Managing the activities of creative groups of preschool teachers.
A teacher who is part of this group is selected as the head of the creative group.
The work plan of creative groups is approved by the methodologist of the preschool educational institution.
During the academic year, at least four meetings of creative groups of teachers are held.
Methods for managing creative teams:
Are creative teams good or bad for company development? One must know moderation in everything; it is good when a person has a creative approach to his work, but each employee has his own job responsibilities, instructions, regulations according to which he performs his work.
But the instructions do not contribute to effective actions in emergency situations, and even more so if the specifics of the organization’s business include employees for whom creativity is a professional quality. For creative groups, instructions can take on a threatening and destabilizing connotation. How to understand and determine for which professions instructions are necessary and mandatory, and for which the human factor, even unpredictable in its manifestation, is much more important than thoughtless adherence to once-written rules of professional and industrial behavior.
Creative potential, a set of human qualities that determine the possibility and boundaries of his participation in work:
- - age;
- - physical and mental health;
- - personal characteristics;
- - general educational and professional training;
- - ability for professional growth;
- - attitude to work;
- - work experience in the specialty;
- - Family status
Any community of creative professionals must be able to think and act outside the box - in all areas of activity - in order to act faster than competitors. Be able to use multiple new technologies to create effective proposals. All creative team leaders are trying to understand the mechanisms of creativity and how targeted personnel policies affect the economic effect of the company.
The main and main reason for the success of preschool educational institutions is the constant search for new ideas and acceptance of changes, the absence of fear of uncertainty. The way the op-amp worked yesterday may not be acceptable tomorrow. If we trace the fairly active development using the example of work related to photography, we can make the assumption that the leap caused by the development of computer technology in changing the operation of photographic equipment, fifteen twenty years ago, does not scare anyone today. Now this is the norm - active obsolescence of equipment and control systems. The personnel management system is the core of labor organization; for certain professions it can be conditional, containing several instructions and requiring formal control. The more creative the specialists’ tasks, the more non-standard solutions you expect as a result, the more rigid the core control system should be. Any processes in a company’s activities are a series of sequential actions. And even for employees who need “inspiration” to perform their job duties, there are still deadlines for completing work and requirements for reasonable communication with other departments. In any case, it is necessary to draw up functional chains of interaction, job descriptions and professional portraits.
Many experts argue that creative decisions are used in cases where there is not enough information to make a rational decision, when it is difficult to establish cause-and-effect relationships, to predict the consequences of decisions and therefore one has to rely on intuition. For example, in vertically integrated companies with a complex organizational structure and a complex hierarchical organizational structure, management specialists are constantly faced with a lack of information for decision-making and high forecast risks. For such companies, developing a methodology for making creative decisions is one of the most pressing management tasks.
Today, in management theory, attention is increasingly paid to the problem of the full use of the creative potential of an enterprise. In many higher educational institutions there are special courses in creative management that promote the development of skills for non-trivial creative solutions in management and business. Rapid and sometimes revolutionary changes in technology and competition simply force companies to develop unconventional approaches to solving traditional problems and to look for fundamentally new solutions.
The system of training, retraining and career guidance should become an important block of the labor market infrastructure, implementing the functions of developing the competitiveness of workers during the transition to the market, maintaining a qualitative balance of labor supply and demand and, ultimately, contributing to the effective implementation of an active employment policy. There are many different types of teams in modern businesses. The organizations in which they operate are quite diverse (industry, services, retail or wholesale trade, etc.) in many respects (size, age, geographical location, consumer base), it is important to summarize what functions they perform and what qualities managers should have frames.
Functional competence - implies knowledge about technology, marketing, controlling, as well as the ability to acquire and assimilate oblique functional (professional) knowledge, the ability of managers to learn.
Situational competence - management requirements that are determined by the specifics of the various phases of the enterprise life cycle (foundation, growth, etc.).
Intellectual competence - the presence of analytical thinking combined with the ability to think in terms of complex connections.
Social competence is the fourth component, which covers the communication and integrative abilities of managers, manifested both in intra-company activities and in interaction with the external environment.
According to the authors of this model, functional and situational competence characterizes professionalism, and intellectual and social competence characterizes the psychological competence of a leader. They should manifest themselves differently in different managers depending on their level in the hierarchy and the specifics of a particular situation.
Author V.I. Shuvanov, speaking about the role model of a leader’s activity, in addition to professional and psychological consistency, also highlights the organizational component. By this component he understands three management roles:
- a) integrator-coordinator, which consists of effective integration of resources and organization of joint work activities of personnel, formation of a management team;
- b) communicator, the essence of this role is the organization of effective business and interpersonal communications, ensuring the collection and processing of information to justify management decisions;
- c) social controller - this is the organization of external and internal control over the execution of management decisions, ensuring a systematic assessment of the work of each employee.
The theory about the role model of a manager’s activity does not contradict the theory of “competence”, but considers a manager from the perspective of the roles that a manager performs in the course of his activities in market conditions.
There is another model of human resources management, which determines the qualitative characteristics of human resources, managing the level of rights and powers for independent management decision-making, the level of qualifications and education of management personnel, production and managerial experience. Its author is Russian scientist V.A. Shakhov. However, this model is valid for a planned economy, since in market conditions not all these levels can explain the fact that with the same qualifications, education, production and managerial experience, the same level of rights and powers, the results of the activities of management personnel are different. In this case, it is proposed to determine the qualitative characteristic only through management functions and the degree of managerial skill (experience).
There are many attempts in the economic literature to categorize the functions of managers. For example, according to the work of E.V. Galaeva there are six such functions:
- 1) planning,
- 2) organization,
- 3) control and evaluation of the activities of subordinates,
- 4) work motivation,
- 5) selection and development,
- 6) management of the socio-psychological climate of the team.
There is also an opinion that when analyzing the working time costs of city administration employees, seven management functions should be considered, which repeat the above, but the last three functions are replaced with: coordination, regulation, analysis and unusual functions (the theory of B.A. Stolyarov).
Also, in addition to those indicated, additional functions are introduced, such as rationing, marketing, innovation, etc.
If we consider the opinion of European researchers, they mainly highlight the most general management functions, which most accurately and fully represent management responsibilities. These functions are: planning, organizing, directing and controlling. Currently, their active implementation is observed in management in organizations. Let's look at these functions in more detail.
Planning has two meanings:
the first is general economic, from the point of view of the general theory of the company, its nature;
the second is specific management, here planning is one of the functions of management, the ability to foresee the future of the enterprise and use this foresight.
Thus, planning is a way of managing a business by setting goals and developing the strategy needed to achieve those goals, and collecting and analyzing information to do so. This function occupies a central place, as it regulates the behavior of an object in the process of achieving its goals, requires taking into account all available resources, the cost of their acquisition, supply, distribution and rational use.
The organization contains the definition of actions and resources that will be necessary to implement the developed plan, as well as decisions on the distribution of powers, duties and responsibilities. It includes a set of techniques and methods for the rational combination of elements and links of the control system in its relationship with the controlled object and other control systems in time and space.
Leadership is communicating to others their responsibilities to carry out the enterprise plan, and providing an organizational environment in which employees are encouraged to perform better. This function is carried out in order to ensure the coordinated work of the production and functional divisions of the enterprise participating in the process of fulfilling planned tasks.
Control involves analyzing the results achieved, directing, monitoring and regulating activities aimed at helping to ensure organizational performance in accordance with the needs and expectations of the organization. The control plan provides for a systematic check of the state of affairs, its priority and timing. The controller can be not only the manager himself, but also his deputies or persons specially appointed by him for that purpose. This function should be implemented on the basis of information about the progress of planned tasks (operational, static, accounting data), identifying deviations from established performance indicators and analyzing the causes of deviations.
It should be noted that the listed functions must be performed in combination and interconnected, complement and penetrate each other, form a management cycle and reflect the content of daily management of the enterprise.
The experience of human resources management shows that the development and implementation of modern personnel policies and systemic personnel management at relatively low costs can achieve a significant increase in the efficiency of the enterprise by activating the human resources potential of employees. In this regard, the primary task of management is to create an organizational culture, a creative innovative climate that stimulates employees to introduce innovations. Business leaders are called upon to become initiators in the field of technological and organizational change.
The most important factor for success is continuous theoretical and practical training of leaders of a new type; highly professional, competent in economic, social and technological issues, with a high sense of responsibility for the results of the enterprise.
Pedagogical advice on the topic:
“The role of the additional education teacher as a leader
children's creative team in the educational system of the TsVR"
The additional education teacher - the head of the children's creative association occupies a key place among the subjects of the educational process in the educational center. He is the formal and de facto leader of the children's creative team, a bearer of culture, an organizer and participant in the collective creative activities of children, an assistant, inspirer, mentor and friend of his students.
Goal of the work head of a creative association: organizing the creative interaction of a children's team.
The activity of the TO director is a purposeful, systematic, planned process, built on the basis of the Concept of the educational system of the educational center, analysis of previous activities, a personality-oriented approach to students, and the current situation in the creative team.
Tasks
Formation and development of a children's team: development of initiative, independence, formation of a benevolent, friendly microclimate in the association;
Creation of favorable psychological and pedagogical conditions for individual self-expression, preservation of uniqueness and disclosure of the personality capabilities of each student;
Formation of a healthy lifestyle for students;
Development of a system of social and personal relationships within the children's team through the organization of various types of educational activities;
Formation of moral qualities and spiritual guidelines in students;
Organization of socially significant creative activities, communication abilities of pupils, development and support of children's talents.
The content of the activities of the head of a creative association is determined by the following factors: working conditions of the educational institution, features of the educational system of the educational center, age characteristics of children, their level of education, health status, social conditions of their life, preparedness of teachers to organize extracurricular educational activities.
The educational space of the educational center is a system of conditions and opportunities for personal self-development, formed by individual subjects of this space - children, teachers, parents.
Working with the teaching staff is an integral part of organizing the educational process in an institution. The main approach of the administration in this direction is methodological support and support for the creative initiatives of teachers in the field of educational work. The main forms of methodological support for technical support leaders are: extracurricular public events with subsequent discussion, methodological advice and seminars on educational issues, individual counseling, thematic pedagogical councils.
Multifaceted activities in the space of the Center promote cooperation and co-creation between children and adults: this includes the organization of leisure, educational and creative activities in studios, clubs, associations, traditional holidays, regional competitions and festivals. In the educational space of the CVR, each child is provided with the opportunity for spiritual, intellectual, and creative development. A teacher of additional education, as a leader of a children's group, contributes to the formation of the morality of students, organizes creative, personally and socially significant activities, creates a situation of success for each child, promotes the formation of self-education skills, the formation and manifestation of the unique individuality of each child and the creative team as a whole.
Functions head of the creative association:
Analytical and prognostic;
Organizational – coordinating;
Communicative;
Test.
Analytical and prognostic function includes:
Direction of self-education and self-development of students’ personality;
Determining the state and prospects for the development of the creative team;
Studying the individual, age characteristics of pupils, tracking the dynamics of their development;
Analysis of the level of formation of the team and the personal development of students.
Organizational and coordinating function assumes:
Development of a plan for educational activities in the community center based on an analysis of the state and prospects for the development of the children's team;
Conducting consultations and conversations with parents of students;
Organization of extracurricular activities for children - holding public events;
Fostering a positive attitude towards physical education and sports, developing a healthy lifestyle;
Organization of studying with students safety rules in the classroom, traffic rules;
Promoting professional self-determination of students;
Documentation maintenance: journal, technical documentation, educational program, development of scenario and methodological material;
Maintaining the sanitary condition of the assigned office;
Interaction with each student and the children's team as a whole.
Communication function is:
In assisting students in forming positive relationships between children, in managing relationships in a creative association;
In teaching the ability to show empathy, create a positive emotional atmosphere of communication, demonstrate analytical and reflective skills in interaction with each other;
In creating a favorable, friendly microclimate in the children's team;
In conducting hours of communication in technical training, assisting students in the formation of communicative qualities.
Control function assumes:
Monitoring the level of mastery of the educational program, attendance at technical training for each student;
Monitoring compliance with the rules of conduct for students;
Assessing the effectiveness of one’s own teaching activities.
Documentation of the preschool teacher in the section of educational work:
Analysis of educational work in technical centers for the previous academic year;
Plan of educational work with children's collective for the academic year;
Educational work of the teacher for the academic year (in form);
Monitoring of the educational process (folder with diagnostic material);
Script material (scenarios of mass events, social hours);
Work with parents (parent meetings, consultations).
Practical part of the pedagogical council
Design workshop " The house we live in"
Target: To promote the involvement of parents in the life of children's creative teams.
Preparatory work:
Pupils are invited, together with their parents, to come up with a motto for their family and draw a family coat of arms.
The manager should prepare: geometric shapes in grey, blue, green, red, yellow, purple, brown, black; sheets of paper, glue.
Supervisor:
The house, as everyone has known for a long time, -
These are not walls, not a window, these are not chairs and a table - this is not a house.
Home is where you are ready to return again and again,
Furious, kind, gentle, angry, barely alive.
Home is where they understand you, where they hope and wait,
Where you forget about the bad things is your home.
Next, the work of children and parents who need to build a house for their family is organized. Each family receives a set of paper geometric shapes in eight colors and blank sheets of paper. Within 10 minutes, they select the shapes they need in terms of color and shape, and create the application “The House We Live In.” The teacher observes the joint work of children and parents.
After finishing the work, the leader tells the workshop participants what the geometric shapes and colors they chose mean:
If squares predominate in the construction of a house, then your family has qualities such as hard work and diligence, which allow you to always achieve completion of the work.Square loves established order once and for all: everything should be in its place and happen in its time. The ideal of a square is a planned, predictable life; he does not like surprises and changes in the usual course of events.
Rectangle usually chosen by people who are currently extremely dissatisfied with themselves and their lives and want to change this situation for the better. The leading qualities of the Rectangle are curiosity, inquisitiveness, keen interest in everything that happens and courage. But conflicts can arise due to dissatisfaction.
Triangle symbolizes leadership. The most characteristic feature of a true Triangle is the ability to concentrate on the main goal. The strong need to be right and control the state of affairs makes the Triangle a person who constantly competes and conflicts with others.
Kind and responsiveCircle can feel happy only if everything is in order not only with himself, but also with his family and friends. The circle prefers not to conflict with others, but to smooth out misunderstandings. Sometimes peace is more valuable to him than truth; in 99% of cases he will make concessions first.
The color selection method is used to study a person’s emotional state, his attitude towards himself, and the characteristics of relationships with other people.
Blue color – a person’s need for harmony, a feeling of trust in others, and peace.
Green color speaks of tension, pride, severity, the desire to control others, and a high appreciation of one’s self.
Red color symbolizes a person’s desire to get high results and achieve success. Rejecting red is a search for protection from anything that can further excite or weaken. When red is rejected and green is preferred, a situation of helplessness is created. Red color in combination with black indicates a tendency to dramatize events.
Yellow – this is a movement forward, towards something new, modern, developing, but not yet formed. This is a strong desire to get away from existing difficulties, to find a way out that brings liberation, sometimes a tendency to change for its own sake, to achieve the desire to be significant, to earn respect. Such a person runs the risk of becoming dependent on others.
Purple associated with a state of emotional instability, when it is difficult to distinguish between the real and the imaginary. In this case, a special state arises associated with the need for subtle understanding on the part of loved ones. This is the need for approval, the desire to please others with your charm and manners.
Brown color signals an increased need for a feeling of physical lightness and sensory contentment, to get rid of a situation that causes feelings of discomfort.
Black color means refusal, complete renunciation or rejection. Anyone who chooses this color is inclined to act rashly and recklessly.
Supervisor:
Each family develops a certain system of education, not always realized by its members. By the nature of communication in the process of performing joint activities, one can judge the adopted style of raising children. Several styles stand out, I will tell you about them, and you will determine which style is typical for your family.
Atdemocratic style In education, parents communicate with their children on an equal basis; each family member can turn to the other with a question or request and receive help. The democratic style presupposes the presence in the family of common goals and objectives, joint activities, and moral values.
At the corepermissive style education lies in the passivity of parents as educators, and sometimes their emotional coldness, indifference, inability and unwillingness to learn to be parents.
Signsauthoritarian style – ignoring the interests and opinions of the child, suppression, coercion, depriving him of the right to vote in resolving issues related to him. All this is a guarantee of serious failures in the development of the child’s personality.
Supervisor:
It depends on each family member what your common home will be like tomorrow. Let's try to create a project for an ideal family home and reflect its design in a syncwine.
Sinkwine is a poem that is composed according to certain rules.
Onfirst line one word is written - a noun. This is the theme of syncwine.
Onsecond line two adjectives are written that reveal the theme of syncwine.
Onthird line Three verbs are written down that describe actions related to the topic of syncwine.
Onfourth a line contains a whole phrase, a sentence consisting of several words, with the help of which the topic as a whole is characterized. Such a sentence can be a catchphrase, quotation or proverb.
Fifth line - this is a summary word that gives a new interpretation of the topic, expresses the author’s personal attitude towards it.
After completing the task, each family makes a self-presentation, which includes reading the motto and cinquain, getting acquainted with the family coat of arms, and talking about family traditions. The leader thanks the participants of the event and expresses confidence that for each of them, as well as for himself, home will always be the best place on Earth:
It’s so good, it’s easy to be at home, where everything is cozy, close and familiar.
I can always hide from problems there, and failures and misfortune do not frighten me.
In difficult times, I hurry home quickly - my native walls will warm my heart.
My birthplace is my reliable pier; for me it is the beginning of everything.
My house, of course, is not a luxurious palace, but in our complex, hectic life,
There is no place in the world nicer, warmer, more comfortable, closer and brighter for me!
Prepared by: TsVR methodologist Rud T.F. 2014
From English group - group, team, head - head, senior. The profession is suitable for those who are interested in world artistic culture (see choosing a profession based on your interest in school subjects).
Head of creative team- a specialist responsible for the work done by the group.
Features of the profession
In large companies, for example, representative offices of a network of global advertising agencies or in local large advertising agencies, work is organized in such a way that a separate creative group is often allocated for each client. There can be many such groups within an agency creative department (depending on the number of regular clients) and each of them needs a leader - a person responsible for all the work done by the group.
Subordinate to the head of the creative team are art directors, copywriters and designers. He distributes work within his group depending on the skills and abilities of each employee. And when he hires new employees to join his team, he is responsible for assessing the candidate and communicates his decision to the creative director and the agency’s personnel department.
But the person holding the position of group leader not only directs and evaluates the results of the work, but also takes a direct part in the creative process.
The head of the creative team ensures that his team's creative developments are within the client's budget. Therefore, he, like project managers, actively communicates with production departments within the agency, as well as with various contractors involved from outside (external contractors). Typically, it is the responsibility of the creative team leader to set tasks for agency contractors (photographers, producers, illustrators). This is not required only if he entrusts the work to the art director or copywriter of his group.
At several stages and at the end of the project, the head of the creative team makes presentations of the results to the creative director and agency managers. When work needs to be approved by a client, the team leader is often assigned responsibility for making a presentation to the client. The head of the creative team shows the agency's strategic department everything, from sketches to the finished presentation, so that this department can assess the compliance of the creative development with the brief (the task that was developed in the strategy department).
Workplace
The head of a creative team is a particularly sought-after specialist in large advertising agencies and design studios. The creative team leader reports directly to the creative director. If the creative group is small, he can combine the functions of a manager and an art director (or copywriter). If the group is large, it can control several creative pairs at once.
Important qualities
To work in this position, it is important to have creative thinking, good intelligence, good outlook, perseverance, objectivity, tact, and initiative. When combining a position with work as an art director, you must also have developed artistic taste.
Knowledge and skills
Typically, before being appointed to such a position, a creative team leader must have at least 3 years of experience in the advertising business as a senior art director or copywriter and have good organizational abilities and skills. He/she must also have extensive knowledge of various advertising channels and trends in their development, knowledge of copyright law and fluency in conversational English.
Salary
Salary as of December 19, 2019
Moscow 180000—200000 ₽
Training to become a creative team leader
The education of the head of a creative team depends on his previous experience as a copywriter or art director. For a copywriter, it is preferable to have an education in advertising, philology, or journalism. For an art director - in the field of advertising or design.
Russian Institute of Vocational Education "IPO" - recruits students to obtain a specialty under a distance program of professional retraining and advanced training from 9,900 rubles. Studying at the IPO is a convenient and quick way to receive distance education. 200+ training courses. 8000+ graduates from 200 cities. Short deadlines for completing documents and external training, interest-free installments from the institute and individual discounts. Contact us!
N.F. Guseva, teacher
GOU SPO "Komi Republican"
Reviewers:
V.M. Muratova, teacher
GOU SPO "Komi Republican"
College of Culture named after. V.T.Chistaleva"
L.Z.Sandrigailo, Ph.D., professor of the department
Management and Marketing Syktyvkar
Forestry Institute (branch)
St. Petersburg State
Forestry Academy named after S.M. Kirov
O Guseva N.F., compilation, 2009
Preface……………………….………….……..….………..4
1. Managerial culture of the leader
creative team..……………………….……………..5
2. Planning as a function of socio-pedagogical
team management………………..………………......12
3. Analysis in socio-pedagogical
activities of the manager…..……………………….........20
4. Management style and methods
creative team…………………………………24
5. The creative nature of pedagogy
activities of the manager…………..............……..…........25
6. Formation of attitudes towards creativity –
the most important goal of the pedagogical process…………….....30
7. Pedagogical interaction between the leader and
members of the creative team………….……………..33
8. Variety of functional components
managerial activities of the manager……………...40
9.Basic requirements for specialists
cultural institutions………………………………………………………..50
Bibliography………................................... .......... ............55
Preface
Transformations in the ideological, socio-economic and spiritual spheres, which ensured freedom of creativity, opportunities for creative self-realization of members of creative teams and, along with this, economic difficulties, new cultural and economic conditions require leaders - professionals who are able to realize artistic goals, coordinating them with existing economic opportunities.
The constantly changing reality determines the need for leaders - teachers, who not only know their job well, but are oriented toward creativity, entrepreneurship, and have developed professional self-awareness and creativity as the most important feature of a professional master, which determines the viability of the individual and the effectiveness of his activities in complex and contradictory conditions .
Organizational activity requires creativity, the ability to make decisions in the most unexpected, unpredictable situations, when it is necessary, abandoning ready-made models, to creatively use existing experience. In modern conditions, organizational activity requires entrepreneurship, initiative, the ability to respond to real demand, the solvency of the population, the ability to offer one’s services, and take into account the uniqueness of artistic marketing.
The methodological manual reveals the types of activities of the leader of an amateur artistic and creative group.
The manual ends with questions of a general nature, which are aimed at students self-testing their knowledge of the material studied.
A list of references is also provided that students can use for additional self-educational activities.
Managerial culture of the head of a creative team
To successfully solve a certain class of professional problems, it is important for the head of a creative team to have a fairly complete, clear understanding of the essence, principles, and content of management activities. This will help to adapt to the rhythm of work of the relevant institution of socio-cultural infrastructure, understand the complex mechanism of its functioning, and establish professional business relationships with the administration, colleagues, students, their parents, and specialists from various services.
In a broad sense, management is understood as activities aimed at making decisions, organizing, monitoring their implementation, analyzing and summing up results based on reliable information.
At its core, socio-cultural activity represents the management of the development processes of an individual, group, community, and also acts as a controlled element in the structure of a particular institution.
Management methods can be considered as a tool for the purposeful activities of a manager to achieve specific results from the work of an object.
Practical actions of a manager to achieve management goals are preceded by an analysis and assessment of specific conditions, conditions, and situations. The deeper their knowledge, the more justified the choice of the necessary methods. In this regard, methods of collecting, processing and analyzing information are classified as management methods.
Thus, management methods are methods of practical action aimed at achieving goals and objectives, based on the analysis of reliable information and optimally selected from a system of possible options.
There are the following approaches to the classification of management methods: substantive, aspectual, empirical.
Representatives of the aspect approach believe that any method has different facets - organizational, administrative, social, economic, and psychological. What is important is the combination of these aspects in the management method, their relationship to strengthen or weaken one of them in accordance with specific conditions, goals, and objectives.
Proponents of the empirical approach consider any classification of management methods meaningless, since it is not needed in practice. In a specific situation, the manager solves the problem based on his own experience, chooses a method, and does not look for an answer to the question: “Which group does this method belong to?”
Management, the work of a leader, is a creative process, sometimes an art.
Methods of social and pedagogical management include:
· direct control in the form of a task, an order;
· management through motives and needs (stimulation);
· management through a value system (upbringing, education, etc.);
· management through environmental changes (for example, changes in the living conditions of the family of a member of a creative team).
In the work of the head of a creative team, organizational management methods are quite actively used (Table 1).
Table 1
Classification of organizational methods according to the main elements of the management process
| Basic elements of the management process | Organizational methods |
| Information | Methods of collecting, processing, systematizing, analyzing, storing, issuing and transmitting information of various contents |
| Goals, objectives | Methods for determining target objectives (analytical, heuristic, intuitive); methods for assessing goals and objectives (ranking by importance, summing up); methods for recording goals and objectives (official documents and personal documents); methods for displaying goals, objectives (graphical methods), etc. |
| Solutions | Individual and collective methods of preparing and making decisions (brainstorming, group discussion, analogical reasoning, calculations, etc.) |
| Organizational-executive system (OIS) | Methods for creating IPO (regulation, orders); methods of managing intellectual property (planning, instruction, disposal); methods for converting OIS (reorganization) |
| Personnel, personnel | Methods of selection and placement of personnel (descriptive and quantitative methods, job testing, performing tasks from simple to complex, internship); forms and methods of interaction |
| Resources | Methods for determining the quantity and quality of resources |
| Time | Methods for determining the required time (experimental-normative, expert and analogue methods); time saving methods (sequential and parallel methods of performing work, delegation of authority) |
| Control, verification of execution | Control methods: obtaining periodic information from subordinates and senior managers; personal observations; graphic methods; information at meetings, meetings; requesting information on a specific issue; identifying deviations; personal check of the state of affairs; reports from performers on the progress of work; study of reporting data |
Organizational management methods are a system of ways of a manager’s activity, with the help of which various social systems (organizations, institutions, services, groups, teams) are created, influence is exerted on the system, its parts and elements, and a certain level (quality) of their organization is ensured.
However, it is not enough to know organizational methods; you also need to be able to use them. The relationship between knowledge and skills allows us to distinguish several types of managers.
The first type (knowledgeable - able): the leader knows and can use many methods. This is the most valuable type of leader - organizer.
The second type (knowing - not knowing): the manager knows what methods can be used, but does not know how to do this in practice. Managers of this type usually include novice managers who have good theoretical training in the field of organization and management, but little work experience.
The third type (skillful - partially knowledgeable): the leader mainly knows how to use methods, but has weak theoretical knowledge. This is the so-called practical leader type. Advanced training helps to systematize knowledge acquired in practice and enrich experience with new effective management methods.
The managerial culture of the head of a creative team is part of the psychological, pedagogical and professional culture of a specialist.
Management culture is the level of practical achievements in working with information, organization, methods, style of management work, in personal and business communication with colleagues, in the selection and placement of personnel.
Managerial culture is manifested in the process of solving the following tasks:
· conducting a qualitative analysis of the state of affairs in the managed organization (team);
· selection, placement, evaluation of personnel;
· defining tasks for team members (the participant understands what the manager expects from him and in what form the result of the work should be presented);
· stimulating the productive work of team members;
· creating conditions for professional and personal growth of participants.
Conventionally, the following types of management culture can be distinguished: informational, organizational, social, economic, socio-psychological, legal, technical. Their characteristics are shown in Table 2.
table 2
Types of management culture
| Types of management culture | Types of management culture |
| Information | Business speech culture; culture of collecting, processing, storing, issuing and transmitting information; culture of working with documents |
| Organizational | The culture of organizing staff workplaces, preparing and conducting meetings, sessions, gatherings; culture of development and use of regulations, standards, culture of control, verification of implementation of management decisions; culture of organizing reception of visitors |
| Social | Culture of social protection of personnel, maintenance of premises, personnel workplaces |
| Economic | Culture of entrepreneurship, economic partnership |
| Social-psychological | Culture of communication between managers, subordinates, managers and subordinates; conducting business negotiations; business dress culture |
| Legal | The culture of managers using rights, powers, and power |
| Technical | Culture of use of organizational and technical management tools |
As a rule, management culture resembles a “broken line”: in some part there is a high level, in another – medium, in a third – low, etc.
Quite often in practical activities, the head of a creative team needs to create a team of volunteer assistants (specialists, parents, students, teachers, psychologists) to solve certain professional problems. Theoretical principles for managing team work are presented in Table 3 (Tuckmann's theory).
Table 3
Stages of team development and leadership style
| Stages of team development | Main feature of the stage | Leadership style | Behavior of team members | Team leader behavior |
| Acquaintance | Awareness | Prescription | Inexperience and hesitation when interacting with other team members | The main focus is on the task, its clarification and clarification. Little attention to relationships |
| Conflict or storm stage | Conflict | Belief | Inexperience, but desire to work, clarification of goals and place in the team | A lot of attention is paid to relationships and conflict resolution. Less for the task |
| Bouncing Back | Complicity | Cooperation | Experience, freedom to exchange opinions, some hesitation when making decisions | The main focus is on relationships, motivation, creating an atmosphere of help and support |
| Productive work | Performance | Delegation | Experience and desire to work, a sense of pride in the team | Focus on maintaining the pace of work and the enthusiasm of team members |
| Disbandment | Summarizing | Cooperation | Experience, satisfaction from working in a team, but some confusion | Focus on relationships, encouragement and support |
At the first stage of the team’s work, the behavior of the participants is characterized by indecisiveness when interacting with each other. The leader focuses on explaining and clarifying the task facing the team. It is important that each team member understands and accepts the goals on a personal level. The manager may have to individually specify the essence of the upcoming joint work. At the first stage of a team’s life, the leader should not pay much attention to the peculiarities of the relationships between its members. The most appropriate style for such a team is the “prescription” style.
At the second stage, the manager will greatly benefit from conflict resolution skills, the ability to actively listen, and take into account different points of view. He will benefit from flexibility, openness and the ability to adapt. Attention to team members and their individuality is especially important. However, since the team cannot yet work independently on the task, the manager must pay enough attention to the work process. As a result, the second stage (the conflict stage) corresponds to the “persuasion” style, with the manager’s attention focused primarily on the development of relationships.
With an increase in the level of preparedness of team members, the acquisition of teamwork skills and the team entering the third stage of its development (the stage of cooperation), the leader reduces his activity in the field of solving team problems. His style – “collaboration” – is characterized by high attention to the development of relationships, the creation of a favorable microclimate and not too close attention to solving the problems facing the team, since its members are already able to take on a sufficient amount of responsibility for the performance of their duties.
To actively involve employees in team work and create an atmosphere of support, the manager needs sociability, a sense of humor, ease of communication, and the ability to organize feedback.
As the team enters the fourth stage of its development (effective work), the manager’s attention to the problem of relationships in the team decreases, since this problem has already been solved. The maturity of the team is reaching its peak, and the “delegation” style will be most effective for the leader. This stage will require from him the ability to develop and make decisions, tact, the ability to delegate authority and encourage achievements.
At the fifth stage (disbandment stage), when work on the task is completed or its operational period has expired, a crisis occurs. Now the manager again needs to pay attention to relationships and provide moral support to team members in order to complete the job beautifully. A manager needs to be able to sum up the results and organize celebrations for the successful completion of joint work. The main concern at this stage is that each team member feels satisfaction from the work performed and a sense of pride in the team. A collaborative style is needed again.
Note that the level of team maturity and leadership style are interdependent variables. Just as each stage requires a certain leadership style, a change in style by the leader can contribute to the effective development of the team, or can return it to an earlier stage.
In the professional work of a team leader, situations quite often occur that involve activities aimed at bringing about changes, changes in the living, studying, and working conditions of team members.
In recent years, interest in change management problems has increased significantly. This is explained by the desire of managers to professionally carry out the necessary changes and not consider them as something second-rate, fleeting, and incidental.
Among the roles of the head of a creative team - administrator, organizer, coordinator, psychologist, entrepreneur, etc. - the role of a “changer”, “agent of change” has appeared and is being studied. Change management is a type of activity to justify them and implement planned measures, actions, and activities. Therefore, the changes require the implementation of information, analytical and organizational work, in which the following issues are the most fundamental (Table 4).
Table 4
Changes must be justified and carried out in an organized manner. An “anarchic approach” based on “maybe”, “we’ll get it done somehow” is unacceptable in them.
Change management is the most difficult type of practical activity, as it is associated with overcoming habits, staff resistance, established but clearly outdated forms and methods of work, etc. Here, as in “ordinary management”, the analytical framework (where, what and why needs to be changed), the development of strategies and tactics for implementing changes, and their practical implementation are of particular importance.
Planning as a function of socio-pedagogical team management
The process of managing any system, any object involves goal setting (setting goals) and planning (making decisions to achieve set goals).
Planning is considered to be the basis of management. The essence of planning is to determine the main types of activities, events, taking into account specific performers and deadlines.
The preparation of work plans is based on compliance with a number of requirements (planning principles) that ensure reality, continuity, and specificity of their implementation.
Basic planning principles:
· purposefulness (a specific target setting for activities for a specific period, based on taking into account past experience, analysis of the potential of the management object);
· perspective (goals of activity are accepted as emotionally charged, understandable; as a strategy planned for a long time, but nevertheless realistically realized);
· objectivity (plan development is based on knowledge of the objective conditions of the management object’s activity: material, economic, geographical, social, etc.);
· complexity (when drawing up a plan, it is assumed to use a variety of means, forms, methods, types, areas of activity in their unity and interconnection);
· optimality (choice of content, forms, work technologies most suitable for specific conditions);
· coordination, coherence (correlation and coordination of the work plan of individual structures, divisions of the management object with each other);
· collegiality (use of forms of collective planning, taking into account the opinions of stakeholders and structures, expert assessment);
· specificity (clarity of wording, deadlines, indication of direct executors).
The development of the plan can be based on the following scheme:
· familiarization with the decrees and decisions of government bodies, with documents on this issue or problem;
· study of literature on the general principles of planning;
· analysis of shortcomings in the work plan for the last academic year;
· preparation of a draft plan;
· collective discussion of individual aspects of the plan.
The purpose of planning the work of the head of a creative team is to develop unity of action with team members, parents, and public structures; setting deadlines for implementing decisions; clarification of priority directions, decisions, stages of activity.
The effectiveness of planning social and pedagogical activities depends on clear ideas about the level at which its subject is at the beginning of planning, and about the results of work by the end of the planning period; from choosing effective ways and means to achieve goals.
In the work of a team leader, a distinction is made between long-term, calendar and current planning.
The long-term plan reflects goals and progress towards them for the near future (from one to three years), based on an analysis of the past and taking into account the current state of affairs. As a rule, a long-term plan has the following sections: analytical note, goals and objectives of activities for the coming period, content in areas of work.
The analytical note reflects the state of the socio-cultural life of the team members, current problems of various population groups, a quantitative and qualitative analysis of the manager’s performance over the past period, a description of his social and professional connections, and the involvement of other specialists of the institution in solving the problems of the creative team members. Conclusions about which issues should become the most pressing to resolve in the near future.
The goal defines the manager’s work strategy as a two-way process: on the one hand, the process of creating a pedagogically appropriate environment for the development of the personality of a team member; on the other hand, the process of developing the independence of the participant as a subject of socio-cultural life.
The leading goal can be clarified in accordance with the functional structure of the socio-cultural institution. The objectives determine the immediate prospects for the development of the team in a certain direction of social and pedagogical activity. One goal can be achieved through the implementation of tasks in several directions.
Each section of the plan indicates the measures that should ensure the fulfillment of the assigned tasks in this direction, the timing of their implementation, and the officials with whom these tasks are solved.
The list of areas of social and pedagogical activity, the tasks set by the head, must be correlated with the wording in regulatory documents so as not to exceed his powers.
When describing each area of activity in any section of the plan, a certain logic should be followed: collecting information and diagnosing the problem situation; predicting the result when it is resolved; system of specific actions; performance monitoring.
Calendar plan. It is compiled for a month and helps to identify the directions and forms of socio-cultural activities, clarify the date and location of the event, and those responsible for the result).
A cyclogram (days of the week, types of work, content of work) helps to distribute work in time in separate areas and coordinate the stages of social and pedagogical activity with each other.
Schedule for the day. There are days when it is necessary to carry out many mandatory activities and the time must be evenly distributed.
Social and cultural project. Its approximate structure includes:
· determination of the topic, purpose, objectives and relevance of the project;
· scientific and methodological substantiation of the project;
· Expected results;
· mechanisms for project implementation; performers, interaction
between them;
· project work program (description of stages, methods and solutions used, planned completion dates);
· project financing.
Creative program as a means
formation of corporate culture
positive points:
· creative contact arises between the team leader, the methodologist and the artistic director of the Palace of Culture;
· self-esteem of the manager - the creator of the program increases;
· the manager’s responsibility for his business, results and quality of work increases;
· corporate spirit is formed;
· work discipline is strengthened, since the program must be written and submitted within a certain time frame.
Working on a creative program involves several stages:
- Development;
- Coordination with the artistic director, head of the methodological department, advertising and publishing department;
- Approval of the program by the head of the House of Culture.
Advertising materials are developed and attached to the creative program:
- folder with advertising for recruiting a team for the new season,
- avenue,
- various booklets reflecting the activities of a cultural institution.
In the process of developing a creative program, it is necessary to resolve the following issues:
· determine the general direction(s) of the team’s activities: creativity, work with the population, commercial activities, etc., as well as the place and tasks of the team in the overall structure and concept of development of the institution;
· describe the educational and rehearsal process (goals, stages, strategy, composition of participants, cost of training, class schedule, work plans, etc.);
· determine a list of necessary material and technical resources (premises, materials), minimum material conditions for the existence of the team and possible investments for future development (conflict-free distribution of space, material, technical and financial resources is necessary);
– “minimal text” to present primary information to visitors;
– “middle text” (broader disclosure of the topic for interested potential consumers);
– “full text” (information for articles, booklets and magazine and newspaper publications);
· determine the methodological value of the creative program (the possibility of concentration and dissemination of work experience);
· determine the corporate component of the work (interaction with other teams);
· draw up annual work plans (creative, methodological, financial);
· draw up development plans (conflict-free) taking into account the capabilities of the institution.
Creative program development
In the "General Provisions" section the cultural significance and necessity of functioning of this group in club institutions is substantiated. At the same time, the initial problem that needs to be solved with the participation of this team is indicated. The problem must be of a general cultural nature. It is necessary to determine the specifics of its manifestation in the sphere of leisure and justify why exactly club institutions are called upon to promote the development of the activities of groups of this profile.
In addition, the section provides autobiographical information about the authors of the program and their professional activities:
· last name, first name, patronymic of the program director, date of birth, education, place and length of work, merits, awards, prizes, etc. At the same time, it is important to disclose the creative biography _ achievements, growth prospects;
If methodological materials or programs of other authors were used when developing the program, it is necessary to provide a list of the literature used indicating bibliographic data.
Section "Methodological part" contains a program (subprogram) passport, which includes:
· the name of the program. It should be concise, informational and advertising, catchy, succinct and reflective of the essence;
· the purpose of the program. When formulating a goal, it is necessary to focus on the planned real changes in the lifestyle and leisure of people involved in the team in the corresponding type of activity. It is important to remember that the creative achievements of the team must, one way or another, serve this goal;
· location of the program;
· technical support of the program;
· description of the addressee (which specialists, organizations, institutions the program is addressed to, as well as what needs of the population, age categories it meets, etc.);
· expected breadth of coverage of program participants (number of permanent team members, number of temporary team members);
· acceptable occupancy (the maximum permissible number of people in a class, based on the space provided, as well as sanitary and ethical standards);
· duration of the curriculum in general and a separate lesson in particular;
· class schedule (approximate schedule for a separate group for a week without specifying specific days);
· conditions for admission to the team (restrictions and benefits for admission);
· cost and form of payment for the service (paid, free).
The program should also define the stages and methods of implementation. To implement the program, the following plans are being developed:
· educational. Compiled for the duration of the program;
· thematic plan. It is also compiled for the duration of the program;
· team work plan for the year. Drawed up for the current academic year and provided at the time of signing the agreement between the Palace of Culture and the program director.
The first option is short, informative, formulating the essence of the proposal. It answers the questions: who, what, where, when, why. This is basic information about the team and the service offered. Its volume should not exceed 1/2 page of A-4 format.
The second option is for communicating with visitors, reveals the uniqueness of the cultural services offered by this group, informs about the place, time and special conditions. In addition to the original advertising text, you can use a question-answer form. The volume of material is 1 page of A-4 format.
The third option is an expanded one, which can become the basis of a booklet, article or advertising brochure.
It is important to comply with the requirements for writing advertising text:
· the presentation must be simple, understandable, and accurate;
· addressing a specific target group;
· focusing on the benefits that the client will receive from participating in the activities of this particular team (what will be the practical result and why only here will there be the greatest efficiency).
In the section “Rationale for the activities of the team in the House of Culture” Team leaders need to describe strategic goals, see their formation as an ideal, and indicate the path to move towards this ideal.
It is necessary to emphasize the importance of a specific program and team. Analyze the ratio of resources used, including financial ones, and planned results that are significant both for the House of Culture and for the socio-cultural life of the city, district, district.
It is also important to indicate the sources of funding involved (budgetary, sponsorship, income from paid services). This section is replenished annually when signing an agreement with the team leader for the new season.
Section “Activities of the team as a methodological association of the House of Culture” dedicated to the information and methodological work of the team, including inside the House of Culture and the city, district.
Each team of the House of Culture must be a creative laboratory: conduct open classes, master classes, share work experience and, of course, take the content of their creative program seriously.
Information and methodological work – Own information stand: brief information about the team with photographs; information about competitions, concert activities, tours, etc.; information about parent meetings, open lessons; advertising and information materials: booklets; methodological manuals; posters; calendars; keychains; video.
Participation in information and methodological work of the House of Culture: placement of materials about the activities of the team on the general information stand of the House of Culture; preparation of thematic concert numbers for calendar dates; preservation of the core repertoire; holding a reporting concert and exhibition at the end of the season; Internet forums.
Information and methodological work for the city, region:
All information about the team can be provided at seminars, master classes, creative laboratories, etc.
Leader Roles
The effectiveness of leadership is largely determined by the compliance of the individual traits of the leader with the roles and functions that he is called upon to perform in the organization. In the most general, integrated form, the requirements for a manager are reflected in the social roles prescribed to him by the enterprise.
The human resource management literature identifies a varying number of such roles. For example, the American scientist V. Ansoff indicates four main roles of a leader:
1) the role of the leader. In this case, we mean an informal leader with high authority and the ability to influence other people. The effectiveness of an organization largely depends on the use of leadership qualities. As G. Koontz and S. O'Donnell note, “if subordinates are guided only by the rules and needs established by management, they may work at about 60 or 65% of their capabilities, simply performing their duties satisfactorily enough to keep their job. To achieve full use of the abilities of subordinates, the leader must evoke an appropriate response from them, exercising leadership, by 30-35% the productivity of the staff depends.”
2) administrator role. This role presupposes the manager’s ability to control the state of affairs, make decisions and achieve their implementation, organize and coordinate the actions of subordinates, ensure order, compliance with legal and administrative norms and orders;
3) the role of the planner. The main tasks of this role are to optimize the future activities of the organization by analyzing trends in changes both in the organization itself and in its environment; identification of management alternatives and selection of the best ones; concentration of resources on the main areas of the organization’s activities. The planner must have an analytical mind, be methodical in his work and be future-oriented;
4) the role of the entrepreneur. Acting in this role, the manager must be an experimenter, find new types of activities, non-standard solutions that are most appropriate to the situation, must be prepared for a certain entrepreneurial risk, while minimizing it in every possible way.
A more detailed and probably closer to Russian conditions classification of manager roles is given by the authors of the textbook “Personnel Management. Functions and methods". They call these roles this way, while simultaneously revealing their content:
1) “thinker” - a general understanding of the state of affairs in the department, the search for optimal ways to solve problems;
2) “staff employee” - processing management information and drawing up documentation;
3) “organizer” - coordination of the work of employees;
4) “personnel officer” - selection, placement, evaluation of personnel;
5) “educator” - training and motivation of staff;
6) “supply” - providing the group with everything necessary for work;
7) “social activist” - participation as a moderator at meetings and conferences; work with public organizations;
8) “innovator” - the introduction of advanced labor methods and scientific and technical achievements into production;
9) “controller” - control over compliance with organizational standards and product quality;
10) “diplomat” - establishing connections with other institutions and their representatives.
Manager's functions
The social roles of the leader are detailed and manifested in his functions. In the literature, there are quite diverse classifications of managerial functions. Based on relevant developments by P. Schettgen, I. Hentze et al., E.P. Hollander, the following functions of a leader can be distinguished:
* assessment of the situation, development, justification (i.e. finding out how realistic, understandable and controllable the goals are) and setting goals;
* identification and preparation of measures to achieve goals;
* coordinating the activities of employees in accordance with common goals;
* control over personnel and compliance of the results of their activities with the assigned tasks;
* organizing the activities of employees, i.e. using existing and creating new organizational structures for managing personnel and their activities;
* informing employees;
* interactive, contact interaction (communication) - business communication for the purpose of obtaining information, consulting, providing assistance, etc.;
* formation of a system of employee incentives and their motivation;
* delegation of tasks, competencies and responsibilities;
* conflict prevention and resolution;
* dissemination of organization-specific values and norms;
* caring for subordinates and ensuring their loyalty;
* formation of a cohesive team and maintaining its capacity;
* reducing the feeling of uncertainty in the actions of personnel and ensuring organizational stability.
As can be seen from the above list of managerial functions, they differ significantly in their complexity and scope of activity, and partially overlap. Some authors combine these and some other functions into two main functions: 1) achieving a group goal; 2) unity of the group and concern for its preservation. Let's look at these functions in a little more detail.
1. Achieving a group goal. This includes all functions related to defining group goals and objectives, as well as mobilizing employees for their implementation:
* setting goals and defining the roles of individual team members;
* identifying problems that arise during the implementation of tasks;
* coordination of group activities;
* planning and organizational preparation of group meetings, including determining their composition;
* formation of “normal” group communications (for example, conversations with specialists, obtaining comprehensive information about the state of affairs of each group member, etc.);
* identifying and clarifying unclear issues;
* monitoring compliance with temporary plans and summarizing intermediate results;
* checking the correctness of perception and interpretation of information received by group members;
* methodological assistance to employees and assistance in developing their initiative and creative approach in solving problems;
* providing employees with future work taking into account their capabilities and desires;
* development of mutual assistance when performing difficult tasks and in unforeseen situations;
* regular summing up of individual work results;
* care about advanced training and mastery of related professions;
* development of external relations of the group and preparation of relevant information;
* acquisition of financial and all other resources necessary for work.
2. Unity of the group and concern for its preservation. The content of this general function includes solving problems related to ensuring the optimality and constancy of team members, with the establishment of intra-group relations, including relations between group members and the leader. These tasks include:
* detection and elimination of emotional tension in group relationships;
* notification of group norms, rules of the game (for example, honesty and sincerity in relationships) and timely reminders of them;
* protection and encouragement of “quiet” team members, inhibiting the desire of overly active employees to dominate and oppress more modest ones;
* conflict resolution;
* protecting individual employees from those who violate their personal dignity;
* development of healthy collectivism, mutual trust and solidarity, goodwill and the desire to find compromises;
* all kinds of support for group meetings;
* attentive and tolerant attitude towards employees when resolving issues that arise when working together in a team (correct understanding of common goals, opportunities, problems, etc.);
* employee motivation;
*initiating constructive criticism.
The functions of a leader are a measure of assessing his individual qualities, which are designed to contribute to the successful implementation of all his social roles and activities. Depending on the same order or proximity, various characteristics and qualities of a leader that influence the effectiveness of his activities can be combined into two general groups: 1) biological and socio-economic characteristics and 2) personal qualities.