For the effective functioning of an educational institution, all components of the external and internal environment are important. The effectiveness of an educational institution depends on the mechanism and quality of feedback.

Management refers to activities aimed at making decisions, organizing, controlling, regulating a management object in accordance with a given goal, analyzing and summing up results based on reliable information. School management means the influence of leaders on participants in the educational process in order to achieve the planned result. The object of management in this case is the educational processes and the programmatic, methodological, personnel, material, technical, and regulatory conditions that support them, and the goal is the effective use of the potential available in the educational system and increasing its effectiveness. The effectiveness of managing an educational institution is largely determined by the presence of a systematic approach to managing all its parts. It is very important to be able to see the prospects for the development of an educational institution and build program activities based on the creative potential of the teaching staff.

The effectiveness of managing an educational institution is the result of achieving the goals of management activities, and the effectiveness of managing an educational institution is the result of achieving the goals of the educational institution. If the desired properties of the result are achieved quickly and with saving resources, it is legitimate to talk about effective school management.

The effectiveness of the management system, and, consequently, the life of the school as a whole depends on how fully, expediently, realistically and specifically the functional and job responsibilities are distributed among school leaders. So, management technology is a scientifically grounded, purposeful interaction of school leaders with other subjects of the educational process, focused on achieving the planned result. The effectiveness of management activities largely depends on the ability of the administration of an educational institution to manage the educational process based on a technological approach. Management activities can be presented in the form of a technological chain (Figure 6).

Figure 6? Technological chain of management activities

Management practice confirms that motivation for success in any innovative activity is possible only through the success of achievements in solving previous problems.

Therefore, successful management is the management of the purposeful movement of the school team from solving simple, operational and accessible tasks to solving more complex, strategic goals and objectives.

Assessing the effectiveness of successful management is an extremely important and at the same time underdeveloped and controversial problem.

On the one side, it is possible to assess the effectiveness of management based on the indicators of management itself, i.e., based on assessments of the quality of pedagogical analysis, planning, organization, control and regulation, regardless of the final results of the school as a system or individual subsystems.

On the other hand, management is not an end in itself, and its effectiveness should be assessed by the dynamics of pedagogical processes in the school and how the ongoing transformations influence the development of the personality of each student trained and brought up in it.

Increasing the efficiency of school management must begin with the creation or transformation of an information support system. School leaders must have a mandatory amount of information about the state and development of those processes in the subsystems for which they are responsible and on which they are called upon to exert managerial influence.

Planning is the most important means of increasing the efficiency of the educational process. Planning is the process of determining the main activities with a clear indication of specific performers and deadlines for the interaction of school management, teachers, students and their parents during the educational process. The essence of planning is to justify goals and methods of achieving them based on identifying a detailed set of works, determining the most effective forms and methods of control.

The main directions for increasing the effectiveness of the implementation of organizational and executive functions include the implementation of a person-oriented approach to organizing activities; scientifically and practically substantiated distribution of functional responsibilities within the apparatus of governing bodies by school leaders and members of the teaching staff; rational organization of labor; formation of relatively autonomous systems of intra-school management. The effectiveness of using organizational forms of school management is, first of all, determined by their preparedness and focus. A teachers' council, a meeting with the director, or operational forms of organizing management activities achieve their goal subject to mutual interest, understanding of the need for the work being performed and its significance.

The effectiveness of organizational regulation is measured by how rationally it is possible to organize the processes to be managed with its help.

Control is one of the means of increasing efficiency, since as a result of control, not only shortcomings are identified, but also positive experience, which subsequently becomes widespread in the activities of the entire organization.

Efficiency characterizes the degree of success of the functioning of the pedagogical system in achieving the goal. Since the goals can be different (didactic, educational, educational, managerial), there are corresponding components of pedagogical effectiveness, which, in turn, are functions of two variables - the costs (labor, time, material resources) of participants in the educational process and the results of teaching activities reflected in certain indicators that characterize the state of the object of pedagogical activity.

The results of pedagogical activity are reflected in certain indicators that characterize the state of the object of pedagogical activity.

To effectively manage a school, leaders need to know what are the criteria for its success or, conversely, what causes the problems, and monitor the dynamics according to these criteria, analyzing the results and adjusting the management style. The correct choice of performance criteria is the most important requirement, since incorrectly selected indicators do not allow achieving the results defined by the goal.

The criteria complex includes four groups of criteria, specified in their most important indicators and indicators (features) (Figure 7).

Figure 7 – Criteria complex.

Assessment of management effectiveness according to selected indicators is carried out on the basis of comparison of the assessed parameter with a certain standard (standard).

Thus, having examined the effectiveness of management of an educational institution and highlighting a set of criteria, specified in the most important indicators, it was shown that all management functions affect the effectiveness of management. Control is one of the means of increasing efficiency. Let us now consider the structure of intra-school control.

In-school control

Intraschool control is one of the most important management functions, which is directly related to the functions of analysis and goal setting: according to Yu. A. Konarzhevsky, data without analysis is dead, and in the absence of a goal there is nothing to control.

“The modern idea of ​​intra-school control is based on a diagnostic approach, that is, on an approach in which the state of a system or process is identified in its entirety by studying parts, elements, parties and the entire system as a whole.”

Since a modern secondary school is a complex, highly organized institution, in order to solve the assigned tasks, control must be:

§ Multipurpose– that is, it is aimed at checking various issues (educational, methodological, experimental and innovative activities, improving the educational and material base of the school, fulfilling sanitary and hygienic requirements, compliance with safety regulations, etc.);

§ Multilateral– means the application of various forms and methods of control to the same object (frontal, thematic, personal control of the teacher’s activities, etc.);

§ Multistage– control of the same object by different levels of government (the work of a teacher during the educational process is controlled by the director, deputy directors, chairmen of methodological associations, representatives of the district education department, etc.).

The essence and purpose of intra-school control is as follows:

§ providing methodological assistance to teachers in order to improve and develop professional skills;

§ interaction between the administration and the teaching staff, aimed at increasing the efficiency of the pedagogical process;

§ system of relationships, goals, principles, measures, means and forms in their interrelation;

§ type of activity of managers together with representatives of public organizations to establish compliance of the functioning and development of the system of educational work on a diagnostic basis with national requirements.

The structure of intra-school control of the educational process at school consists of the following elements:

1) General requirements for the organization of control in a modern educational institution:

§ planning - long-term, current and operational control planning;

§ multilateralism – creation of a control system that ensures its regularity, optimality, and comprehensiveness;

§ differentiation – taking into account the individual characteristics of teachers in the process of monitoring;

§ intensity – control activities should be planned for academic periods and academic weeks with the same degree of regularity in order to prevent overload of managers and employees of the educational institution;

§ organization - the control procedure must be clearly defined, communicated to those being inspected and must be strictly observed in accordance with legal requirements;

§ objectivity – inspection of the activities of teachers on the basis of state standards, educational programs, as well as control programs, indicating developed indicators and criteria, should take into account the peculiarities of the conditions in which the person being inspected works, as well as the characteristics of his personality;

§ effectiveness – the presence of positive changes in the activities of the teacher, the elimination of deficiencies identified during control;

§ inspector's competence - their knowledge of the subject and methods of control, the ability to see the advantages and disadvantages in work during control, to predict the development of control results, to analyze the control results with the person being checked in such a way as to arouse in him the desire to improve activities and eliminate shortcomings as quickly as possible.

2) Principles for the effectiveness of intra-school control:

§ the principle of strategic direction of control;

§ the principle of compliance with the case (adequacy of control methods to its object and situation);

§ principle of control at critical points;

§ principle of significant deviations;

§ principle of action (orientation of control towards constructive change in the situation);

§ the principle of timeliness, simplicity and cost-effectiveness of control.

3) Control objectives:

§ competent verification of the implementation of decisions of governing bodies in the field of education and regulatory documents;

§ collection and processing of information about the state of the educational process;

§ providing feedback in the implementation of all management decisions;

§ skillful, correct and prompt correction of shortcomings in the activities of performers;

§ improving the management activities of heads of educational institutions based on the development of their analytical skills;

§ identification and generalization of advanced pedagogical experience.

4) Control tasks:

§ create favorable conditions for the development of an educational institution;

§ ensure interaction between the control and managed systems;

§ create an information bank of data about the work of each teacher, the state of the educational process, the level of education, and the development of students;

§ encourage the elimination of existing shortcomings and the use of new opportunities;

§ motivate teachers to improve their work results.

5) Functions of intra-school control:

§ providing feedback, since without objective and complete information that continuously flows to the manager and shows how the assigned tasks are being accomplished, the manager cannot manage or make informed decisions;

§ diagnostic, which is understood as an analytical cut and assessment of the state of the object under study based on a comparison of this state with pre-selected parameters for improving the quality and efficiency of control;

§ stimulating, which involves turning control into a tool for developing creativity in the teacher’s activities.

6) Main control components:

§ the first component of control is people acting as its objects and subjects;

§ conditions that determine the volume, breadth and direction of control (conditions affecting the control process should include material, time, and personnel resources);

§ determination of control goals, criteria, indicators and standards for assessing controlled parameters;

§ selection of control methods based on the stated principles;

§ identifying and ascertaining information about the current state of affairs;

§ evaluation of the results obtained;

§ comparison of the obtained control results with the standards;

§ analysis and assessment of this situation, and development and implementation of corrections to bring the controlled object to the planned state.

7) Organization of intra-school control.

In the practice of organizing control, it is necessary to resolve a number of issues: identify control participants, provide instructions for them, outline a control program, study the preliminary necessary documentation related to the objects of inspection, distribute working time, optimally use observations of the objects of control identified in the plan, plan the connection of intra-school control and methodological work.

Any form of control is carried out in the following sequence:

§ justification for the inspection;

§ goal formulation;

§ development of an algorithm, a structural diagram of the upcoming inspection;

§ collection and processing of information about the state of the inspected object according to the developed scheme;

§ drawing up the main conclusions based on the inspection results:

o the main reasons for success (failure) are revealed;

o management decisions are made: reshuffling of personnel, generalization of experience and others;

o the timing of the next control is determined;

§ discussion of the results of the inspection at the appropriate level (teaching council, meeting of the methodological association, subject department, etc.)

When talking about control, it is necessary to distinguish between types, forms and methods of control.

8) Types of control.

A type of control is a set of forms of control carried out for a specific purpose. The features of types of control are determined by the specifics of their objects and tasks, as well as the means used for control.

§ by scale of goals: strategic, tactical, operational;

§ by process stages: initial or qualifying, educational or intermediate, final or final;

§ by time direction: preventive or anticipatory, current, final;

§ by frequency: one-time, periodic (input, intermediate, current, preliminary, final), systematic;

§ by latitude of the controlled area: selective, local, continuous;

§ by organizational forms: individual, group, collective;

§ by object: personal, class-generalizing, subject-generalizing, thematic-generalizing, frontal, complex-generalizing.

There are two main types of control: thematic and frontal.

Thematic control aimed at an in-depth study of any specific issue in the system of activity of a teaching staff, a group of teachers or an individual teacher; at the junior or senior stage of schooling; in the system of moral or aesthetic education of schoolchildren. Consequently, the content of thematic control consists of various areas of the pedagogical process, specific issues that are studied deeply and purposefully. The content of the thematic control consists of innovations introduced at school, the results of the implementation of advanced pedagogical experience.

Front control is aimed at a comprehensive study of the activities of the teaching staff, methodological association or individual teacher. Due to the labor intensity and large number of checkers, it is advisable to use this type of control no more than two or three times per academic year. With frontal control of the activities of an individual teacher, all areas of his work are studied - educational, educational, social-pedagogical, managerial. During frontal control of the school’s activities, all aspects of the work of this educational institution are studied: universal education, organization of the educational process, work with parents, financial and economic activities.

9) The main forms of control used in school.

The form of control is the way control is organized.

§ self-control (the initiator and organizer - the teacher regarding his own activities);

§ mutual control (mutual training of equals);

§ administrative control (spontaneous and planned): the initiator and organizer is the school administration;

§ collective control;

§ external control.

Taking into account the fact that control is carried out over the activities of an individual teacher, a group of teachers, the entire teaching staff or any administrative service, several forms of control are distinguished: personal, class-generalizing, subject-generalizing, thematic-generalizing, complex-generalizing. The use of various forms of control makes it possible to cover a significantly larger number of teachers and teaching staff, various areas of school work, rationally use the time factor, and avoid possible overloads of school leaders and teachers.

Personal control carried out by the work of an individual teacher, class teacher, educator. It can be thematic and frontal. The work of a team of teachers consists of the work of its individual members, so personal control is necessary. In the activities of a teacher, personal control is important as a means of teacher self-government and a stimulating factor in his professional development.

Class-generalizing form of control applicable when studying a set of factors influencing the formation of a class team in the process of educational and extracurricular activities. The subject of study in this case is the activities of teachers working in the same class, the system of their work on individualization and differentiation of teaching, the development of motivation and cognitive needs of students, the dynamics of student performance by year or within one year, the state of discipline and culture of behavior.

Subject-generalizing form of control used in cases where the state and quality of teaching a particular subject in one class, or in parallel classes, or in the school as a whole are studied. To carry out such control, both the administration and representatives of the school’s methodological associations are involved.

Thematically generalizing form of control has as its main goal the study of the work of different teachers and different classes, but in separate areas of the educational process.

Complex-generalizing form of control is needed when monitoring the organization of the study of several academic subjects by a number of teachers in one or more classes. This form predominates with frontal control.

The name of the control forms repeats the term “generalizing”. This emphasizes the purpose of control as a function of managing the pedagogical process, providing it with reliable, objective, generalizing information. It is this information that is necessary at the stage of pedagogical analysis, goal setting, decision making and organizing their implementation.

All of the above forms of control find their practical application through control methods.

10) Control methods.

A control method is a method of practical implementation of control to achieve a set goal. The most effective control methods for studying the state of educational activities are:

§ observation (attending classes, extracurricular activities);

§ analysis (analysis with identification of causes, determination of development directions);

§ conversation (free conversation and targeted interview according to a specially prepared program);

§ study of documentation (working with class magazines, student diaries, lesson plans, personal files, safety magazines);

§ questionnaire (method of research through questioning);

§ timing (measurement of working time spent on repeating operations);

§ oral or written testing of students’ knowledge, abilities, skills (test to determine the level of training and other methods).

The methods complement each other for objective knowledge of the real state of affairs. Where possible, different control methods should be used.

When carrying out control, it is possible to use the method of studying school documentation, which reflects the quantitative and qualitative characteristics of the educational process. The educational and pedagogical documentation of the school includes:

§ alphabetical student record book;

§ personal files of students;

§ magazines: ? cool;

· extracurricular activities;

· extended day groups;

· additional education;

§ books: ? accounting for the issuance of education certificates;

· accounting for the issuance of gold and silver medals;

· minutes of meetings of the pedagogical council;

· orders for school;

· accounting of teaching staff;

· log of absences and replacement of lessons.

The fact of the abundance of school documentation speaks of the diversity and richness of information obtained in the process of its use. School documentation contains information for several years; if necessary, you can go to the archive, which allows for comparative analysis, which is especially valuable for predictive activities.

In school practice, oral and written control are most often used. With all the availability of these control methods, it is impossible to limit ourselves to their use alone, therefore a group of sociological methods of collecting information is used.

The use of sociological methods in intra-school control - questionnaires, surveys, interviews, conversations, the method of experimental assessments - allows the inspector to quickly obtain the information of interest to him.

The timekeeping method is used to study school operating hours, rational use of lesson time and extracurricular activities, to identify the reasons for overload of students and teachers, determine the amount of homework, and reading speed.

The study of advanced pedagogical experience and diagnostic methods complement in-school information about the characteristics of certain teachers, their pedagogical systems, and ways of demonstrating pedagogical creativity.

Thus, the choice of forms and methods of intra-school control is determined by its goals, objectives, characteristics of the object and subject of control, and the availability of time. The use of various forms and methods is possible subject to clear, reasonable planning of the directions and stages of control and the inclusion of representatives of the administration and teachers in its implementation.

Based on the above, the structure of control processes (Figure 8, Figure 9, Figure 10) can be presented as follows:

Figure 8? Classification of control by type.

Figure 9? Classification of control by methods.

Figure 10? Classification of control by periods).

All types of control culminate in the development of proposals to eliminate identified deficiencies. These proposals should be aimed at improving educational activities and correspond to the real capabilities of the educational institution.

11) Results of control can be summarized:

§ at a meeting with the director or his deputies;

§ at a meeting of the methodological association of teachers;

§ at the pedagogical council.

Ways to sum up: certificate, certificate-report, interview, accumulation of methodological material, etc. Based on the results of internal school control, depending on its form, goals and objectives, taking into account the real state of affairs:

§ meetings of pedagogical or methodological councils are held;

§ comments and suggestions made are recorded in the documentation in accordance with the nomenclature of school affairs;

§ the results of in-school control may be taken into account when conducting certification of teaching staff, but do not form the basis for the conclusion of the expert group.

12) Objects of internal school control are the following types of educational activities (Figure 11):

§ educational process;

§ methodological work, experimental and innovative activities;

§ psychological state of students and teachers;

§ provision of the educational process with the necessary conditions (compliance with labor protection requirements, sanitary and hygienic conditions, provision of educational and methodological literature, educational and technical equipment).

Figure 11? Objects of intra-school control.

When drawing up an internal school control plan, the following elements are taken into account: educational work:

§ complete training;

§ the state of teaching subjects;

§ quality of knowledge, skills and abilities of students;

§ execution of decisions of teachers' councils, meetings, etc.;

§ quality of school documentation;

§ implementation of programs and the prescribed minimum;

§ preparing and conducting exams.

methodological work:

§ advanced training of teachers and administration;

§ work of methodological associations;

§ work with young specialists;

§ work with teachers who came from other educational institutions.

13) In-school control technologies.

§ the teacher fills out the “Personal Passport”;

§ coordinates its plan with the leaders of the methodological association;

§ the head of the methodological association systematizes the personal plans of teachers and draws up a technological map for monitoring his methodological association;

§ the head teacher, together with the head of the methodological association, analyzes and draws up a control plan at the level of the methodological association;

§ the administration analyzes the plan for the methodological association, determines the plan for inspection, administrative and individual control, and introduces teachers to it;

§ The director approves the consolidated plan for intra-school control.

The successful implementation of intra-school control at school is facilitated by the creation of incentives for active creative activity through a joint search for optimal options for organizing the educational process and providing the teacher with the opportunity to test them in practice, as well as the dissemination of best practices and creative findings, highlights of teachers.

3.1 Introduction of innovative technologies into educational institutions

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.

The radical changes taking place in Russian society have 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 the 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 realize this receive more opportunities for effective entry into the new system of social 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 the heads of educational institutions, but also a 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 in various areas (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 management of the innovation process at the present stage in the educational system on the basis of a deep comprehensive critical analysis of all sides and aspects of its activities, taking into account the forecast of the possible consequences of 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 the 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 of innovative processes occurring 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 of the Russian Federation in Order No. 46 of March 7, 2006 can apply for state support. 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 became a stimulus for the development of the system of public management of 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 of 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;

* no violations of educational and 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 - the percentage of students who have not received basic general education before reaching the age of 15 should be significantly lower than the regional average;

* provide students with learning opportunities 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 in the 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 the availability of the 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 vocational education institutions; territorial trade unions of workers of public education and science; professional associations of employers, parents and other public organizations. The number of public organizations involved in the examination, as a rule, cannot be less than five.

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 purchasing laboratory equipment, software and methodological support, modernizing the material, technical and educational base, 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 and allows 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 project methodology makes it possible to conduct individual work on a topic that is of the greatest interest to each project participant, which undoubtedly entails increased motivated activity of the student. He himself chooses the object of research, decides for himself: whether to limit himself to the textbook (simply completing the next exercise), or to read other textbooks provided for by the 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 of project activity, in our opinion, is the focus on achieving a specific practical goal - a visual representation of the result, be it a drawing, an application or an 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 of a 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 learning English”: “One of the ways to implement a student-oriented 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 activities similar in structure to the activities of a scientist. In their research, students go through all stages of creative research: 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 of research activity 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 due to the insufficient development of the methodology.

Students' research activities are an integral part of 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 the American educators Dewey, Kilpatrick and the Austrian educator Steiner turned to the active cognitive and creative joint activity of children in 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 arose. Currently, the project method is quite well developed technologically and has found wide application, including in teaching a foreign language. The main idea is to shift the emphasis from various types of exercises to the active mental activity of students, which requires proficiency in 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 an algorithm for problem-based activities leads to increased motivation for educational and cognitive activities, a deepening of the level of understanding of educational material, a constructive attitude of students towards such a phenomenon as a problem, and 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.

The order to provide this type of activity with scientific leadership (professional management) is generated by the contradiction between the impossibility of adapting the results of scientific developments in a mass school within the framework of 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 teaching 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.

The results of research (A.I. Prigozhiy, E. Rogers, etc.) confirm that the psychological aspect is significant in the management of innovative activities. 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, needs 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.

Original document?

Introduction 3

1. Theoretical justification for increasing management efficiency 6

1.1 The essence of the concept of management efficiency, its main tasks 6

1.3 Main directions for improving management efficiency 13

2. Organizational-legal and financial-economic characteristics of the organization 19

2.1 Organizational and legal characteristics of the organization 19

2.2 Analysis of the main economic indicators of the organization’s activities 24

2.3 Assessment of the state of the organization’s production potential 29

2.4 Analysis of the financial condition of the organization 37

2.5 Analysis of the state of the production management system in the organization 44

3. Development of measures to improve the efficiency of production management in the organization 50

3.1 Development of a set of measures 50

3.2 Mechanism for implementing activities 57

3.3 Calculation of the effectiveness of measures implementation 64

CONCLUSIONS AND OFFERS 74

APPENDIX 1. Interpretation of the concepts of “efficiency”, “effectiveness”, “quality” 79

APPENDIX 2. Dynamics of the composition and structure of the total cost of OJSC Udmurtagrosnab for 2010 - 2014 82

APPENDIX 3. Structure of fixed assets of OJSC Udmurtagrosnab for 2010 - 2014 83

APPENDIX 4. Vertical and horizontal analysis of the balance sheet of OJSC Udmurtagrosnab for 2010 - 2014 84

The object of study of the final qualifying work is OJSC "Udmurtagrosnab" of the city of Izhevsk, which specializes in the logistics supply of agricultural enterprises, farms, peasant farms, as well as other enterprises and individuals in the territory of the Udmurt Republic, the Russian Federation and other states, which is experiencing problems with a decrease in profitability of activities.

The subject of the study is organizational and economic relations in the organization's management system, which are formed in a competitive environment, management and management to improve production efficiency.

The theoretical and methodological basis for the study of the final qualifying work was the scientific works of leading domestic and foreign scientists on the problems of the theory of organizations, management and management, such as Abchuk V.A., Bondarenko I.V., Zelentsov A.B., Knyshova E.I. , Lankina V.E., Porshnev A.G., Yampolskaya D., Zonis M. and others.

The information base for researching final qualifying work includes the reporting data of the organization for 2010 - 2014. The proposals being developed in terms of increasing the efficiency of production management are based on a systematic approach using methods of interviewing, questioning, comparative analysis and the analytical method.

The work consists of an introduction, three sections, conclusions and proposals, a list of sources and literature used, and applications.

The introduction provides a justification for the relevance of the research of the final qualifying work, sets a goal and identifies tasks, and forms the object and subject of the study.

The first chapter is devoted to the theoretical and methodological justification for increasing management efficiency, including revealing the essence of the concept and objectives of management efficiency, studying the criteria and indicators of management efficiency, and identifying the main directions for increasing management efficiency.

The second chapter provides a description of the organization's activities, analyzes economic and financial activities, evaluates the organization's production potential, studies and analyzes the state of the production management system in the organization.

The third chapter is devoted to the development of measures to improve the efficiency of production management in an organization, with the construction of a mechanism for their implementation and an economic justification.

Conclusions and proposals contain the main conclusions from the conducted research of the final qualifying work.

The list of sources and literature used contains a list of authors and their works used in the writing of the work.

5. The concept of enterprise management efficiency always has internal and external aspects, taking into account changes in the internal environment and the presence of external influences. Therefore, it is advisable to take into account the strategic and tactical forms of effectiveness, which differ according to the determined time limits and taking into account external influences, which is not necessary to determine the tactical effectiveness of management.

The ultimate goal of management in an organization is to ensure its profitability (18).

The most important task is the appropriate organization of the production of goods and services, taking into account the dynamics of demand based on the most effective use of available material and human resources, as well as ensuring profitability in the organization’s activities and its stable position in the market.

1.2 Criteria and indicators of management effectiveness

Management activity is one of the most complex types of human activity, and its assessment cannot always be made directly due to the lack of formalized results and quantitative assessment of individual types of work performed (5).

To determine the economic efficiency of management activities, various methods are used: according to the indicators of the enterprise, the organization and functioning of the work of management personnel, the volume of transmitted information; on the quality and speed of decisions made; to perform the functions of management units.

LIST OF SOURCES AND REFERENCES USED

1. Abchuk, V.A. Management: Textbook. – St. Petersburg: Publishing House “Soyuz”, 2002. – 463 p.

2. Aznabaeva, G.Kh. Main directions for improving production management // News of the Russian State Pedagogical University named after A.I. Herzen. Postgraduate notebooks. - St. Petersburg, 2008. - N 26(60). - P.11-13.

3. Bondarenko, I.V. The effectiveness of enterprise management is a key task of management // Das Management. – No. 5 /10-12/. – 2010.

4. Vasin, S.M., Mamonova, O.A. The nature and essence of the concept of efficiency of an enterprise management system. Penza State Pedagogical University, 2012

5. Final qualifying work. Requirements for design and content: methodological instructions / Gogolev I.M., Mukhina I.A., Osipov A.K., Tsyplyakov P.A. – Izhevsk: Federal State Budgetary Educational Institution of Higher Professional Education Izh State Agricultural Academy, 2013. – 96 p.

6. Zelentsov, A.B. Issues of efficiency of the management process and its organization. Modern problems of science and education. Orenburg State University, No. 6, 2013.

7. Knyshova, E.I. Management. – M.: Publishing House “Forum”: INFRA-M, 2006, 304 p.

8. Kruttsova, M. N. Personnel adaptation management: textbook / M. N. Kruttsova. – Vologda: Legia, 2010. - 128 p.

9. Lankina, V.E. Organization management: textbook / T.V. Alesinskaya, L.N. Deineka, A.N. Proklin, L.V. Fomenko, A.V. Tatarova and others; Under the general editorship. V.E. Lankin. - Taganrog: TRTU Publishing House, 2006. - 304 p.

10. Meskon, M. H., Albert M., Khedouri F. Fundamentals of Management: Trans. from English 2nd ed. - M.: “Delo”, 2009. - 702 p.

11. Nikolaeva, T. I. Systematic assessment of the effectiveness of commercial activities of organizations // Marketing in Russia and abroad. - 2012. - No. 4. - P. 65-76.

12. Pozhidaeva, T.A. Analysis of financial statements: textbook / T.A. Pozhidaeva. - 2nd ed., erased. - M.: KNORUS, 2010. - 320 p.

13. Porshnev, A.G. Quality, efficiency and effectiveness of management.

14. Raitsky, K. A. Economics of an organization (enterprise): Textbook / K. A. Raitsky // - 5th ed., revised. and additional – M.: Dashkov and Co., 2013. - 1012 p.

15. Savitskaya, G.V. Analysis of the economic activity of an enterprise: Textbook / G.V. Savitskaya, 5th ed., rev. and additional - M.: Infra-M, 2013. - 345 p.

16. Samoilovich, V.G. Enterprise economics: a textbook for students. higher textbook institutions / V. G. Samoilovich, E. K. Telushkina; under. ed. V.G. Samoilovich // - M.: Publishing Center "Academy", 2012. - 224 p.

17. Semenov, A.K., Nabokov, V.I. Fundamentals of Management: Textbook. – M.: Publishing and trading corporation “Dashkov and K”, 2008. – 556 p.

18. Taraseeva, E.V. Improving the efficiency of enterprise management. Access mode: http://www.fa.ru/projects/mknrsa/skireports/ 3/MeHefl>KMeHT/TapaceeBa%20E.B.pdf

19. Sheremet, A. D. Analysis and diagnostics of the financial and economic activities of the enterprise / A. D. Sheremet // - M.: INFRL-M, 2008.

20. Efficiency of using automated systems in a warehouse. Infor official website.

21. Yampolskaya, D, Zonis, M. The concept of management efficiency

Price: 880 rub.

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 business activities within the framework of the law, as stated in the Federal Law of June 14, 1995 N 88-FZ, which speaks of free choosing and creating 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 activity, including a study of both the managed system and control subsystems, namely, research and consideration of the strengths and weaknesses of the enterprise, the production and sales process, 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, the components of which 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 the 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.

The management functions of a 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 set of management tasks, the solution of which ensures the achievement of production goals and the 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 study such an element of the enterprise management system as the organizational management structure. 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, an information management system must be organized, 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 activity of an enterprise, and specifically the enterprise’s 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 the study of control systems, the object, subject, novelty, practical significance, research methods, limitations and conditions for the use of various methods of control technology must be determined, the definition of the problem in the study of processes and control systems, the implementation of a system analysis of direct and indirect factors, efficiency.

Combining all the elements of the enterprise management system, we can come to the conclusion that modern enterprise management needs a research approach, which will contribute to the dynamism, prospects of 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 of modern management, but also a style of functioning and a certain type of organization of the activities of personnel of the entire enterprise management system, while the study acts as the main function, a management approach that can ensure quality 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; the principle of sustainability in relation to the 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 of small businesses 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.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://allbest.ru/

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Professional Education

"Kuban State University"

Department of Social Work, Psychology and Pedagogy of Higher Education

Technologies to improve management efficiency

Krasnodar 2013

Management efficiency is a relative characteristic of the performance of a specific management system, reflected in various indicators of both the management object and the management activity itself (the subject of management).

In our opinion, management effectiveness is of primary importance for many aspects of management and of course for social work. This is important first of all, because the quality of services provided in this area often affects not only the success and productivity of the organization, but also the lives of people.

Social work management is a necessary condition for the functioning of any social organization. It is not enough to make a competent management decision and achieve its implementation. It is necessary to monitor its implementation, evaluate its effectiveness and make the necessary adjustments so that the next cycle of management work is even more effective than the previous one.

Komarov E.I., Voitenko A.I. There are 2 approaches to the effectiveness of social work. social Transbaikal Yaroslavsk Vologda

The first is the relationship between the achieved results (effects) and the costs associated with ensuring these results.

The key issues with this definition are the measurement (description) of results or effects and costs, as well as the influence of costs and other factors on results.

“Relationship situations” are very different. Costs remain at the same level, and results in quantitative and qualitative measurements have been achieved that are higher than in previous periods. Costs are reduced, but the results remain the same as with unreduced costs or even increased. The costs have increased to some extent, but the results have become even greater. In practice, one has to take into account the so-called “limiting results”, when their quantitative and qualitative characteristics do not increase due to the limitation of a number of factors that are of a specific nature in a given social protection institution.

The second approach considers work efficiency as actually achieved and necessary results (effects). The key task, based on this understanding, is the measurement (description) of results.

Since results and costs can be assumed, planned, outlined or acted in the form of goals (tasks), efficiency can be expected (calculated, planned) and actual (actually achieved).

Other important issues include performance measurement; selection of performance assessment items; subjects assessing effectiveness, methods and techniques for assessing effectiveness; factors influencing efficiency/ineffectiveness.

It should be noted that research in the field of social work effectiveness began recently - at the beginning of 1996. And therefore, there are only the first scientific results, associated mainly with the development of a conceptual apparatus, the definition of the types of techniques and methods with which effectiveness can be assessed.

In the textbook "Fundamentals of Social Work" the management and effectiveness of social work is discussed in:

In a broad sense, social management means the management of all and any social processes, and in a narrow sense, the management of processes and phenomena in the social sphere of public life.

Social work management is aimed at providing assistance, support, and protection to all people, especially vulnerable groups and groups.

The objects of management in social work are social workers, employees, the entire system of relationships that develops between people in the process of social protection of the population.

The subjects of management are the heads of social services and the management bodies formed by them, endowed with management functions.

The most important condition for the effectiveness of the social protection system is the structural improvement of the activities of various levels of management of social work bodies.

There are three levels of management:

1. top, institutional? Russian Federation and autonomous republic;

2. average? region, i.e. regional social protection authorities,
regions, autonomous entities, cities, districts, districts,
prefectures, municipalities;

3. inferior? social organizations, various non-governmental (charitable) public organizations.

The effectiveness of social work in modern market conditions in Russia is largely determined by the quality of its organization and management. At the same time, the theory of social work management has been little studied. Among its main scientific problems are the following:

Development of theoretical foundations of management in social work, formulation of its concept and tree of goals;

Research of organizational structures of social work management, substantiation of recommendations for the use of their standard forms at the federal and regional levels;

Modeling the activities of social services, the use of mathematical methods in studying the problems of organizing social work;

Development of criteria that allow assessing the quality of functioning of the social work management system, and methods for assessing the activities of its departments and personnel;

Research of information bases of management in social work, creation of a modern data bank;

Development of scientific methods for forecasting social work, improvement of qualitative and quantitative forecasting methods;

Development of algorithms for organizing the personal work of social managers and optimal options for delegating powers to employees of social work management bodies;

Research of methods of motivation for social work, substantiation of proposals for the use of substantive and procedural theories of motivation.

One of the components of the effective operation of an organization is the professionalism and business qualities of its leaders. Also, individual differences between people in abilities, motivation, knowledge and skills seriously affect the effectiveness of their management activities.

The management of a social institution is obliged to correctly select specialists with the appropriate education, work experience, knowledge and practical experience necessary to fulfill their assigned duties, because in social institutions the “human factor” plays an important role. Underestimation of the human factor leads to an increase in the number of industrial conflicts in institutions and increased staff turnover. The consequence of this is a loss in labor productivity. As a result, those categories of citizens who especially need social protection suffer. Smart use of human resources can improve efficiency and productivity, without much economic cost.

Information openness is also an important factor to increase efficiency. It not only helps to raise public awareness about solving social problems, but also strengthens the confidence of city or district residents in the executive body implementing state policy in the field of social protection of the population in the territory of this region.

Every manager strives to increase the level of efficiency of the organization of social protection institutions, applying in practice various methods of disciplinary, administrative, legal, and material influence on staff.

To increase the efficiency of management and group activities of social institutions, it is necessary:

Mutual obligations, trust and accountability that arise from sharing a team, shared purpose, goals and approach;

The spirit of partnership and camaraderie, which can manifest itself exclusively in the business sphere, without extending to personal life;

Open discussion of problems;

Good circulation of information; high adaptability, which is determined by the matrix principle of internal organization, when individual subgroups are created for a task and can easily be reorganized;

Leadership that is based on facilitation and cooperation;

Leadership that acts as a catalyst for group interaction and cooperation, providing an optimal balance of external control and independence.

With skillful assessment and use, resources can significantly improve the management efficiency of social protection institutions. The following types of resources are distinguished: time, documents, personnel, methods, administrative systems.

It is impossible to achieve effective activity without sufficient inclusion of employees in the life of the organization. Employees as an organization resource are:

Active participants in the communication process, generating and disseminating information;

A means of achieving goals, solving organizational problems;

A source of increasing the level of competence and professionalism in the organization.

The level of professionalism of personnel as a factor in increasing management efficiency is discussed in the journal “Social Work”, 2013, No. 2, article by L.G. Filippova, director of the state-owned social service institution “Unified Social Settlement Center” of the Trans-Baikal Territory.

“In order to ensure the required level of professional competencies for ESRC specialists, audio conferences and video lessons are held. Recordings of audio conferences and video lessons, regulatory and methodological information on activities are posted on the internal website of the institution, where the information and legal service “Knowledge Base” has been created.”

They also use information technology to improve management efficiency: “The creation of a corporate data transmission network on the basis of the establishment made it possible to combine databases into a single system and organize work at a new level - in real time. The corporate data transmission network includes an IP telephony server that unites the Ministry of Social Protection of the Population of the Trans-Baikal Territory, 30 departments of the Ministry in municipal districts and urban districts, the State Treasury Institution “Unified Social Payment Center”, institutions of the social protection system of the population of the region; single point of connection to the Internet; automated workstation “Customer Service”.

The general concept of “Customer Service” is to register the actions of a specialist in response to a specific request from a citizen; in the possibility of obtaining operational information about any application of a citizen to a branch of the institution, about the timing of consideration of applications, about the number of applications considered by a specific specialist of the branch for a certain period of time, online.”

In the magazine "Social Work" 2011. No. 7 in the article by Antonina Dashkina, President of the Union of Social Pedagogues and Social Workers, talks about the methods used in the Far East: “As part of its activities, SSOPiR organizes conferences, round tables, forums, congresses and symposiums. We organize professional exchanges between social workers from different countries. Russian social workers travel to the UK, Denmark, Spain, France to get acquainted with the work experience of our colleagues.”

In the article by N.L. Khorobroy, in the magazine “Social Work” 2011. No. 5 of the director of the state institution of the Vologda region “Multifunctional center for the provision of public services in the territory of the municipal formation “City of Vologda” talks about an innovation that helps improve the efficiency of management and functioning in general. The “know-how” of the Vologda MFC is the versatility of specialists. Each “universal station” in 22 windows accepts documents for any of 84 government services, which allows not only to avoid queues, but also to increase work efficiency.”

Sokolov S.P. The head of the information and methodological department of labor and social support of the population of the Yaroslavl region, the author of the article “New information technologies in the field of social protection,” believes that it is possible to increase the level of efficiency of social work management with the help of informatization of management processes.

Quote: “When talking about the information model of state management of the social support sector, it should be understood that, first of all, we are talking about the informatization of all management processes in social protection bodies, the informatization of interdepartmental relationships, the creation of information systems capable of supporting all functions of the interaction of these bodies with the population and business structures.

The Department of Labor and Social Support of the Population of the Yaroslavl Region has identified the following goals for creating a unified industry information system:

Increasing the efficiency of the social support system through efficiency and comprehensive analysis of information;

Creation and development of mechanisms for monitoring and forecasting changes in indicators in the field of social protection.

Creating conditions for improving the quality, completeness and efficiency of providing services to the population in electronic form.

This point of view is close to us; of course, in our time we cannot ignore the informatization of structures. This approach will help increase the speed of data processing, improve reporting, analytics, and forecasting of the payment budget.

In Russia, in the area of ​​increasing the efficiency of management of social institutions, as with the entire social sphere, not everything is ideal. But every year new methods are being developed to improve the management of the social sphere. As we see from practice, thanks to competent management, information systems are created in social institutions, the level of professionalism of social sector specialists is growing, and new technologies for helping clients are being developed.

The transition to new organizational forms of providing social support measures to the population makes it possible to increase the accessibility and quality of the services provided.

Having examined the scientific literature and articles related to this issue, we can say that the effectiveness of social work management requires improvement and refinement. We have identified the following main directions for improving management efficiency in social work:

Development of theoretical foundations of management in social work.

Research into information foundations in social work management.

Research into organizational structures of social work management.

List of sources used

1. Management of social work: Textbook. A manual for students of higher educational institutions / Ed. E.I. Komarova and A.I. Voitenko. - M.: Humanite. Ed. VLADOS Center, 2001.

2. Fundamentals of social work: Textbook/Ans. ed. P.D. Pavlenok.-2nd ed., revised. and additional - M.: INFRA - M, 2003. - 395 p.

3. Organization, management and administration in social work: textbook for bachelors / ed. E.I. Kholostovoy, E.I. Komarova, O.G. Prokhorova.- M.: Yurayt Publishing House, 2012.-425 p.

4. Magazine “Social Work”, article “New information technologies in the field of social protection” author Sokolov S.P. Head of the information and methodological department of labor and social support of the population of the Yaroslavl region.

5. Magazine “Social Work”, article “Multifunctional Center” author N.L. Khorobraya is the director of the state institution of the Vologda region “Multifunctional center for the provision of public services in the territory of the municipal formation “City of Vologda”.

6. Magazine “Social Work”, article “The “One Window” Principle”, author L.G. Filippova Director of the state government social service institution “Unified Social Settlement Center” of the Trans-Baikal Territory.

7. Magazine “Social Work”, article “Forum in the Khabarovsk Territory - a new step towards the modernization of social services in Siberia and the Far East” author Antonina Dashkina, President of the Union of Social Pedagogues and Social Workers.

Posted on Аllbest.ru

Similar documents

Criteria, principles and levels of effectiveness of the management system. Factors for increasing the management efficiency of a commercial organization. Organization structure and the concept of division of labor. The role of personnel and proper organization of work, the influence of the manager.

course work, added 12/09/2009


Features of the functioning of an enterprise operating in the social sphere. Improving control over personnel activities. Characteristics of Pension Delivery Center LLC. Activities aimed at improving the psychological situation in the team.

thesis, added 10/09/2013


Factors that increase management efficiency. Ways to improve management efficiency. Balanced Performance Scorecard (BPS). Reengineering. Ford Motor Experience. Kodak experience. An example of improving the efficiency of an organization's management.

abstract, added 07/28/2008


Management of an organization at the present stage. Assessing employee potential. Personnel management methods. Personnel Assessment Center as a method of personnel work. Preparation of the Assessment Center program. Factors of reliability and effectiveness of the personnel assessment center.

abstract, added 09.23.2008


Management decisions in the social management system. Analysis of the social protection management system (using the example of the State regional institution "Comprehensive Center for Social Services of the Population" in the city of Revda). Problems of social protection of the population.

thesis, added 03/09/2012


The main factors for increasing the management efficiency of a commercial organization. Use of highly mobile information technologies in management. Creation, execution and storage of business documents using text editors.

abstract, added 02/24/2011


Administrative methods of personnel management in an organization. Study of the content of personnel management activities in the social work system. Personnel management in the institution "Khabarovsk Integrated Center for Social Services to the Population."

course work, added 12/19/2014


The essence of standardization and certification of products. Analysis of experience in product quality management at Avtomir-Vologda LLC. Recommendations for creating and ensuring the effectiveness of improving product quality by improving the organizational structure.

course work, added 01/08/2015


The importance of improving the technology of the management process to increase the efficiency of the management apparatus. Assessment of liquidity, financial stability and turnover indicators of the enterprise, characteristics of the technology of the management process.

course work, added 08/04/2011


Modern wage systems. The concept of a personnel management system. The role of staff turnover in personnel management. The concept of personnel management in LLC "Autoservice Center". Improving the system of motivation and stimulation of work.