented by targeted self-development. Not all managers have the ability for self-development, as well as the motivation for it. However, unlike motivation, the ability for self-development can be formed and developed quite quickly.

The basis of the ability to self-development is the following skills:

see your shortcomings and limitations;

analyze their causes in your own activities;

critically evaluate the results of your work, not only failures, but especially successes.

These skills are simple and understandable, but not all managers possess them sufficiently, and it is difficult to develop them independently. Therefore, to create the prerequisites for self-development, a manager needs to go through special training, the volume of which is individual for everyone.

Ignoring the development of managers, which is typical for domestic enterprises, leads to the fact that the abilities for professional self-improvement of most managers go through a long path of natural maturation.

The presence of motivation and the ability for self-development indicates that the manager no longer needs external supervision from his professional growth. He himself is capable of making maximum efforts to fully realize his internal potential for professional development and achieve success corresponding to it.

Only a manager competent in these matters can assess real opportunities and choose the right direction for his development. Opportunities are reflected in the development tasks that the manager sets for himself. Objectives can be real or unrealistic. They turn out to be real when they correspond to the achievements available at a given moment. Let's say a manager is on the fifth rung of the ladder of his professional development. The next step to the sixth step or even to the seventh (with extraordinary abilities and extreme efforts) is quite realistic for him. If a manager, being on the fifth step, thinks that he is on the seventh and tries to immediately step up to the tenth, then this indicates that his actions are unrealistic. For example, without having effective communication skills, he will not be able to learn to organize and effectively manage group activities. Such a manager does not understand his real capabilities. Inadequate assessment of one's professional and human qualities- the path to neurosis, and not to success in professional growth.

The first is the formation of skills and qualities that the manager does not have, but which he needs. This, of course, is a difficult task, and it cannot be solved without the help of consultants, teachers and trainers. But organized efforts in this direction of self-development can give the most noticeable effect.

The second is the development of existing positive skills and qualities that can be strengthened if they are improved purposefully. This is the easiest task, which many managers successfully solve without external help, of course, from those who are aware of it.

Third, eliminating shortcomings and limitations that reduce the effectiveness of a manager’s activities and impede professional growth. This is a very difficult task, and most managers need the help of trainers and consultants to solve it.

Theoretically, the most effective path of self-development is when a manager works on himself in three directions at once. But in practice, this path is impossible to implement. Working in any of these areas is a complex and psychologically difficult task.

Conditions for improvement. If you ask a question to the director of any enterprise about the conditions for self-development of managers, you will most likely hear the answer: “Is it really necessary for this? special conditions? After all, this is self-development. Whoever wants to does it does it. In order to improve, a manager does not need exercise equipment, a gym or any equipment. He can do this at home in a chair, on the sofa or at work at his desk.” In reality, of course, things are not so simple. Self-development requires certain conditions and certain resources. To the two most important groups conditions include cultural and personal, which are to a certain extent interconnected.

Condition 1. Organizational culture in the form of established traditions, norms and value orientations can stimulate and support employees’ initiative in self-improvement, or, on the contrary, can completely block it. For example, the former includes an innovative culture, and the latter - a bureaucratic culture.

Condition 2. Senior executives can be an example of a self-developing innovator, as well as an example of a cautious conservative. The dominant style of company management plays an extremely important role in this matter. If he stimulates the participation of managers in discussing the problems of the enterprise, supports the initiative, demonstrates interest in involving staff in solving current problems, does not fundamentally reject risk and does not object to criticism of the traditional order, a favorable moral and psychological environment for self-development is created.

To solve this problem, it is also important for any manager to have some resources.

The first of them is time for self-development. The second resource is access to information. The third resource is the methodological support of production conditions, i.e. a set of activities, educational technologies and training programs that a manager can use for his professional development. It's about not about mandatory events or advanced training courses for everyone, but about the programs that are offered interested employees companies. A manager engaged in self-improvement selects from the proposed set only what he considers useful and necessary for himself, which corresponds to his needs and plans for professional growth.

Creating conditions and resources for self-development, of course, requires certain, sometimes significant, financial costs. For managers who are inclined to save on personnel, it should be noted that a company that has self-developing managers has serious growth potential; a company in which the number of such managers is constantly increasing is promising; a company in which the majority of managers are engaged in self-improvement is already a learning organization. Therefore, creating organizational conditions and resources for the self-development of managers is an effective form of a company investing in its own development.

Conclusion

A laconic, but rather symbolic description of the requirements for a manager is contained in one of the rules of American management - the “7M” rule. According to him, a manager must have abilities that allow him to be responsible for the seven “M”: men (people), method (methods), money (money), machines (machines), materials (materials), marketing (sales), management (management ).

So, the above described those properties and characteristics of the manager’s personality, his professional knowledge and skills, which are factors in the success of management activities and, therefore, act as a function of abilities for it. Many of these qualities closely interact with each other, and their content seems to interpenetrate each other. Hence, in particular, repetitions and duplication of qualities. This reveals one of the most general features of the structure of abilities - their inconsistency and non-summativity. It is denoted by the concept non-additivity abilities.

Due to this interaction and complex nature managerial abilities they are not autonomous entities from each other, but often act as components and even means of realizing each other. For example, sociability, being significant in itself, is necessary means manifestations of another important ability - dominance, since dominance relations cannot be established outside of broad and flexible interpersonal interactions. Personal independence significantly correlates with the intelligence of a leader and uses it as one of the means of ensuring himself. However, intelligence itself as a whole is also a separate, completely independent ability for management activities. The closeness of connection and the degree of interpenetration of management abilities into each other is so expressed that the expression “everything consists of everything” can rightfully be applied to their structure - each individual ability, in fact, is the effect of the unification, convergence of many other abilities and personality qualities.

The word “professionalism” and its derivatives (professional manager, professional approach, professional business management, and others) are found in the vocabulary of many managers. At the same time, simple observations show that there is no clearly defined content behind it. An analysis of the use of the word “professionalism” in business communication has shown that most often it is given the following meaning: good knowledge of one’s business, the right approach to decision-making, an informed choice of effective actions, knowledge and consideration of diverse experience, control of the situation in one’s workplace. Thus, in practical activities, this term is more often used to designate general signs of the actions of an employee who successfully copes with his production tasks, and sometimes as a corresponding evaluative metaphor.

An analysis of the use of the term professionalism in management literature shows that it is used in the following meanings:

1. a set of requirements for an employee that correspond to the standards adopted by a professional organization (from the meaning of the concept of profession as a type of activity supervised by a group of people who master a certain field of knowledge and control the entry into their community of new members who fully accept the standards of professional activity);
2. a set of characteristics of the subject of activity, reflecting the experience accumulated in a certain field of activity, ensuring high-quality performance of work and achieving high results in a specific type of work (from the meaning of the concept of profession as a type of activity requiring special theoretical knowledge and practical skills);
3. a set of qualities expressing moral and social responsibility for the content and results of professional activity (the concept of profession includes a moral basis: a professional exists to serve others).

In accordance with the first approach, which focuses on the formal aspects of activity, it is believed that we can talk about professionalism if the following conditions are met:

• the specialist has basic education and advanced training;
• has skills based on theoretical knowledge;
• meets the standards of the level of knowledge of representatives of professions, as determined by the professional organization regulating entry into the profession;
• follows generally accepted standards of professional conduct.

In this context, professionalism is understood as a set of knowledge and practical skills that meet the standard in a certain field of activity, determining the employee’s readiness to act in an established manner according to the situation. This definition of professionalism greatly narrows the possibility of its use for assessing and analyzing management activities. It turns out to be applicable only to certain aspects and types of management, for which there are accepted standards, but not to the entire content of the work of managers.

This approach also has another weakness. The fact is that mastery of an activity standard is not yet an indicator of professional skill. This is rather a necessary minimum from which the formation of professionalism begins. There are quite a few examples when employees with a standard set of knowledge and skills in a particular field turn out to be narrow specialists, and largely because of this, they stop not only in their careers, but also in further professional growth. In innovative tasks and processes, which occupy an increasingly large part of the work of a modern manager in most types of business, the possibilities of applying ready-made standards of activity are generally limited. In these cases, it is necessary to change and instrumentally enrich even recognized standards.

All this indicates, rather, the incorrectness or incompleteness of the considered concept of the content of the concept of professionalism, rather than its local meaning and limited applicability.

The second approach to understanding professionalism is based on identifying the substantive parameters of a person’s activity, on which the results of his working behavior depend. In this case, professionalism is a characteristic of an employee's performance that reflects the practical ability to find the most effective ways to perform a certain job. First of all, professionalism means that workers apply professional knowledge in performing their work. Work done professionally is usually characterized by the fact that it is based more on fundamental concepts associated with practical experience than on improvised reactions to events due to common sense or patterns of habitual behavior. Professionalism is primarily determined by the level of results of practical activities, assessed according to objective criteria and subjective impressions of interested people. Compliance with the standard or requirements of a special organization is a secondary sign of professionalism.

This approach to understanding professional activity is not a fundamental alternative to the first, but it is broader, more flexible (less formalized) and more pragmatic. It can be used by most specialists in a variety of areas of practice, including for analyzing and evaluating the performance of managers at various levels.

The peculiarity of management activity is that its content is very versatile and multifaceted. The problems solved by managers, as a rule, cannot be attributed to any one specific specialty or particular type of activity: engineering, management, information, economics or some other. Essentially, it simultaneously refers to many of them and includes components of different types of activities. Therefore, developing a model of managerial professionalism is an interdisciplinary task. This means that it should organically interconnect elements of knowledge, experience and practical skills from different fields and professions, which are united by the logic of real tasks and organizational processes of a specific production and business.

Currently, the competency-based approach is most often used to develop a model of professionalism. According to it, professionalism is competence in a specific field of activity. Competence, understood as the practical ability of a specialist to solve specific problems on the basis of systematized knowledge and reflected experience in its application, is used as the main unit of analysis of professional activity.

In this regard, it is advisable to distinguish three types of competencies: subject (subject-industry), managerial and innovative.Subject competenciesprovide orientation and ability to act skillfully in specific production technologies and established types of activities. The varieties of subject competencies correspond to the specialties existing in the industry. They form the basis for the professional training of specialists of any profile.

Management competenciesprovide practical abilities to manage production, individual business processes and business as a whole. They are relatively universal because they are necessary for all industries and areas of production.

Innovation competenciesprovide the ability to improve production and management technologies and systems. These competencies have the same universality as management ones, because they are needed in a wide variety of activities. It is clear that innovative competencies are formed on the basis of developed subject competencies (for specialists) or managerial and subject competencies (for managers).

The identified three types of competencies essentially constitute a general model of professionalism applicable to most specialties. An ordinary specialist needs only subject-specific competencies, a class engineer needs subject-specific and innovative ones, and a good manager requires competencies of all three types.

Now, to understand managerial professionalism, it is important to take into account trends in changes in the content of the activities of modern managers. In many companies, especially those involved in rapidly growing businesses, ideas about the professionalism of managers have begun to change. The most professional are no longer those who are fluent in the tasks of their current activities, but those who, in addition, quickly adapt to constantly emerging new ones. Rapid change of tasks and main content of activity is becoming an increasingly characteristic feature of business in a wide variety of industries. The shortening of the period between the emergence of new technologies and new production tasks, on the one hand, and the high dynamics of environmental conditions and the corresponding new business requirements, on the other, have shifted the emphasis in the content of the concept of managerial professionalism. The main thing for a manager is the speed and quality of mastering new knowledge and competencies, which allows him to change his behavior and quickly adapt to new tasks and operating conditions.

Considering the factors considered,manager's professionalism- this is a complex characteristic that simultaneously reflects a high level of competencies necessary to solve current problems and the ability to master new competencies to solve problems that arise due to changes in technology and business conditions, ensuring the stability of the results of its activities. Managerial professionalism, as a strict scientific concept, includes not only competence, but also an active attitude towards one’s activities, expressed in two aspects of responsibility: for the results of the work performed and one’s ability to comply with changes in the professional field and business, i.e. for your professional growth. In this regard, there is a need to highlight in the model of professionalism of managers those qualities that determinegrowth potentialand, accordingly, the effectiveness of development and self-development of all types of competencies, especially innovative ones (Fig.).

Despite the attractiveness of the competency-based approach, and even taking into account that its potential for improving the professionalism of managers and specialists is far from being fully realized, it is already clear that it needs to be expanded and enriched with new models and concepts that reflect the real processes and mechanisms of management activities. Many examples of successful and unsuccessful management activities, especially in difficult situations, characterized by a high degree of uncertainty, are difficult to explain based only on an analysis of existing competencies. In the process of obtaining stable results in rapidly changing conditions, a professional uses not only competencies, but some other regulators of management activities, which express a unique attitude of responsibility.

An analysis of specialized literature shows that the content of professional activity includes many types of knowledge, skills, competencies and intellectual mechanisms that regulate organizational behavior person. The following set of components of management activity most fully reflects the interdisciplinary structure of managerial professionalism.

Routines- automated actions, skills that are almost unconscious; they are based on constant repetition, familiarity, and standard situations.

Knowledge- a reflection of the current state of affairs, trends, significant and natural connections between phenomena, setting the context for the use of information. Unlike information, knowledge serves as a guide for decisions and actions. To analyze management activities, it is advisable to consider the following types of knowledge:

• descriptive (factual), answering the question “what? Where? When?";
• causal, answering the question “why?”;
• procedural or operational, answering the question “how?” "how?";
• systemic, answering the question “how?” All of this knowledge is interconnected and “as a result of what?” they form something whole that opens up a new vision of familiar things.

Competencies and their main types (see above):

• subject
• managerial
• innovative

Heuristics- independently found ways to solve atypical problems that a person manages to transfer to some other tasks and situations, reducing the amount of time and effort to solve them.

Intelligent Models(principles, schemes, stratagems, mental images) - stable, subconscious assumptions, generalizations and standard algorithms that influence our understanding of the world and the methods of action we choose, including in professional situations.

Individual strategies - general schemes orientations that determine the directions of choice and priorities of action in solving a certain class of problems based on key concepts, personal principles, motivational and value settings.

Paradigms- assumptions and logical constructs that underlie a person's ability to see the world as meaningful and understandable. They set the framework for worldview and the deep meaning of activity.

To assess the role of these elements of professionalism in specific types of management activities, a study was conducted, the task of which was to determine which components are key to the growth of professional skills of managers of energy enterprises.

The experts were managers of energy sales (28 people) and electric grid companies (36 people). Among the experts there were managers of all job levels, but the majority belonged to middle management. They assessed the best and worst managers with whom they had to work or interact, and also self-assessed their own performance, using the above elements of professionalism, presented in expert sheets in the form of subjective polar scales. The best managers meant those who have the most professional qualities and achieves consistently high results in their work, the worst are managers with opposite characteristics and results. After processing, subjective assessments were converted into quantitative indicators on a 7-point scale. The main results of the study are presented in table.

Differences between the best and worst managers were found for all components assessed. However, their levels vary markedly. As can be seen from the table, the strongest indicators of professionalism, both among managers of power grid and distribution companies, are system knowledge, management and innovation competencies, as well as intellectual models.

Somewhat less striking, but also characteristic signs of professionalism for managers in both areas of activity are causal and procedural knowledge, as well as subject competencies. Causal and procedural knowledge are strong indicators of professionalism that correlate well with indicators of management and innovation competencies. In assessments of subject competencies, the differences in their role in the professionalism of managers of different companies are clearly visible. Subject competencies have less influence on the professionalism of managers of sales companies than of electric grid companies. With regard to the role of heuristics, the opposite conclusion can be drawn: they have a much less impact on the growth of professionalism of managers of network companies than of sales companies.

There are no significant differences in the assessments of managers with different levels of professionalism in terms of the development of routines and paradigms. Analysis and discussion of the results showed that routines are a weak indicator of professionalism. Behavioral stereotypes are quite developed in both the best and the worst managers. The paradigm turned out to be a weak diagnostic sign of professionalism for a different reason. This concept is still unusual for most managers who acted as experts; they practically do not use it in their work and analysis of professional activities.

Conflicting results have been found regarding the impact of descriptive knowledge on managerial professionalism. In the work of managers of electric grid companies, this knowledge has almost no effect on the growth of professionalism (the value of the difference between the best and the worst is below the level of statistical significance); for managers of sales companies, the role of this knowledge for their successful work is much higher (the difference indicators are statistically significant at the p = 0 level, 05).

The data on the role of a manager’s individual strategy in the development of his professionalism turned out to be ambiguous. For both the heads of power grid and sales companies, these indicators turned out to be low, although statistically significant (at the p = 0.05 level). At the same time, during the analysis and discussion of the results obtained in groups of managers acting as experts, the individual strategy of the manager was unanimously assessed as an important and specific feature, which has qualitative differences from most other indicators of managerial professionalism. It was noted that the role of this particular component of managerial professionalism increases with the manager’s career growth.

The results of the study allow us to draw the following conclusions.

1. The most stable and diagnostic indicators of managerial professionalism are: 1) systematic knowledge of the content of the tasks being solved and one’s field of activity; 2) management competencies; 3) innovative competencies and 4) intellectual models used to analyze production situations and make decisions.
2. The nature and degree of influence of individual elements of management activity on the development of a manager’s professionalism depends on the specifics and type of business, even within the same industry. In particular, the role of descriptive knowledge, subject competencies and heuristics in the professional activities of managers of electric grid and distribution companies differs significantly.
3. Individual strategies play an important role in the professionalism of managers, but the nature of their influence, as well as the importance of paradigms for the development of management activities, require clarification.
4. Differences in the level of professionalism of management personnel in sales companies have a wider range than in electric grid companies.

Many practitioners underestimate this knowledge, attributing it to theory, which has limited significance in the actual work of a manager. In this regard, there is a tendency to reduce attention to the issues of forming systemic knowledge in additional education And corporate training. The results of this study indicate that these trends in changes in the content of training for managers contradict the logic of the process of their professional growth. In reality, the lack of systems knowledge creates limitations in the development of leaders. To solve effectively management tasks they are forced to systematize the content related to them, which is much more difficult and takes longer to do in the absence or lack of basic system knowledge. The training of managers at all levels of education, including corporate, should ensure the development of all components of managerial professionalism, on which the effectiveness of their activities and the dynamics of further growth depend.

The term "manager" means hired professional managers in production, management specialists. This concept is used quite often. Who belongs to this category?

Director, group leader, boss, manager - all these positions, and the persons performing these functions, can be united by the concept of “manager”.

What does it mean to be a manager? It is difficult to give one absolutely accurate and comprehensive definition. The functions of a manager and the situations in which they are implemented are different. The following important features can be identified:

• 1. The manager supervises the work of one or more employees;
• 2. The manager manages part or all of the enterprise in which he works;
• 3. Some powers are delegated to the manager. He has the right (within certain limits) to make decisions that will have consequences for other employees.

A manager in his organization is involved in coordination, provides leadership and management, and makes decisions.

Managers occupy a certain social stratum in society that plays a prominent role.

The main element underlying the manager is the professional nature of management activities. What is the professionalism of a manager? First of all, the presence of special knowledge and skills in the field of production organization and management, the ability to work with people in various fields.

In the practice of European and Japanese companies, it is more common to “grow” managers in their own companies.

However, in some states it is common practice to hire professional managers.

In our country in past years, under the administrative-command system, the professionalism of the leader was not of significant importance. There was no need for special management training. It was mainly required to understand technology and production technology, and navigate the corridors of power, and be able to build correct relationships with industry and party bodies.

However, the time of the “techie” leader has passed. A modern leader must be a specialist in his field, and above all, an organizer, psychologist, and sociologist.

Modern enterprises are in greater need of specialists technical systems where the person is the center of attention.

Thus, for successful management in a market economy, when each enterprise acts as an isolated producer, a professionally trained leader-manager is needed, who must have a number of qualities.

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