Increasing the effectiveness of organizational support at school. Ways to improve the effectiveness of decisions in education. system municipal government general education

3.1 Implementation innovative technologies to an educational institution

The coming 21st century will be, first of all, a century of innovative strategies, competition, when the survival of enterprises and organizations and their development will be determined by the level of innovation activity, by the extent to which the implemented innovative processes will be dynamic, economical, and effective.

Radical changes taking place in Russian society, confronted the education system with a strict need for its transformation and adaptation to new conditions in order to meet the challenges of the time and provide Russia, on the one hand, with stability, and, on the other, with development and dynamism. The experience of the last decade has shown that the most promising educational institutions are those whose leaders, while preserving the best domestic traditions, improve their management through new and advanced ones.

In modern sociocultural conditions of Russia, the development of the education system is largely determined by how effectively all its links are managed. Development ideas are becoming one of the most powerful driving forces in the education system. Radical changes in the socio-economic structure of society inevitably lead to a change in requirements for education, their differentiation, and the need to meet these new requirements. In such conditions it is impossible to survive without developing, improving and changing. Development becomes the only way to survive. And those who are aware of this have a greater opportunity to effectively enter into new system public relations.

Achieving large-scale change requires a lot of effort and the concerted action of many people. From the idea to its implementation is a difficult path, and there are many obstacles along the way. Therefore, it is no coincidence that the issue of management efficiency is one of the most pressing topics in the theory and practice of management.

Without mastering special management technologies, managers often fail to implement plans for innovative transformations, since innovative processes as an object of management are qualitatively different from educational processes and require other ways of implementing management functions.

Solving the problems facing a modernizing education depends, on the one hand, on an adequate understanding and description of the functioning management system, and on the other, on the introduction into practice of new scientific and pedagogical technologies and achievements in the field of management. Among these innovations is the concept of results-based management. The focus of the entire management system on the final result presupposes not only a special motivational and goal orientation of managers educational institutions, but also new approach to information support, pedagogical analysis, planning, organization, control and regulation of all activities.

The fascination with new forms without a fundamental change in the content of the management process, the lack of a clear program of conceptual transformations lead to the conclusion that sometimes we are not talking about innovations as such, but about “simulation of innovations”, erroneous attempts to identify innovations with experimental work.

Practice allows us to draw the following conclusion: an educational institution is at different stages of innovation. There are differences in the intensity of the transition from the “old” state to the updated one, and there is an uneven distribution of innovations across various directions(about 60% of all innovations are carried out in the content of education, in the forms and methods of training and education). All these processes are closely interconnected with updating the management structure of the educational institution, because If the management system is not reformed, then a number of quite serious obstacles to the implementation of innovations arise. It must be admitted that this aspect of management activity has been least studied.

Thus, the organization of innovation process management at modern stage in the educational system based on a deep comprehensive critical analysis of all sides and aspects of its activities, taking into account the forecast possible consequences innovations appears as a problem that requires prompt understanding on the part of scientists, teachers and practitioners.

People have been talking about innovation in the Russian educational system since the 80s of the 20th century. It was at this time in pedagogy that the problem of innovation and, accordingly, its conceptual support became the subject of special research. The terms “innovations in education” and “pedagogical innovations,” used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

Pedagogical innovation is an innovation in teaching activities, changes in the content and technology of teaching and upbringing, with the goal of increasing their effectiveness.

Innovations in education are considered to be innovations that are specifically designed, developed or accidentally discovered as a result of pedagogical initiative. The content of innovation can be: scientific and theoretical knowledge of a certain novelty, new effective educational technologies, a project of effective innovative pedagogical experience, prepared in the form of a technological description, ready for implementation. Innovations are new qualitative states of the educational process, formed by introducing into practice the achievements of pedagogical and psychological sciences, using advanced pedagogical experience.

Innovations are developed and carried out not by government bodies, but by employees and organizations of the education and science systems.

There are different types of innovations, depending on the criteria by which they are divided:

6) by source of occurrence:

o external (outside educational system);

o internal (developed within the educational system).

7) by scale of use:

Ш single;

Ш diffuse.

8) depending on functionality:

10) based on the intensity of innovative change or level of innovativeness:

Based on the above, we can formulate the basic pattern of innovation design: the higher the rank of innovation, the greater the requirements for scientifically based management of the innovation process.

For a complete and accurate representation of the specifics innovation processes, taking place in the modern Russian educational space, two types of educational institutions can be distinguished in the education system: traditional and developing. Traditional systems are characterized by stable functioning, aimed at maintaining the once established order. Developing systems are characterized by a search mode.

In Russian developing educational systems, innovative processes are implemented in the following directions: the formation of new educational content, the development and implementation of new pedagogical technologies, the creation of new types of educational institutions.

Every year, 3 thousand educational institutions introducing innovative educational programs are selected through an open competition. Schools that meet the requirements determined by the Ministry of Education and Science can apply for state support Russian Federation in order No. 46 of March 7, 2006. The winners of the competition for the implementation of their innovative programs are provided with state support in the amount of 1 million rubles. every school. Funds to encourage innovative educational institutions are sent from the federal to regional budgets in the form of subsidies.

In 2006, 3 billion rubles were allocated from the federal budget for these purposes, and 3 thousand Russian schools received assistance from the state.

In 2006 and 2007, 53 innovative schools received state support of 1 million rubles from the federal budget for the implementation of development programs, and three of them became prize winners twice. These are the Kirov Lyceum of Natural Sciences, Gymnasium No. 1 of Kirovo-Chepetsk and the school in the village of Yubileiny, Kotelnichsky district.

Over the two years of implementation of the national project, Governor's awards of 100 thousand rubles were paid from the regional budget to support the 20 best rural schools implementing innovative educational programs.

Holding a competition among secondary schools intensified their activities in summarizing experience, creating public reports and their own websites. The competition stimulated the development of the system public administration general education. The number of governing councils in schools in the region increased from 433 (2005) to 548 (2007). The Kirov regional non-profit organization “Association of Innovative Educational Institutions of the Kirov Region” was created, which included the winning schools competitive selections within the framework of PNGO. The main task of the Association is to use the potential of lyceums, gymnasiums, schools with in-depth study of individual subjects and participants in competitive selections for the development of innovative processes in the field of education.

Quotas for the number of competition winners are distributed among regions in proportion to the number of urban and rural schoolchildren (Fig. 7).

The following schools are allowed to participate in the competition:

* having state accreditation;

* in which self-government bodies function;

* do not have educational or educational impairments labor legislation;

* having an approved development program;

* being resource (methodological) centers for other educational institutions;

* fully staffed with teaching staff;

* provided with equipment for information and communication technologies of training;

* providing the founder or the public with an annual report on their work.

Fig.7.

A school applying for state support must:

* ensure high quality of training and education;

* use modern educational technologies, including information and communication technologies;

* ensure accessibility of quality education - percentage of students who have not received basic education general education before reaching the age of 15, must be significantly below the regional average;

* provide students with the opportunity to study in various forms;

* effectively implement the development program;

* ensure a combination of the principles of unity of command and self-government (self-government bodies must ensure the democratic nature of decision-making);

* create conditions for maintaining the health of students;

* have positive assessments from parents, graduates and the local community;

* ensure the safety of participants educational process;

* participate in municipal, regional, federal and international festivals, competitions, shows, etc.;

* create conditions for extracurricular activities of students and provide them with the opportunity for additional education.

The following must be submitted to the competition committee:

* application from a school self-government body (council of a general education institution, board of trustees, governing council, etc.) to participate in the competition;

* copies of title documents (license for the right to conduct educational activities, certificate of state accreditation, charter);

* educational institution development program;

* draft cost estimate foreseen for the implementation of the development program;

* certificate confirming the absence of violations of educational and labor legislation of the Russian Federation, certified by the founder;

* certificate confirming availability necessary equipment for the use of information and communication technologies in the educational process, certified by the founder;

* certificate confirming that the educational institution is a pilot (experimental, innovative, etc.) site at the federal, regional or municipal level; methodological (resource, support or sociocultural) center, certified by the founder.

The nomination of an educational institution is carried out by the institution's self-government bodies. Based on the submitted documents, the competition commission registers educational institutions participating in the competition.

Associations of trustees, graduates, experts and scientific directors of educational institutions participate in the examination of the activities of schools; councils of university rectors, heads of primary and secondary institutions vocational education; territorial trade unions workers of public education and science; professional associations of employers, parents and other public organizations. Quantity public organizations As a rule, there cannot be less than five persons involved in the examination.

The examination procedure and the maximum score for each of the selection criteria (from 1 to 10) in each region are established by the competition commission and agreed upon with the authorized executive body of the constituent entity of the Russian Federation.

Based on the results of the examination, the competition commission forms a rating of schools. Based on the rating and in accordance with the quota, the competition commission compiles a list of winning schools. The list approved by the collegial body for the implementation of PNPE is sent to the Ministry of Education and Science of Russia. The ministry accepted lists of educational institutions - winners of the competition in 2007 on paper and electronic media until April 30.

The organizational mechanism for supporting innovative schools is presented in Fig. 8.

Regional quotas for 2006 were calculated based on the number of students in the region (one school per 3,515 people in rural areas and per 7,029 in the city).

Financial support for schools is targeted, and the funds received by the winners of the competition can be spent directly on providing innovative educational programs in terms of the acquisition of laboratory equipment, software and methodological support, modernization of material, technical and educational bases, advanced training and retraining of employees of educational institutions.

1. Project method. Research project as a teaching method. The project method is a comprehensive teaching method that allows you to individualize the educational process, allowing students to exercise independence in planning, organizing and monitoring their activities. The project method allows students to demonstrate independence in choosing a topic, sources of information, and the method of its presentation and presentation. The design methodology makes it possible to conduct individual work on a topic that is of the greatest interest to each participant in the project, which undoubtedly entails increased motivated activity of the student. He himself chooses the object of study, decides for himself: whether to limit himself to the textbook (by simply completing the next exercise), or to read other textbooks provided school curriculum. However, children often turn to additional sources of information (special literature, encyclopedias), analyze, compare, leaving the most important and entertaining.

The initial stage of work on the project - introduction and discussion of the topic is offered in a regular lesson, at the same time basic material, theoretical and practical knowledge is given, children master simple forms.

Practical work on the project begins at the stage of “Reinforcing the material” and “Repetition” and becomes a harmonious part of the unified learning process.

One of the main features project activities, in our opinion, is an orientation towards achieving a specific practical goal - a visual representation of the result, be it a drawing, application or essay.

In teaching English, for example, the project method provides students with the opportunity to use the language in situations of real everyday life, which undoubtedly contributes to better assimilation and consolidation of knowledge foreign language.

The most important feature of the modern educational process is the focus on developing the creative powers and abilities of students. I.I. talks about the role of the research method in teaching a foreign language. Agashkin in the article “Research project as a method of studying in English": "One of the ways to implement a person-centered approach is to awaken active research interests in children, that is, the use of research teaching methods. Research methods are methods through which students are involved in independent creative activity, similar in structure to the activity of a scientist. In their research, students go through all stages of creative search: analyze and compare, prove and disprove, generalize and evaluate.

Different scientists have different assessments of the age-related prerequisites for using research methods in the educational process. According to V.F. Palamarchuk, mastering research methods and achieving a creative level is possible, as a rule, in high school. And in middle and junior classes only elements of research are possible.

Supporters of developmental education D.B. Elkonin and V.V. Davydov, on the contrary, are trying to prove the possibility research activities already at primary school age.

Research methods play a leading role in a number of advanced pedagogical technologies. Since the beginning of the 60s. The idea of ​​problem-based learning is being developed in the literature, the main element of which is a problem situation (I.M. Makhmudov, A.M. Matyushkin). In teaching foreign languages, the concept of “situation”, or more precisely, “learning speech situation”, is one of the central ones. When organizing problem-based learning, a foreign language teacher is faced with the task of creating problem situations with the help of which the students’ thoughts and cognitive needs are awakened, and thinking is activated. However, as the authors themselves note, organizing problem-based learning in practice has certain difficulties, which is associated with the insufficient development of the methodology.

Student research activities are integral part another teaching technology - the project method. In the technology of the learning process, there is a shift in emphasis towards independence, enterprise, activity, and ingenuity of students, and the pedagogical role of the teacher acquires a patronage character.

Back at the beginning of the 20th century. The minds of teachers were aimed at finding ways to develop a child’s active, independent thinking in order to teach him not just to remember and reproduce knowledge, but to be able to apply it in practice. That is why American educators Dewey, Kilpatrick and the Austrian educator Steiner turned to active cognitive and creative joint activities children while solving one common problem. Its solution required knowledge from various fields and allowed you to really see the results. This is how the project method emerged. Currently, the project method is quite well developed technologically and has found wide application, including when teaching a foreign language. The main idea is to shift the emphasis from various types exercises for the active mental activity of students, which requires mastery of certain linguistic means for its development. At the stage of creative application of language material, only the project method, according to the authors (E.S. Polat and others), can solve this didactic problem. At the same time, foreign language lessons turn into a discussion and research club in which truly interesting, practically significant and accessible problems for students are solved.”

2. Problem-based learning technology

The technology of problem-based learning and education is aimed at ensuring the active nature of the pedagogical process and is based on the principles of science, creativity, variability, practical orientation, integration, and consistency. The use of a problem-based activity algorithm leads to increased motivation for educational and cognitive activities, and a deepening of the level of understanding educational material, the constructive attitude of students to such a phenomenon as a problem, the effectiveness of the development of personal qualities.

3. Management of innovation processes at school

In connection with the desire of teachers to improve the educational process in secondary school, innovative activity, understood as the introduction of an innovation that goes through a complex path from idea to tradition and requires a certain attitude, first of all, special management support, is becoming increasingly important. The most effective innovation activity is carried out in the form of methodological, or more precisely, scientific and methodological activity. And here the support that university specialists provide to schools in their overall development in the form of consultations and guidance in this activity is extremely important.

An order to provide this type of activity with scientific guidance ( professional management) is generated by the contradiction between the impossibility of adapting the results of scientific developments in a mass school within its own resources and the need to introduce innovative educational technologies that allow the school to develop.

It is known that the results of scientific research carried out in universities and scientific organizations of the education system cannot be used directly in schools, since most often they lack the methodological component necessary to adapt them to certain subject contents and specific conditions of educational institutions.

We formulated the main tasks of managing innovation processes as follows: searching, studying and selecting applied scientific developments that are significant for the school, creating a need among the school staff to use their results in pedagogical practice. These aspects act as the content of one of the aspects of interaction between the university and the school. The second side is the joint creation of projects for the adaptation and implementation of scientific developments into school practice and the implementation itself.

It should be noted that the practice of innovation reveals a number of difficulties that the scientific supervisor eliminates primarily through the organization of scientific and methodological activities. Its initial purpose is to create conditions for providing the teacher with the means of educational and methodological activities, in particular, in the direction of increasing the effectiveness of training sessions. Thus, scientific and methodological activity, acting as a form of innovative activity, performs a service function to ensure the development of school teaching practice.

Research results (A.I. Prigozhiy, E. Rogers, etc.) confirm that in management innovation activities how significant appears psychological aspect. It acquires particular significance in the teaching staff, since the objects and subjects of activity are students and teachers.

Processually, in the psychological analysis of managerial activity, we consider the three parts as three stages. Firstly, the psychological adaptation of school administration to innovation. Secondly, the psychological preparation of the school’s teaching staff to perceive innovation. Thirdly, overcoming the psychological difficulties of innovative activities of teachers.

At the first stage, the scientific director, first of all, defining the concept of school development, selects the theoretical foundations for the development of the educational process and its organizational structure of an innovative type. Having agreed on the main directions with the administration and, thereby, removing its psychological barrier, he helps to develop the project taking into account the state of the team - its readiness for innovative activity.

In a team, as a rule, three groups are formed in relation to innovations: supporters of innovation, willing implementers and opponents of any changes. Each category of teachers is characterized by a special specificity of self-determination. Therefore, at the second stage, in the process of forming a social order in the form of coordination of individually and socially significant values, needs, value orientations, motivation procedures, goal setting, situation analysis, formulation of problems and tasks, etc., which are necessary for everyone as attributes of a conscious attitude to professional activities, difficulties arise. And from the standpoint of management psychology, the most effective form of removing them when going through these procedures, we chose the proven effective work in groups and microgroups. After discussing all the difficulties, an innovation project is drawn up, which becomes the basis for developing a school development program for the next few years. The program, in turn, opens up the opportunity for every teacher to get involved in its implementation through participation in scientific and methodological activities.

The main value of targeted scientific and methodological activity for a school teacher is that he borrows the position of a researcher, the mastery of the specifics of which he needs first of all when introducing modern methods of developmental education.

Involvement in scientific and methodological activities requires the teacher to activate reflexive abilities to correlate the norm and implementation, difficulty and project for its removal, need and self-determination. The mechanisms of self-awareness that underlie socially and value-significant self-determination begin to more actively form. The changes that occur in the way teachers act are reflexively recorded by the supervisor, analyzing, evaluating and taking into account the result in developing proposals for adjusting the school development program, the self-development trajectory of each teacher, including the concept and social order of the school.

Consequently, the dynamics of the content of scientific and methodological activity in secondary school begins to determine the specifics of managing this activity.

Summarizing the above psychological aspect, we can build the logic of the sequence of actions of a manager in managing innovation activities as a whole:

Registration of a social order: formation of the need-motivational sphere of participants, removal of barriers of rejection, building an idea of ​​​​the possibility of obtaining a positive result from innovation.

Resource support for the order: building a project to support innovation, determining criteria for selecting resources, adjusting and approving the order.

Programming: development of an innovation program, selection of resources, organization of performance activities.

Control: comparison of the norm and the real result, establishing inconsistencies between reality and the norm.

Adjustment: reflexive analysis of innovation processes, correction of inconsistencies between reality and norms.

Problematization of the order: identification of order defects, mental modeling of innovation, mental problematization and de-problematization of previous activities, construction of conceptual ideas, coordination of the hypothesis (idea) with the customer.

Correction of the order: correction of the order for innovation, mental return to the situation of understanding and accepting the order.

The above procedures constitute the core of the technology for managing innovation activities in an educational institution.

In conditions where the old management system, based on a centralized and rigid government regulation, has largely disappeared, there is a need to build a new system, individual elements of which, of course, are already manifesting and functioning, but the system itself as an integral structure does not yet exist.

One of the elements of education management, namely the subjects of educational policy, was considered by us in the previous chapter. The administrative reform carried out in the country has changed the organizational structure of management, but it is hardly possible to talk about a qualitative improvement in management. The desire to avoid duplication of functions of various bodies has led to the complication of coordination between these bodies, and the decision-making process at various levels has also become more complex. An attempt to introduce results-based management should be considered as a positive element of the ongoing reforms. However, there are other technologies and models for managing the educational system, the use of which can significantly improve the quality of functioning of this system and ensure its progressive development. Before moving on to consider other proposed ways to improve the efficiency of management of the educational system, we note the basic principles of education management in modern conditions, on the basis of which state policy in this area should be built.

The most important feature of education management in modern conditions is that educational problems must be solved not only at the level of the educational system itself. Solving these problems becomes a component of national policy. That is, education management should be carried out not only by specialized educational ministries, but also be a component of large government programs covering all spheres of public life. Carrying out a unified state policy in the educational system is an important task of education management both in Russia and in many other countries. Only a high priority for education in state policy can ensure the necessary level of management of the education sector in the modern world. At the same time, the priority of education should not only be proclaimed, but also consistently implemented in political practice.

The global nature of the emerging educational system requires effective management processes of its development at the interstate and international level. At the same time, it is not just international contacts of educational ministries that are needed, but the implementation of large interstate, global programs in the field of establishing a new educational system.

The essential features of managing the new educational system are determined by the fact that it has complex structure. The main subsystems of the modern education system are:

• Ш theoretical-methodological subsystem, which is a system of methodologies of the educational process, theories of learning, methods of teaching academic disciplines;
• Ш pedagogical subsystem, which is a system of didactic schools and theories of the educational process, the basic principles of pedagogy;
• Ш technological, which is a set of technologies for managing the educational system;
• Ш organizational, i.e. a set of organizational techniques applicable in the management of modern education;
• Ш economic, i.e. a complex system of economic support for the effective management of the modern educational system, including funding from the federal budget, budgets of federal subjects and local budgets, self-financing, etc.

All of them are in complex interaction with each other and with other spheres of public life (see Fig. 4).

Therefore, the most important principle of education management at all levels: interstate, national, regional, municipal, as well as the level of an educational institution, should be the principle of consistency.

Fig.4. General structure modern education system

Educational management in modern conditions is focused mainly on solving problems:

organizing such access to education that would satisfy the educational needs of people in the 21st century (education should become accessible from early childhood throughout a person’s life);

ensuring equal access to education for all people at all levels of education;

improving the quality of education and achieving its relevance, i.e., meeting the needs of society;

a sharp increase in the efficiency and productivity of the educational system.

All these problems must be solved in the context of an increase in the number of students with an almost universal reduction in government funds allocated per student. The complexity of the problems, combined with a reduction in government funding, requires a reconsideration of the roles and functions of the state, enterprises, educational institutions, families, and students themselves in the financing and organization of education.

We will consider the following technologies as such:

• 2. introduction of state and public management;
• 3. expanding partnership between business and government;
• 4. development of the principle of autonomy of educational institutions;
• 5. development of infrastructure for informatization of education;
• 6. application of new mechanisms for financing education.
• 1. carrying out reengineering of educational activities;

The fundamental difference between the modern education system and the traditional one lies in the specifics of its technological subsystem. This technological element is extremely underdeveloped in classical education, which relies mainly on face-to-face teaching and printed materials. Modern education uses a rich arsenal of new information technologies.

A very common misconception among specialists in the field of education is the idea that the use of computers and telecommunications, new technical means in the educational process is the only thing necessary to modernize education. From this point of view, it is enough to install computers, telephones, video cameras, satellite dishes and other equipment, teach teachers to use them, and the main problems of education related to its quality, mass scale and efficiency will be solved. That is, in accordance with this position, the use of new information technologies (NIT) in the educational process leads to radical changes in only one subsystem of education - the technological one, while its other subsystems do not change significantly.

However, the use of new information technologies only leads to solving acute problems modern education, when the development of the technological subsystem of education is accompanied by radical changes in all other subsystems: pedagogical, organizational, economic - and even significantly affects the theoretical and methodological foundations of the educational system. Thus, new technologies can only be effective in education when they do not fit into the existing educational system, but are included as an element in the new education system.

Of course, at the beginning of the development of computer technology, some teachers began to use them in their work within the framework of the old educational system. However, powerful technological progress makes such work ineffective and simply impossible.

The development of information technology entails the formation of a fundamentally new educational system, which can ensure the provision of educational services to millions of people High Quality while reducing unit costs for education. It is not a teacher who uses new technical means in the old educational system, i.e., with old pedagogical methods, economic mechanisms and labor organization, but rather a teacher operating in a new educational system that ensures the successful functioning of education in the modern world.

Thus, the use of BIT in education should be considered as a strategic decision focused on the formation and development of a new educational system. At the same time, in the field of education, as in many other areas of activity, in last years Not technical, but organizational, social and economic problems of using new information technologies have become especially relevant. Technical solutions are being standardized, the price-performance ratio of information systems is constantly decreasing, but the use of new technologies does not always lead to increased productivity and operational efficiency.

Modern information technology culture involves focusing not on technical issues when implementing BIT, but on organizational, social and economic ones. Currently, we are talking about restructuring and reengineering of the entire educational process, and not about private technical solutions.

So, a systematic approach to the management of modern education involves reengineering activities in the field of education. Its goal is a radical improvement of the entire education system, its radical transformation based on the use of scientific and technological information, leading to an increase in the quality and efficiency of education.

It is necessary to highlight the conditions conducive to reengineering Melyukhin I.S. Information technology and business. M.: "Garant-Park", 1997, p. 31., which seem relevant for the field of education. Such conditions include the following:

• 1. The success of reengineering depends significantly on the commitment of managers educational organization ideas for this strategy; reengineering projects must be carried out under the control of the first manager;
• 2. employees who develop the reengineering project and monitor its implementation must be endowed with the necessary powers and be able to create an atmosphere of cooperation in the educational organization;
• 3. projects focused on growth and expansion of educational activities are more likely to succeed than on reductions and reductions in costs, since people usually rally around large initiatives with enthusiasm;
• 4. the success of reengineering also depends on the extent to which managers and ordinary employees of the organization understand how to achieve strategic goals;
• 5. The reengineering project should have its own budget, especially if intensive use of new information technologies is planned.

Thus, efficient use in the education of modern computer and telecommunication technologies involves reengineering of educational activities, significant changes not only in the technological subsystem of the educational system, but also in all its other main subsystems - pedagogical, organizational, economic, theoretical and methodological. Each of these subsystems, in turn, represents an integral system consisting of many elements. At the same time, all subsystems of the new educational system are closely interconnected and interdependent. Everything that happens in any one subsystem has an impact on all other components of the emerging holistic educational system.

Such a systematic view of the processes of formation and development of an educational system based on scientific and technological information should become the basis of education management in the modern world, since only with a systematic approach to education management is it possible to increase its effectiveness.

The second direction for improving the management of the education system is implementation state-public management, involving various social institutions, mainly enterprises and families, as well as reconsidering the role of educational institutions and students themselves in organizing and maintaining the educational process.

The role of the student in the organization of his education becomes more significant, since the modern educational process is increasingly turning into a process of self-learning, when the student himself chooses his educational path in a detailed learning environment; at high levels of education, the student participates in paying for the learning process.

The role of the family in organizing and financing the education of its members is strengthened insofar as the family participates in paying for education, often in choosing an educational institution, thereby to some extent influencing the content of education; In telecommunications-based distance education, the family actively contributes to the creation of a learning environment.

The role of enterprises in the management of the education sector is now determined by the fact that they finance education through the taxation system; directly involved in the financing of educational institutions, mainly higher levels education; take on educational functions, developing on their basis a system of continuing education (in recent years, often on the basis of open flexible distance learning using modern computer and telecommunication technologies).

In April of this year, the President of the Russian Federation met with representatives of the business community, which once again emphasized the need and possibility of partnership between business and the state in the field of education. The inconsistency of the content and structure of education with the requirements of the labor market is one of the main problems of both modern education and modern business, and this problem must be solved together. Firstly, to provide the labor market with the necessary personnel, it is necessary to create a labor market forecasting system. Today, in fact, the only source of information for education about the needs of the economy for certain personnel is the annual forecast of the country’s socio-economic development. Obviously this is not enough. Secondly, the most important task facing all states today is to ensure accessibility to education, especially higher professional education. And in this direction, the active participation of business is necessary, in particular in the development of the field of educational loans, which was also mentioned at the meeting of the President with the business elite.

Active participation of business in development educational sphere possible only if extensions autonomy educational establishments. Until recently, government education authorities in many countries directly supervised the work of public educational institutions. In Russia, under the conditions of a command-administrative system, such direct leadership took the form of distributive, directive, bureaucratic management of education. However, in modern conditions, such an education management system turns out to be ineffective from both economic and pedagogical points of view. The state faces the need to reconsider its role in the field of education.

If earlier educational institutions were completely administratively subordinate to state educational management bodies and were in fact, as it were, divisions of these bodies, then in the new educational system the state promotes the development of the autonomy of educational institutions, their administrative independence. Behind government agencies education management remains the function of developing a strategy for the development of the educational system and regulating the processes of implementing this strategy. In relation to educational institutions, the state is actively transforming from a direct manager into a customer and consumer of educational services.

State educational authorities are increasingly acting as buyers of the services of educational institutions; the functions of these bodies are increasingly moving from the sphere of production of educational services to the field of protecting the interests of consumers of educational institutions' services. In the new educational system, the basis of the relationship between educational authorities and educational institutions is the system of concluding contracts for the fulfillment of orders for training by educational institutions. For the effective functioning of this system, the state promotes the development of a full-blooded market situation in the field of education, competition both on the side of producers and on the side of consumers of educational services. The principle of development of competitive educational environment, creation saturated market educational services is the most important principle of modern education management. The implementation of this principle involves the development of new economic mechanisms in the field of education.

Development computer And telecommunications technologies is one of the leading factors in the formation of a new educational system. Their constant improvement at an unprecedented pace in recent decades stimulates and accelerates innovation in the field of education.

However, quite often new information Technology are introduced into the educational process largely by accident, simply because teachers have access to some of these technologies. Thus, the literature on distance education is dominated by simple descriptive reports on the use of one or even a number of telecommunication technologies in the educational process, from which it follows that the authors of these reports were attracted and surprised by the very possibility of using modern technologies in the field of education. The main conclusion they often make is that modern telecommunications can be used in the educational process. However, such a conclusion is usually new only for the authors of these reports, and not for the theory and practice of modern education. It also follows from these reports that new technologies are often used in education without any analysis of the effectiveness of their use. What is important is the fact of using these technologies, and not its consequences.

The experience of developing BIT-based education shows that the random use of technology in the educational process cannot be sufficiently effective. The process of integrating computer and communication technologies into the educational process should be based on the development and implementation of the principles of effective management of the development of the technological basis of the educational system.

In education, it is not information technology itself that is important, no matter how modern and sophisticated it may be, but the extent to which its use serves the achievement of educational goals. Therefore, the use of information technology involves, first of all, solving the problem of adequate choice of technologies.

This choice is made by regulating the connections between information technologies and the learning process, that is, primarily between the technological and pedagogical subsystems of the educational system. At the same time, it is also important which of the technologies, provided that the learning goals are achieved, will require less financial costs, which of them fits better into the organizational structure of the educational process. In other words, the choice of technology involves regulating connections between all the main subsystems of the educational system and, thus, appears not as a technological task, but as a problem of educational management.

Solving the problem of choosing technologies for educational purposes involves comparing the effectiveness of investments in different technological options for the educational process.

It should be noted that in the field of distance education, comparisons of its effectiveness with traditional ones began more than half a century ago in connection with the development of the first form of distance education - correspondence, when communication between the teacher and the student occurs mainly not “face to face”, but indirectly through written materials, often sent by mail. The development of such new forms of distance education as open and teleeducation, in which modern telecommunications are used for interaction between teacher and student, is sometimes accompanied by comparisons of the effectiveness of distance and traditional education. Most often, in such comparisons, the result of education and its quality are measured through examination grades.

Traditionally, comparisons of the effectiveness of traditional education (based on face-to-face communication between students and teachers) and education based on computer and telecommunication technologies are often more or less clearly based on the assumption that the very fact of limited direct contact between the teacher and students, the mediation of this interactions using technical means inevitably lead to a deterioration in the quality of education.

It is important to emphasize that the experience of developing BIT-based education leads to the conclusion that such assumptions are unfair. Thus, long-term comparisons of the results of traditional and distance education lead many researchers to the conclusion that the means of communication themselves, those information technologies that are used to connect teachers and students, do not have a significant impact on learning outcomes. These findings, from 248 research reports and articles, were compiled and presented by Thomas Russell in his latest work, The No Significant Difference Phenomenon. Russell T.L. The “No Significant Difference” Phenomenon as reported in 248 Research Reports, Summaries, and Papers. North Carolina State University, 1997..

First of all, when choosing a technology, it is necessary to proceed from the idea that training in a traditional classroom today is not inherently in the best possible way provision of courses. The lack of direct, “face-to-face” contact between the teacher and students does not in itself negatively affect the learning outcome. The use of new communication technologies for communication during the educational process does not, as such, mean a decrease in the quality of education.

Moreover, education, in which the interaction of teachers and students is largely based on modern computer and telecommunication technologies, can, in principle, be more effective than traditional education.

Generally speaking, the learning outcome and its quality are not determined by the type of technology used to deliver training courses. It is not the technology itself that is important, but how well it is developed and delivered. training course how adequately the educational process is organized. The quality of teaching activity determines the result of education, and not the type of communication technology itself.

Therefore, the main question when choosing information and communication technologies is not which of them obviously leads to the best result educational process, but in how to optimally design and organize this process, how to ensure adequate connections between its elements and components.

The implementation of all the above-mentioned areas for increasing the efficiency of management of the education system is impossible without implementation new tools financing educational spheres. The current estimated procedure for budgetary financing of educational institutions largely limits the opportunities and incentives to improve the quality of services and the efficiency of their provision. The financing of the education system should be based on the principle of “results-based management”. It is necessary that any program for the development of educational activities financed from budgetary funds contains a clear list of performance indicators. The use of indicative management based on results will improve the efficiency of spending budget funds. The complexity of the system, its multifunctional, multi-purpose nature make the use of one or a small number of budget financing instruments ineffective and necessitate the use of various financial instruments used in unified system and in the optimal combination. Among these tools, we should highlight normative per capita financing, which allows us to ensure transparency in the distribution of budget funds and tie the amount of funding directly to the consumer of the educational service on the principle of “money follows the student.”

The problems of transition to normative per capita financing are largely related to the lack of necessary legislative framework, accepted methods for calculating standards for levels of education, types and types of educational institutions.

The development of relevant regulatory legal acts and their adoption, as well as the ongoing reform of the budget sector should help resolve this issue. The introduction in modern conditions of a per capita financing mechanism will make it possible to increase the efficiency of using the total resources of educational institutions and the education system as a whole.

When transitioning to a two-level system of higher professional education, it is advisable to introduce differentiation in the budget financing standard. On the first level higher education- Bachelor's degree - differentiation of the standard should occur according to Unified State Exam results- this is the introduction of a financing system that is based on the use of state registered financial obligations (GIFO). At the master's level, differentiation of the budgetary funding standard should be made according to areas of training, taking into account regional specifics. Higher standards should be set for training in areas that have an objectively higher cost of training. Educational loans should also become more common in master's programs.

Another instrument of budget financing should be financing the education system based on medium-term programs. Within the framework of such programs, the creation of modern educational infrastructures should first of all be financed, within the framework of which it is necessary to create resource centers for collective use.

A special area of ​​financing should be the financing of scientific research in higher education, which is dictated by the tasks of integrating science and education. In particular, it is necessary to ensure the redistribution of funds in favor of financing scientific research on a grant basis, and to develop competitive methods of financing research work.

Summarizing the analysis of the main ways to improve the efficiency of management of the education system, we note that this list is not exhaustive, however, it sets a certain logic for the search for new methods and technologies to improve education management. First, it is necessary to optimize the organizational structure of education management. Secondly, it is necessary to remember that education itself, as an object of influence, is a system consisting of interconnected elements, and it is necessary to approach the improvement of education systematically, influencing each element of this system evenly. Thirdly, the issue of subjects of education management is relevant, and in this regard it is necessary to develop state and public management and involve business structures in solving emerging problems. Fourthly, the educational sphere must not be allowed to lag behind other spheres of public life: economic, political, cultural. In modern conditions, the task of creating an infrastructure for informatization of education in the Russian Federation becomes paramount. Finally, the basis for the implementation of the above directions is a change in the system of financing the educational sector; more and more new methods should appear both for the distribution of budget funds and for attracting funds from extra-budgetary sources of financing (for example, the creation of special funds in universities - “endowments”).

The task of management is to create an atmosphere of trust, initiate, recognize and encourage the contribution of employees to the common cause, and support open and honest relationships in the company. Such an atmosphere maximizes the development of employees’ creative potential and the effective solution of quality problems. Management must constantly take care of staff training, as well as provide the necessary resources for achieving quality goals.

Management

school management

1. Konarzhevsky Yu.A. Management and intra-school management. – M.: Center “Pedagogical Search”, 2000. – 224 p.

2. Pimenovsky V.Ya. Requirements for a teacher’s personality in a high-tech society // Pedagogy. 1997. – No. 5. – P. 97–103.

3. Pugachev V.P. Tests, business games, training in personnel management. – M.: Aspect Press, 2001.

4. Oderyshev B.S., Frolova O.I. Development of personal qualities of leaders as a means of increasing the effectiveness of teaching staff management. – St. Petersburg, 2007. – 29 p.

5. Shipunov V.G., Kishkel E.N. Fundamentals of management activities: personnel management, management activities, enterprise management. – M.: Higher School, 1999. – 304 p.

As you know, education is the basis from which a person’s socialization begins, his independent life in society begins. Perhaps the future fate of an individual, his place in the life of the state, his priorities and internal rules depend on education. In this regard, the primary task of the state is to ensure best quality education. You should not spare any money or time to improve its quality, because this is work for the future. The well-being of a country is directly related to how educated and skilled its residents are.

Solving the problem 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, the formation of new social structures and forms of management. Therefore, to effectively influence the activities of subordinates, a modern leader needs a deep understanding psychological foundations management. Although these mechanisms are still poorly understood, the existing results of scientific research can significantly expand the manager’s ability to create conditions that promote the formation of interest among team members in the productive work of the organization.

The management process always takes place where the common activities of people are carried out to achieve certain results. Since school is social organization and it is a system of joint activities of people (teachers, students, parents), then it is advisable to talk about managing it. 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 speaking about the management of teaching staff further, we will have in mind the management system, that is, apply a systematic approach to the theoretical understanding of management activities. By management system we understand a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. We include management functions, implementation of principles and application of effective methods management.

The introduction and operation of educational institutions' activity management systems focused on the quality of education will help ensure the competitiveness of the education system as a whole and increase the competitiveness of individual educational institutions in particular. 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 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. 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.

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.

All personal qualities 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. The choice of a particular leadership style is determined by many interacting objective and subjective factors. Objective factors include such as the content of the activity being performed, the degree of difficulty of the tasks being solved, the complexity of the conditions in which their solution is carried out, the hierarchical structure of leadership and subordination, the socio-political situation, the socio-psychological climate in the team, etc. The subjective factors include typological properties of the nervous system (temperament), character properties, orientation, human abilities, habitual ways of activity, communication, decision-making, knowledge, experience, beliefs. One of the indicators of a leader’s organizational culture is his ability to rationally manage his time and that of his subordinates.

It is important to keep in mind that the school director, in addition to administrative functions, also carries out pedagogical activities, remaining a teacher of any subject. Most of the director's time is occupied by administrative work, but he pedagogical activity should be an example for all other teachers, only in this case the director can be a teacher of his teachers. This circumstance requires significant time investment in preparing for lessons and reading new psychological and pedagogical literature. The ability to use time wisely is the basis scientific organization labor of a teacher, school director. This is all the more important to keep in mind given the actual overload of both teachers and school administration.

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. 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.

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.

In the very general view It is possible to 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 individual qualities subject of activity, affecting the efficiency of activity and the success of its development. The answer to the question about the qualities that a leader should have has undergone significant evolution during the development of management theory.

So, the efficiency of any organization, including secondary school, depends on the team management style. The management style reveals the personal qualities of the leader. Therefore, when increasing the efficiency of an institution, it is necessary to address the personality of the leader. By developing and improving the personal qualities of leaders and changing the leadership style, it is possible to increase the efficiency of an educational institution.

Bibliographic link

Annotation: The article provides an overview of a number of sources on assessing the effectiveness of management systems. Like any other system, an enterprise management system consists of elements that are united together for the purpose of operation, and it is especially important to highlight the subject and object of management, the main elements of the management system. The authors show that each element must be examined to ensure the integrity of the control system study.

Keywords: system, management system, subsystem, enterprise, management functions, management methods, management decisions

Abstract: In clause the review of some sources concerning an estimation of efficiency of control systems is presented. As well as any other system, a control system of the enterprise consists of elements which are incorporated together by the purpose of functioning, thus it is especially important to allocate the subject and object of management, basic elements of a control system. Authors show, that each element is a subject to research to provide integrity of research of a control system.

Keywords: system, control system, subsystem, enterprise, functions of management, methods of management, administrative decisions

Skopin Oleg Viktorovich
Candidate of Economic Sciences, Associate Professor
Nazarova Natalya Leonidovna

Vyatka State University
[email protected]

The concept of an enterprise management system

Management is understood as a certain process of such a purposeful influence of the subject on the object of management in order to achieve certain results, as discussed by E.V. Libkind, N.E. Ryabikova, V.A. Chepurin.

It should be noted that management and its development are determined primarily by defining the mission, strategy, and values ​​of the enterprise based on an analysis of past experience and vision of the future, and this is the main requirement for creating an effective enterprise management system, as discussed by Yu. Lehto and A. Matveenko .

To create an effective enterprise management system, it is necessary to take into account that the state regulates and controls the right of all citizens to the full use of abilities and property to conduct entrepreneurial activity within the framework of the law, as stated in Federal Law dated June 14, 1995 N 88-FZ, which speaks of free choice and creation of a management structure for the management of a particular enterprise.

The effectiveness of the functioning of any economic entity, due to the increasing complexity, complexity and strengthening of relationships, as I. Galushka argues, increasingly depends on the quality of the management system.

Improving the quality of an enterprise's management system can be achieved by conducting a study of all aspects of the activity, including the study of both the managed system and control subsystems, namely the study and consideration of strong, weaknesses enterprises, production and sales processes, financial condition, personnel, marketing.

It is necessary to define an enterprise management system to understand the basis for management system design and research.

Stanley Young defines a management system as a subsystem of an enterprise, components are groups of interacting people, while the functions of the management system are the perception of enterprise inputs (certain problems) and outputs (performing a set of actions, processes, the result of which will be certain decisions), while income should increase due to optimization of the relationship of all inputs and outputs from the activities of the entire enterprise .

In the work of Glushchenko V.V., Glushchenko I.I. understand a control system as a system that is designed to influence a control object, while transferring this object to the desired state, giving its parameters and processes certain quantitative or qualitative values, while being a specific hardware, regulatory, functional option for implementing technologies to solve a specific management problems.

As noted by I. Astashkina, V. Mishin, an enterprise management system is an independent system, but can be part of a higher order system, while the composition of the elements of each of the subsystems of the enterprise management system is diverse and depends on the specific content of the organization’s system.

Like any other system, an enterprise management system consists of elements that are united together for the purpose of operation, and it is especially important to highlight the subject and object of management, the main elements of the management system. Each element is subject to investigation to ensure the integrity of the control system investigation.

Elements of an enterprise management system and their research

An enterprise management system includes such elements as management functions, organizational management structure, management personnel, technical management tools, information, management methods, technology, finance, and management decisions.

The study of such an element of the management system as functions is of great practical importance, since they determine the structure of the enterprise’s management bodies, as discussed in the article “Management Functions”, while there are general management functions that are mandatory for the successful operation of any organization (planning, organization, motivation and control), as well as specific management functions (specific), determined by the object of management.

To control functions modern enterprise include: planning, marketing, entrepreneurship, finance, organization, production, innovation, information and social development.

Any management function, as indicated in the article “The Essence of the Management Function,” is implemented “in a complex management tasks, the solution of which ensures the achievement of production goals and maintenance of processes in given states.”

It is also important to take into account that the study of the practical implementation of management functions at an enterprise is associated with the study of those tasks being solved in the course of performing sequential actions by the appropriate management apparatus, note B.A. Raizberg, L.Sh. Lozovsky, E.B. Starodubtseva. .
It is also necessary to investigate such an element of the enterprise management system as organizational structure management. It is necessary to give a definition, referring to N.I. Kabushkin, G.A. Bondarenko. that the organizational structure of enterprise management is a set of interconnected and interdependent elements that are in stable relationships with each other, and this in turn ensures their functioning as a single whole.

The organizational structure of enterprise management includes the composition of the organizational structure, the relationship of structure elements, as well as the location of interconnected individual subsystems of the enterprise, while the creation of such a structure is aimed at the effective distribution of rights and responsibilities among all management personnel of the enterprise, which is also an element of the management system and is subject to research .

As G. Ya. Goldstein notes, when studying such an element of the management system as the organizational structure of management with the aim of optimizing and rationalizing it, it is necessary to carry out an analysis (diagnosis) of the existing management structure and synthesis (design) of the management structure, while the task of the analysis is to establish the necessary the level of correspondence between the organizational structure of enterprise management and the conditions of the operating environment, while synthesis is used to determine the number and composition of structural management units and certain ways that link them into interaction.

The organizational structure of the enterprise must be constantly improved in proportion to its development, which can be facilitated by the enterprise management personnel, as one of the elements of the enterprise management system that requires research and study.

Satoru Takaya nagi notes that an enterprise should focus on the participation of management personnel in decisions made directly at all levels of management, while using enterprise and system management techniques aimed at maximizing the use of the talents and abilities of employees.

The study of management personnel, as noted by S. Silchenko, should be considered from the point of view of the efficiency of using and managing working time through planning and for interaction with other elements of the management system, since it is the system principle that can ensure greater achievement of the goals of the entire enterprise management system.

Technical controls also need to be investigated. In the article “Technical management tools” play a large role in making management decisions, while in order to obtain higher efficiency it is necessary to use complex technical means: communications, holding meetings, demonstration equipment, means of equipping the manager’s workplace, control means. The study of technical controls, as noted by V.I. Knorring helps to increase the efficiency of management technology, the organization of managerial work and the management process at the enterprise, using more advanced technology and the competent use of it by the manager.
D. Yampolskaya, M. Zonis note that management information should not only be correlated with the tasks of the manager, but also be suitable and combined with the applied process models, and the information should be significant, that is, influence the decisions made. For all this there must be an organization Information system management, which will increase the efficiency of the enterprise management system.

The need for information of different subjects and links of the enterprise management system is not the same, but is determined by the tasks that are solved in the process of managing the subject of management: the manager or employee of the management apparatus, as noted by V. Popov.

When studying management information, as noted by Chub B.A. it is necessary to take into account that during the study: “large volumes of information must be processed within a strictly limited time frame; the initial information is subjected to repeated processing from various production points of view and taking into account consumer requirements; initial data and calculation results are stored for a long time.”
Also, when conducting a study of management information as an element of an enterprise’s management system, as V.P. Nesterov notes, the basis for making the right decisions in the external and internal spheres of the enterprise’s work is “the availability of reliable information necessary for correct analysis.”

Management methods are one of the fundamental elements of the management system, since it is with their help that both the study of the enterprise management system can be carried out, and it is the methods that ensure the achievement of goals and objectives for the enterprise.

Ignatieva A.V., Maksimtsov M.M. note that “the effectiveness of research into management systems is largely determined by the research methods chosen and used.”

In order for enterprise management to be most effective, it is necessary to apply a systematic methodology, that is, methods of a systematic approach to organizing management activities in an enterprise. As the author of the article “Management Methods” notes, depending on the variety of management functions, for the implementation of which such specific methods are used as methods for managing the functional subsystems of the enterprise, performing management functions and making management decisions.

As the authors of the article “Methods for Researching Management Systems” note, when conducting research on an enterprise management system, one can use “an exceptionally wide arsenal of various methods: theoretical, empirical, theoretical-empirical.”

Another element of the enterprise management system that is subject to research is management technology. Management technology is defined as a set of interrelated management processes aimed at justifying, developing, adopting and implementing decisions of management processes. Management technology consists of “information, computing, organizational and logical operations performed by managers and specialists of various profiles according to a certain algorithm manually or using technical means”; it is these components that are subject to research.

As D. Plotnikov notes, financial analysis and research of the entire financial activities enterprises, and specifically the enterprise management system can help in an effective and objective assessment of the solvency, efficiency and profitability of the enterprise’s activities, as well as identify development prospects and, as a result, make informed decisions.

And, of course, management decisions made in the area of ​​the management system are subject to research. As V. Tsyplukhin notes, most decisions are made by managers, but also often specialists have a much better understanding of the industry than the manager, therefore the study of management decisions should ensure a clear delineation of the areas of decisions made and thereby ultimately increasing their effectiveness, otherwise management errors can lead to ineffectiveness of the enterprise management system and the impossibility of its development.

The main characteristics of management system research are: research methodology, research organization, research resources, research object, subject of research, type of research, research result, research effectiveness.

Avdoshina Z.A. indicates that in order to achieve the goals of research in management systems, the object, subject, novelty, practical significance, research methods, limitations and conditions for the use of various methods of management technology, identification of problems in the study of processes and management systems, implementation of a system analysis of direct and indirect factors, efficiency.

By combining all elements of the enterprise management system, we can come to the conclusion that modern management The enterprise needs a research approach, which will contribute to dynamism, promising management, growth of potential, increased professionalism in making management decisions, and scientific management.

Process structure and methods of research and design of an enterprise management system

Mylnik V.V., Titarenko B.P., Volochienko V.A. draw attention to the fact that the efficiency of any enterprise largely depends on the study of management systems created and rationally constructed using the required amount of investment. The study of control systems allows us to identify the most profitable and effective option for investing funds in a control system.

The study of an enterprise's management system, in general, is also a study and, therefore, it corresponds to the definition given by A.K. Zaitsev. , research as a type of human activity, consisting of recognizing problems, situations, as well as determining their origin, identifying properties, content, patterns of development and behavior, establishing a place in the system of accumulated knowledge, finding ways, means and opportunities for using new ideas, knowledge about the problem in problem solving practice.

“Research of management systems is a type of activity aimed at developing and improving management in accordance with constantly changing external and internal conditions” define it this way. Ignatieva A.V., Maksimtsov M.M.

Korotkov E.M. says that “it is necessary to study not only the processes of the control object, but also the processes of functioning and development of the control itself.”

Avdoshina Z.A. says that when conducting research at enterprises, certain goals are set, to achieve which it is necessary to analyze and identify existing problems, as well as recommendations for resolving them. The effectiveness of conducting research into the enterprise management system will be ensured through a systematic vision of mastery of the scientific-categorical apparatus of research, that is, “assessment of the state, diagnosis, prevention of negative trends, search for bottlenecks in the management system, identification of new areas of activity.”

V. A. Dolyatovsky, V. N. Dolyatovskaya presented a diagram of the subject area of ​​control system research at the present time (Scheme 1).

Scheme 1 – Structure of control systems research

Scheme 1 shows a developed arsenal of methods for studying control systems; using these methods, it is possible to build a model of a control system, assess and diagnose the state of the control system, calculate the characteristics of the control system, make a diagnosis, identify and eliminate organizational problems, which will constitute a methodology for researching control systems.

Shutilov F.V. notes such an important fact as the fact that the study of management systems has the main goal of developing long-term, long-term measures to improve the organization, structure, methods of management models, which should be carried out on the basis of a systematic approach, and the results obtained will be basis for restructuring the existing management system.

It is necessary to take into account what A.B. Bushuev is talking about, namely, “each element of the system transforms the external influence received on it (connection from another element) into an output influence that arrives at the next element of the system.”

The process of researching enterprise management systems has successive stages:

"1. Identification of the research object (company, subsystem, division).

2. Determining the purpose of the study, that is, what result interests us.

3. Identification of control and characteristic variables.

4. Determination of functions to be analyzed.

5. Determination of criteria for assessing the results of the study.

6. Determination of criteria for evaluating proposed solutions to improve management.”

Avdoshina Z. A. defines the research method as a way of obtaining new knowledge, a direct toolkit with the help of which the necessary research is carried out.
Depending on the level of the problem being studied, the goals, objectives of the study, the study of control systems reflects a global (systemic, interdisciplinary, studied using general scientific methods) or local character (small-scale problems with pronounced specificity, studied using private scientific methods).

V. A. Dolyatovsky, V. N. Dolyatovskaya highlight the existence of four groups of methods for studying control systems:

1. Practical methods for studying control systems: logical; graphic; sociological; parametric; factor analysis; expert analysis; simulation modeling; reflective research methods; control system testing.

2. General methodology: system analysis; hypotheses and concepts; dialectical approach; techniques for constructing research procedures.

3. Planning and organization of management system research: goal setting and goal structuring; study planning; sensitivity analysis; organization of the research process.

4. Evaluation of research results, diagnostics of the state of the control system: calculation of performance indicators of the control system; organization of economic and organizational diagnostics.

Avdoshina Z. A. includes general scientific research methods: “control and diagnosis of problems, system analysis, expert research methods, modeling and statistical research, morphological analysis and functional decomposition representation in the form of an aggregate, analysis and synthesis of concepts.” To private scientific methods: “sampling and methods of sociological research, Delphi, methods of weighted average criteria when evaluating suppliers, Monte Carlo method, testing, parametric method, factor analysis, functional cost analysis, financial analysis, budgeting, calculation, timing, photograph of a worker time, the Pareto method, and many other methods used in functional management subsystems.”

Korotkov E.M. points out such a feature of the study that it is not only a function modern management, as well as the style of functioning and a certain type of organization of the activities of personnel of the entire management system of the enterprise, with research acting as the main function, a management approach that can ensure the quality of management decisions and as a means of possible improvement.

We can identify the basic principles that all subsystems of the enterprise management system must observe during the formation, development and operation, as well as when conducting research on the enterprise management system: the principle of state legality of the organization's management system; the principle of legal regulation during the creation, operation and development within the organization; the principle of unity of the theory of management practice; principles of unification of elements; the principle of specialization, universalization of all management processes; the principle of integrity of the subject and object of management; the principle of multivariate management decisions; principle of sustainability in relation to external environment; the principle of mobility (adaptability) of the process; principle of control automation; principle of management system development.

In the process of conducting research and analyzing the work of an enterprise, the state of the production and economic activities of the enterprise is studied; production structure of the enterprise; management system and its organizational structure; features of the enterprise’s interaction with consumers, suppliers and other market participants and other important aspects of activity and especially the enterprise’s management system.

Bibliography:

Bushuev A.B. Research of control systems. - St. Petersburg 2002.

Glushchenko V.V., Glushchenko I.I. Research of control systems, Zheleznodorozhny, Moscow region: LLC NPC "Wings", 2000.

Dolyatovsky V.A., Dolyatovskaya V.N. Research of control systems: Educational and practical manual. - Moscow: ICC “MarT”, Rostov n/a: Publishing center “MarT”, 2003 - 256 p.

Raizberg B.A., Lozovsky L.Sh., Starodubtseva E.B. Modern economic dictionary.

Federal Law "On state support small business in the Russian Federation" (dated June 14, 1995 N 88-FZ)

Yampolskaya D.O., Zonis M.M. Management. - Publishing house - Neva; Olma-Press – 2003.

Young S. System management of an organization. Per. from English edited by S. P. Nikanorova, S. A. Batasova. - M., “Soviet Radio”, 1972, p. 456.

“Effective” translated from Latin means “giving a certain result, effective.” Other sources define efficiency as “the ratio of the achieved result to the maximum achievable or previously planned.” The concept of “efficiency” can be explained by synonyms “effectiveness”, “productivity”, “productivity”. Modern researchers include three aspects in the concept of “management efficiency”. The first is to find out whether the result of control actually arose, and not the result of the action of other mechanisms of the controlled object. The second is the search for a source of management results that can be more actively and widely used in subsequent management cycles. The third is establishing the relationship between the goals, objectives, ideas and models embedded in management decisions and the actual management results obtained.

E. M. Korotkov examines the effectiveness of management through managerial results and identifies socio-economic, socio-psychological, social-organizational, and production results. In his opinion, understanding the effectiveness of management is often associated with the art of management, the professionalism and experience of the manager, the ethics of his behavior and attitude towards staff. The effectiveness of management determines the sustainability and prospects of development. It is not always the same as efficiency general activities, may be lower than her, but it is desirable that she is ahead of her. You can also distinguish between internal and external management efficiency. To ensure internal management efficiency, three groups of factors must be taken into account: the use of resources, obtaining a result corresponding to movement towards the goal, and the time factor. The use of resources is manifested in their structure, quality and possibilities for balanced replenishment. To ensure management efficiency, saving resources is necessary. The result of management activities materializes and reveals itself in the final result of the organization’s functioning - product, service, profit. However, it is possible and necessary to understand the effectiveness of management to talk about the direct result of management and its compliance with the goal. The time factor is reflected in the timeliness of decisions, saving time on their development, the use of advanced technologies, and the potential and productivity of personnel. TO external factors factors affecting efficiency include the investment climate, methodology that determines scientific approach to management, information support, social infrastructure.

Studying the effectiveness of an educational institution is a rather complex issue. In the activities of the educational system it is customary to highlight different types efficiency. T. V. Sidorina, for example, it considers effectiveness through several interrelated components: target, socio-psychological, direct, indirect, potential effectiveness. Wherein target efficiency is associated with the characteristics of the potential capabilities of the educational system and the compliance of these capabilities with the goals set. Socio-pedagogical effectiveness is a characteristic of the level of development moral qualities students, moral and psychological climate in educational institution. Direct effectiveness is effectiveness at a given moment in time when an educational situation is being implemented, indirect effectiveness is an integrative result achieved over a certain period of time and extended over time, and potential effectiveness is a result extended even more over time, depending on many subjective and objective factors. which goes far into the future.

Considering the management of the development of UPEC within the framework of an integrative-variative approach, we highlight educational, socio-pedagogical, and economic efficiency.

Educational effectiveness can be determined at the level of children, parents, teachers, managers, and educational institutions in general. For example, educational effectiveness at the children's level expressed by the following indicators: the depth and consistency of children’s knowledge in various subjects and areas of activity; children’s ability to apply complex knowledge in practice; increasing the level of general development and education of children, their ability to build an individual educational route, etc. teacher level educational effectiveness can be expressed, for example, in increasing the level of qualifications teaching staff education system through wider professional communication, on parental level- in acquiring knowledge about your child, ways of interacting with him, knowledge about options for spending joint leisure time, and other indicators. At the level educational institutions and municipal education system educational effectiveness can be expressed in expanding the range educational areas, ensuring continuity educational plans and programs of various institutions, creating a holistic educational space of the municipal district.

Social and pedagogical effectiveness can be presented in such indicators as the ability of children to independently build their life plans, self-determination, and self-improvement; increasing the level of children's responsibility for their well-being; increasing the authority of children studying in various educational institutions, and other indicators.

Economic efficiency- this is the ability of the system to get as much as possible from fairly limited resources; measure of costs to achieve a goal; the ability of a system (not only economic) in the process of its functioning to produce economic effect(potential and actual). When functioning, there is always a gap between potential and actual effectiveness. Can be called the following factors gaps: suboptimal distribution of resources, imperfect economic incentives, insufficient implementation of decisions made, insufficient quality of products; the ability of a system to produce, when it changes (when operating conditions change), a greater economic effect. It's about about the effectiveness of system changes. Efficiency is revealed by comparing the final and initial conditions.

The organization of educational processes most often carries with it a potential economic effect, since the educational result is delayed in time. Wherein economic efficiency from the rational distribution of resources of educational institutions (personnel, material, technical, financial and other resources), reducing the costs of capital investments, wages (or at least not increasing costs) with an increase in the number of children receiving additional educational services, may be potential or actual. Educational and socio-pedagogical effectiveness can only take the form of a potential economic effect.

• Korotkov E. M. Concept of Russian management: electronic version. M., 2005.
• Sidorina T.V. Technological bases of exporting educational institutions. M.: New school, 1999.

home » Useful » Increasing the effectiveness of organizational support at school. Ways to improve the effectiveness of decisions in education. system municipal government general education