Analysis of the personnel management system in an educational institution. Personnel management in an educational institution

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Personnel management in an educational organization
Table of contents
Introduction
Chapter 1. School as a special type of organization
1.1 The current situation in the field of school education
1.2 Concept and characteristics of a school as a specific organization
1.3 School as an organization (according to G. Mintzberg)
1.4 Conclusions
Chapter 2. Personnel management at school
2.1 Human resource management, personnel management and personnel management
2.2 Features of the organization of personnel management in an educational institution
2.3 School personnel management system
2.4 Conclusions
Chapter 3. Personnel management using the example of a Moscow gymnasium
3.1 General characteristics of the school
3.2 Personnel management in the gymnasium
3.3 Problems of personnel management in the gymnasium
3.4 Possible solutions
Conclusion
List of used literature
Appendix 1. Questionnaire for surveying school staff
Appendix 2. An example of a tool for calculating the incentive portion of a teacher’s salary
Introduction
In the modern world, which is constantly changing and developing at tremendous speed, people become the key element of any organization. Regardless of the type and size of the organization, its human resources provide a competitive advantage, since this type of resource is in a certain sense inexhaustible - it can be developed almost endlessly.
As a result, managing people in an organization as an element of the overall management system is becoming increasingly important. In the Russian Federation, this trend is primarily observed in the commercial sector, where the success of an organization is a necessary condition for its survival. However, in the so-called budgetary sphere, that is, organizations that operate at the expense of funds from the state budget and are managed by government bodies, effective functioning and, especially, profitability are often not perceived as vital. This inevitably leads to a lack of development and stagnation.
Over the past decade, government institutions in Russia have undergone major reforms affecting all aspects of their activities. These reforms are aimed at modernizing and increasing the efficiency of organizations, in particular, at optimizing the management process. Despite this, approaches to human resource management in budgetary institutions remain largely conservative, often involve the use of outdated methods and generally do not meet the requirements that society places on modern organizations.
One of the striking examples of budgetary organizations in the Russian Federation are state educational institutions - kindergartens, schools, higher educational institutions. Their activities are regulated by legislation in the field of education, financing is provided from the state budget. It should be noted that among the named types of educational organizations, institutions of primary and secondary education - gymnasiums, schools, lyceums - are subject to the greatest control by the state and standardization. As a key element in our country's education system, they face many difficulties in meeting government requirements and lack of freedom in decision-making. These difficulties inevitably affect the school’s internal management system, and in particular, the process of managing its employees. In fact, budgetary educational organizations do not have an effective personnel management system.
Subject of this study- staff of a budgetary educational organization (school), while subject of research are technologies, methods and forms of personnel management in an educational organization.
Main purpose of the study is to identify key problems in the personnel management system in educational institutions and determine possible ways to solve them.
To achieve this goal, you must do the following: tasks:
1. Identify the features of an educational organization (school) as an organization of a special type
2. Analyze the characteristics of the staff of a budgetary educational organization
3. Expand the concept of personnel management, as well as the concept and essence of the personnel management system in the school
4. Conduct an analysis of regulatory, scientific and methodological literature on personnel management issues in an educational organization
5. Characterize the current situation in the field of education and identify the main problems arising in the field of personnel management in an educational institution
6. Develop possible ways to improve the management process
As research hypotheses The following statement is considered: In budgetary educational institutions (schools) there is no personnel management system that meets modern requirements for the efficiency and viability of the organization.
Basic methods include analysis of documents (theoretical analysis of legal acts of the Russian Federation in the field of education management, statistical information), and quantitative and qualitative analysis tools (interviews, questionnaires).
Practical significance The ongoing research is to determine ways to improve the personnel management system in budgetary organizations of primary and secondary education, corresponding to modern conditions in the field of public education.
The structure of this work includes a logically connected introduction, three chapters, a conclusion, a list of references and applications.
Chapter 1. School as a special type of organization
1.1 The current situation in the field of school education

Speaking about the state of the school education system in our country, first of all, it should be noted that Russian schools are currently facing a lot of changes. Thus, over the past years, the Russian Federation has been carrying out a reform of the entire education sector, affecting, among other things, schools. The reforms have significantly changed the legislative framework regulating this area. The key features of modern state policy on school education have become the use of project and program-targeted methods.

Thus, since the 2000s, the following principles have been introduced into the general education system:

· standard per capita funding for students;

· results-oriented remuneration system;

· an independent system for assessing the educational achievements of students (unified state examination in 11th grade (USE), state final certification of 9th grade graduates in a new form (GIA);

· public participation in the management of education and assessment of its quality; public reporting of educational organizations (State Program "Development of Education", 2013).

However, despite these innovations, although the accessibility of school education has been increased and the infrastructure has been significantly developed, schools still face a large number of acute problems, including high differentiation in the quality of educational services between institutions operating in different sociocultural conditions, a high proportion of students who do not reach even the minimum level of functional literacy, as well as the low rate of renewal of teaching staff and their competencies.

Particular attention should be paid to the last problem within the framework of this work. In general, it should be noted that in the field of Russian school education there are difficulties with the composition and number of personnel in educational organizations, as well as with the supply in the labor market as a whole. Thus, according to data provided in the state program for modernizing the educational sector “Development of Education” for 2013-2020, the classroom load of Russian teachers is lower than that of their colleagues in OECD countries. In addition, Russia has one of the lowest student-teacher ratios in secondary schools (12.8 based on workload, versus 13.5 on average in OECD countries) and low class sizes (17.9 versus 24). Despite the fact that in recent years the situation has improved somewhat: since 2005, the number of teachers in Russia has decreased by approximately 30%, and the implementation of new financial and economic mechanisms has made it possible to increase the student-teacher ratio in secondary schools from 8.9 to 12.8 (State Program "Development of Education", 2013), these figures still indicate an oversupply of personnel in educational organizations.

Among Russian teachers, there is a pronounced age and gender imbalance: the share of male teachers is just over 12%, the share of teachers of retirement age in 2002-2011 increased from 11% to 18%, the share of teachers under 30 is only 13%.

It should be noted that Russian schools in general are faced with the problem of limited resources - not only labor, but also financial. The problem of financing arises as a consequence of strict control by the state. The flow of financial resources is clearly planned and occurs with a certain regularity (Akwazaba, 2015). The expenditure of these funds is strictly defined by item and is controlled externally.

Finally, another problem faced by general education institutions was the introduction of federal state educational standards (FSES). According to the Law “On Education”, these standards represent the basis for “an objective assessment of compliance with the established requirements of educational activities and training of students who have mastered educational programs of the appropriate level and appropriate focus, regardless of the form of education and form of training” [Law on Education, Art. 11 clause 2]. Federal state educational standards include requirements relating to the structure and scope of basic educational programs, personnel, financial, material, technical and other conditions for the implementation of basic educational programs, as well as the results of mastering basic educational programs.

Any state educational institution is obliged, in accordance with the Federal State Educational Standard, to develop its educational program and build a policy for managing employees and finances. In fact, the activities of schools should be clearly regulated in accordance with modern legislation. However, today, for many educational institutions, adaptation to new requirements remains a significant problem: for example, the implementation of the Federal State Educational Standard is largely difficult due to the lack of the material and technical training program necessary for high-quality implementation and, most importantly, the unpreparedness of employees for such changes (due to lack of necessary skills, age composition of teachers).

In general, in modern conditions, educational institutions have to work, guided by a management concept that is reasonably chosen and unique for each individual organization, which corresponds to the socio-economic situation in a particular region and takes into account the dynamics of external conditions (Akwazaba, 2015).

Thus, at the moment, the field of school education is undergoing significant changes, which entails a high level of uncertainty. The key problems of state educational institutions are related to personnel: gender and age composition, lack of professional competencies.

1.2 Concept and characteristics of a school as a specific organization

In the most general sense, the term “school” is understood as “an educational institution for the organized education, training and upbringing of the younger generation, as well as adults and working youth.” Depending on who is the organizer of the school and on what funds it operates, the school can be state, municipal (local government) or private. School can be general education or professional (special) according to the nature of the knowledge acquired; by level of education - primary, incomplete secondary, secondary and higher; in relation to religion - secular and confessional (church, religious); by gender of students - male, female and joint education (Great Soviet Encyclopedia [Electronic resource], 2016).

In this study, we will consider the concept of school in a narrower sense: the subject of study is a separate type of school, a state comprehensive school. Such an institution, according to the legislation of the Russian Federation, is a general educational organization - that is, having as the main goal of its activity “educational activities according to educational programs of primary general, basic general and (or) secondary general education.”

State educational institutions of this type include secondary schools, gymnasiums and lyceums. Their main difference lies in the structure of the educational program taught, however, the management system and key requirements for activities that are of interest for this study are the same for all named types. As a result, for the purpose of generalization, by the term “school” we will understand general education schools, gymnasiums, and lyceums. Along with this, in future work the concepts of “educational organization” or “educational institution” will also be used, which in the context of the study are considered synonymous.

Speaking about the characteristic features of a school as a special organization (an organization of a special type), first of all it is necessary to determine the meaning of the last term. There are many approaches to understanding the concept of organization. In this work we will use the definition proposed by a modern classic in the field of organization theory, Richard Daft. Daft explains the term organization as something that represents a social entity that has specific goals, is a structured and coordinated active system, and is related to the environment (Daft, 2006).

Along with the variety of definitions of organization, in the humanities there is also a significant number of their typologies: organizations can differ in size, type of activity, structure, goals of operation, etc. One type is a socio-economic organization, which is also considered a system. This type has this name because it combines the features of both social and economic organizations, that is, it has both methods of relationship between workers - social and economic. An educational institution, like any other, can be classified as a socio-economic organization.

The school as a socio-economic organization has the following characteristics:

· her life activity has a strong human-centric orientation;

· there is role and status differentiation of members of the organization, which forms a complex system of social positions;

· there is a division of labor, as well as its specialization by function;

· has complex goals for the functioning of the organization;

· processes within the institution consist of a strong hierarchical dependence;

· the life of the organization is cyclical;

· despite the delimitation of spheres of activity and its individual elements, their overlap with each other is not only possible, but also arises periodically;

· the organization is closely connected with the external environment;

· the result of the institution’s activities is manifested in the long term;

· the result of activity is not some product (service, work), but socially adapted individuals who have received a high-quality general education (Bareeva, 2013).

An educational institution can also be considered as a learning organization. In this case, the school has the following characteristics:

· provides ongoing learning opportunities;

· uses learning to achieve his goals;

· connects the actions of individuals within the organization with its actions as a whole;

· encourages exploration and dialogue, creating opportunities to share experiences and knowledge, and to take risks;

· perceives creative efforts as the engine of organization development;

· actively interacts with the external environment (Calvert, Mobley, Marshall, 1994; Watkins and Marsick, 1993).

In addition, the school as a learning organization operates in accordance with several principles, including:

· understanding the value of each individual;

· availability of professional teachers;

· perception of parents as partners;

· distribution of powers in decision making (Kerka, 1995).

1.3 School as an organization (according to G. Mintzberg)

Along with the analysis of an educational institution as a socio-economic organization or a learning organization, the concept proposed by Henry Mintzberg can serve as a qualitative tool for its description.

The key idea behind the concept of analyzing organizations is to identify five main coordination mechanisms that reveal the ways in which organizations coordinate their activities. Mintzberg considers the following types of coordination mechanisms: mutual agreement, direct control, standardization of work processes, standardization of output, and standardization of skills and knowledge.

Mutual coordination involves the coordination of work through a simple process of informal communication. Direct supervision promotes coordination in such a way that one person is responsible for the work of others, assigning tasks to them, and monitoring their actions. Standardization of work processes involves precise definition (specification) or programming of the content of work. In the future, when the results of labor, such product parameters or production standards are specified, it is customary to talk about standardization of output. Finally, the fifth mechanism, standardization of skills and knowledge (qualifications), implies a clear definition of the level of training of workers necessary to participate in the labor process (Mintzberg, 2011).

A significant place in G. Mintzberg’s concept, along with methods of coordination within an organization, also occupies a special approach to understanding its structure (Fig. 1). Within this approach, he identifies several types of actors - members of the organization.

First of all, this operators- people who are responsible for performing the basic work of producing products or providing services that form the core of an organization. Collectively, operators form the operating core of the organization. However, with the development of the organization, one core becomes insufficient - when the need for direct control arises, actors appear that direct the operators. This group is called strategic apex(or strategic pinnacle). Following them, with the further complication of the organization, the number of managers grows - in addition to managers managing operators, managers of managers themselves also appear. In this case, it is formed midline organizational units, including a hierarchy of intermediate powers between the operating core and the strategic apex. With the introduction of standardization into the functioning of the organization, there is a need for a new group of employees - analysts. Analysts also have administrative functions, but of a different kind. This group of organizational units constitutes the so-called technostructure, which is located separately from the hierarchy of linear authority. Finally, with the subsequent expansion of the organization, there is also the emergence of various staff units responsible for additional maintenance of the organization itself. The employees of such units are considered support personnel, and the group is considered ancillary (Mintzberg, 2011).

Fig. 1 Organization structure according to G. Mintzberg

The main components of an organizational structure are elements called design parameters. These include the degree of standardization of labor and output, requirements for knowledge and skills, the size of organizational units, etc. Special attention should be paid to the parameters of centralization or decentralization, which in the concept used are understood as the distribution of decision-making rights. Centralization implies the concentration of decision-making authority in an organization at one point (or even one person), while decentralization means the distribution of rights among many actors. Decentralization can be either vertical - with the division of power down the chain of authority, or horizontal - with the influence of full-time employees who are not managers in the decision-making process.

The presented concepts together constitute a tool that allows us to typologize any organization. In his concept, G. Mintzberg identifies five main models-forms of organization, including a simple structure, mechanistic bureaucracy, professional bureaucracy, divisional form and adhocracy. These types correspond to the main coordination mechanisms, and also differ from each other in the main design parameters and the specifics of situational factors.

Of all the identified types of organization, the school is most characterized by the characteristics of a professional bureaucracy. For such a model, the main coordination mechanism is the standardization of knowledge and skills, the key part of the organization is occupied by the operating core, the main design parameters include specialized training, horizontal specialization, and vertical and horizontal decentralization. The main situational factor for a professional bureaucratic organization is a complex, stable external environment (Mintzberg, 2011).

The structure of the school in terms of G. Mintzberg is presented in Figure 2. Thus, the operational core in a state educational institution are teachers - they perform the main function of the organization, that is, the “production” of socially adapted individuals. Undoubtedly, along with the operator-teachers, there are other types of actors in the school. First of all, this is the strategic apex - the director, his secretary. Deputy directors, often also called head teachers, are middle line managers. So, for example, deputy directors can manage various areas of the school - educational work, security, etc., supervising teacher-operators, but, at the same time, reporting to the director. They can also be analysts who make up the technostructure. There are also auxiliary departments in educational institutions, such as the school library and security. The specificity of the school structure, however, is that various employees can be actors of several types at once - for example, the director or deputy director can simultaneously be operators, that is, teach various subjects.

The school actually has a significantly developed mechanism for standardizing skills and knowledge. Thus, when hiring, special attention is paid to the applicant’s education and professional skills. For example, at the moment, the process of certification of employees, qualification requirements are regulated in accordance with the unified qualification directory of positions of managers, specialists and employees, as well as the order of the Ministry of Education and Science of Russia “On approval of the Procedure for certification of teaching staff of organizations engaged in educational activities.”

In addition, from 2017, legally established professional standards will come into force, which must be used “in the formation of personnel policies and personnel management, in organizing training and certification of employees, concluding employment contracts, developing job descriptions and establishing remuneration systems” [Order Ministry of Labor and Social Protection N 544, p. 3].

The standards of professional bureaucracy arise mainly in the external environment, for example, in external associations of specialist operators. Speaking about the Russian school, we return to the education reform discussed above, as a result of which standards adopted in the external environment - governing bodies in the field of education, such as the Ministry of Education of the Russian Federation and regional authorities - are being introduced into state educational institutions. However, in contrast to the ideal model of professional bureaucracy presented by G. Mintzberg, these standards are often developed not by specialist operators, but by officials who are not experts in this professional field.

It is also important to mention that professional bureaucracy is characterized by a high level of labor control by the specialists themselves, that is, they work independently of colleagues, but in close cooperation with clients. So, speaking about teachers at school, we can note that while working with the class they have significant powers - the process of their work, in fact, remains hidden from the eyes of managers or other teachers, and at the same time, it is these teachers who spend the most time with the organization’s “clients” - students. Thus, teachers make independent decisions about methods and teaching style.

However, in the case of the Russian school, the level of decentralization and breadth of powers of the operating core is still far from those assumed in the model of professional bureaucracy. As noted above, schools are forced to subordinate their activities to external standards - including the strategic apex of this organization. In fact, all actors in the organization are governed by external standards that regulate in detail all processes within the school.

It should be noted that the last feature is most characteristic of the model of mechanistic bureaucracy - that is, one that exists under conditions of strict external control, and only in a stable and simple external environment. The key element for an organization operating according to the scheme of a mechanistic bureaucracy is the technostructure. Basically, organizations of this type are engaged in simple standardized activities, that is, the key coordination mechanism is the standardization of work processes. Mintzberg characterizes mechanistic bureaucracy as a structure “obsessed with control” [Mintzberg, p.139].

In this case, we observe a contradiction between the described features of the school as an organization. Thus, a prerequisite for the existence of a professional bureaucracy is a low degree of regulation of the process of activity of actors, however, as has already been determined, the opposite is typical for the activities of a state educational institution. According to the theory of five configurations, this combination represents a dysfunctional hybrid form. In the case of a school (like any other government institution), it actually has no choice: an organization of this type cannot get rid of state control, although this is detrimental to its activities (Mintzberg, 2011).

conclusions

Thus, based on the results of the analysis of the current state of the sphere of school education, as well as the study of the school as a special type of organization, a number of fundamentally important conclusions can be drawn. Thus, a school is an institution, on the one hand, located in an uncertain but strictly regulating environment. It should also be noted that the school is a “problem” organization - the main difficulties lie in the “conflict” between the freedom required by professional employees within the school and external requirements that are introduced by the state. Along with this, significant difficulties arise with the personnel themselves - the gender and age composition of employees.

Based on this, the process of personnel management in a school seems extremely difficult, subject to the influence of many external and internal factors. The basic principles, structure, and specifics of this process will be discussed in the next chapter.

Chapter 2. Personnel management at school

2.1 Human resource management, personnel management and personnel management

When the scientific and educational literature talks about managing employees in an organization, several concepts are used to describe this process - human resource management (HRM), personnel management (PM) or personnel management. There are two main approaches to understanding these concepts. Thus, some researchers, including K. Lagg and E. Lazar, K. Shaw (Legge, 1995; Lazear., Shaw, 2007) consider them synonymous.

Other authors, such as P. Turnbull and P. Blyton, D. Cole, K. Aswatapa, on the contrary, clearly separate these concepts: the terms reflect processes that are on the same plane, but have different specifics (Turnbull, Blyton P, 1992; Cole , 2004; Aswathappa, 2005).

In this paper we will follow the second approach, according to which HRM, human resource management and personnel management are different from each other.

First of all, you should define the difference between human resource management and personnel management. Gerald Cole (Cole, 2004) argues that these concepts, first of all, can determine different attitudes towards managing people in an organization. Thus, human resource management assumes that the employee management process has a proactive, innovative role, as well as its strategic nature, while personnel management is assigned a supporting role in the organization and focuses on the implementation of procedures. As a result, the implementation of HRM becomes the task of the entire management of the organization, and the PM is in charge of an independent department (department). It is also important how personnel are perceived: within the framework of HRM it is seen as an investment required for development, and, on the contrary, within the framework of personnel management as a cost that requires control. Finally, an important difference also lies in the process of planning labor resources and conditions of employment: HRM involves decisions on the issue by top management, while human resource management allows for decisions on this issue through collective bargaining (Cole, 2004).

In fact, human resource management should be understood as a more strategic, systemic, people-oriented approach than human resource management.

Along with the two considered, there is a third, the most “tough” and impersonal approach - personnel management. In this case, the organization’s employees (or “personnel”) are considered solely as elements of the system that can be involved in certain processes. Personnel management is a separate function of the organization, involving formal control, accounting, and labor resource planning.

The formalized, “dry” nature of understanding the meaning of people with this method of constructing a management system is manifested even in the specifics of the terminology that describes it. So, for example, the main task of planning is to determine the management goal and the means to achieve it, and it consists of such stages as “establishing legal standards for working with personnel, developing the structure of the organization, assessing the organization’s need for labor and the possibility of meeting it” [Sahakyan, p.6]. Personnel management also operates with such concepts as the organization of personnel, which involves their career guidance, professional selection, distribution of personnel among jobs, etc., as well as accounting, which includes maintaining state and internal personnel reporting, assessing the labor efforts of employees.

Thus, human resource management, personnel management and personnel management represent three separate approaches to the process of managing people in an organization, differing in their perception of the importance of human resources, as well as the management function itself. Also, the difference between HRM, PM and human resource management can be explained using the concept of “hard” and “soft” management of people in an organization. The “hard” option is an extremely rationalized approach in which human resources are viewed as a “commodity” that should bring the greatest benefit. With the “hard” option, attention is focused on the quantitative measurement of indicators, the relationship with the organization’s business strategy, investing in labor resources in order to obtain added value from employees, and quality management (Armstrong, 2010). The “soft” model is based on leadership, communication and motivation, in addition, special attention is paid to corporate culture. In this concept, employees, if they are highly committed to the company, are perceived as a valuable asset that provides a competitive advantage. Employee commitment can be built, for example, by actively involving them in communication and activities.

In this case, HRM corresponds to the concept of “soft” management, personnel management corresponds to “hard” management, and personnel management involves a combination of these two approaches.

Having analyzed the personnel management system in a school step by step, we will be able to determine which of the three described approaches to management are typical for an organization of this kind. Until a conclusion is made about which particular system educational institutions gravitate toward, we will use the term “personnel management” to describe employee management processes.

2.2 Features of the organization of personnel management in an educational institution

When studying the issues of personnel management in a school, by the word “staff” we first of all understand the operational core of the organization - that is, the teachers who perform its main function. Thus, we mainly consider the management of the teaching staff of the school.

The general principles, according to which educational institutions should build a system of work with employees, are stated in the text of the national educational initiative “New School”, proposed by D. Medvedev in 2010 (National Educational Initiative, 2010). According to this document, the Russian school of the future should have “new teachers who are open to everything new, understand child psychology and the developmental characteristics of schoolchildren, and know their subject well. The teacher’s task is to help children find themselves in the future, become independent, creative and self-confident sensitive, attentive and receptive to the interests of schoolchildren, open to everything new, teachers are a key feature of the school of the future. In such a school, the role of the director will change, the degree of his freedom and level of responsibility will increase" [National educational initiative "Our New School", p. 1].

In fact, the main person responsible for the implementation of the personnel management process in an educational institution is its head - the director. Thus, according to the Unified Qualification Directory, the responsibilities of the school director, along with others, include maintaining a favorable moral and psychological climate in the teaching staff, forming a wage fund, resolving personnel issues, selecting and placing personnel, creating conditions for continuous professional development of workers, introducing measures to provide the organization with qualified personnel, the rational use and development of their professional knowledge and experience, the formation of a personnel reserve, increasing the motivation of employees, as well as creating conditions that ensure the participation of employees in the management of an educational institution Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761).

Following the school director, his deputies are also vested with the authority to manage people in the organization. Their task is to participate in processes coordinated by the director (such as hiring, organizing a system of advanced training), as well as the direct implementation of some of the specified powers: for example, “coordinate the work of teachers, educators, industrial training masters, other pedagogical and other workers” [Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761, p. 4].

In addition, any educational organization employs specialists who also take part in personnel management. The position they hold is usually called "HR Specialist." Depending on the size of the educational institution, it can employ from one such employee to a department that includes several people. The HR specialist also takes part in hiring, organizing a system of advanced training and incentives. First of all, his task is office work. Thus, the responsibilities of a human resources specialist at a school may include studying and analyzing:

· official and professional qualification structure of the personnel of the institution and its departments;

· established documentation for personnel records;

· results of certification of employees and assessment of their business qualities in order to determine current and future personnel needs;

· preparing proposals for filling vacant positions and creating a personnel reserve;

· maintaining personal files of employees, etc. (37, 38, 39)

To summarize, we can say that in most educational institutions the task of HR specialists is mainly paperwork, while key decisions are made by the director or his deputies.

However, in the field of school personnel management, a large number of problems often arise, which may be due to the lack of necessary competencies among school leaders in the field of personnel management. In fact, of all the listed employees taking part in the management process, only HR specialists should have a special education in the field of personnel management (Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761). Despite the fact that directors and their deputies may undergo additional training in order to obtain the necessary knowledge, they are often much better prepared in management theory than in the practical field. Many of them remain to a large extent “teachers” with little understanding of financial and legal issues, the specifics of the financial and economic activities of educational institutions, and office equipment (Dmitriev, 2012).

The described situation in many cases entails insufficiently effective organization of work with employees of an educational institution, the use of outdated management methods, or even the occurrence of management errors, since school administrations often have to act “on a whim” and learn from practice.

In addition, difficulties in personnel management arise due to the unfavorable influences of the external organizational environment. Due to the previously discussed changes in the field of school education, school leaders are forced to work in a situation of high uncertainty - despite the guidelines for humanization and individualization of education formulated in legislation and program documents, school leaders are also obliged to ensure its quality, the formation in graduates of all the skills necessary for changing conditions modern Russia (Puchkova, 2010). In this case, the head often does not see the future of the school as a social institution and cannot develop a general strategy for his educational institution, which, of course, does not allow the use of a strategic approach to managing people in the school.

However, despite these difficulties, a personnel management system in schools still exists. Next we will look at the key elements of this system.

2.3 School personnel management system

Speaking about the key parts of the personnel management process, first of all it should be noted that they, along with the list of responsibilities of the head of the school and his subordinates, are indirectly highlighted in the Unified Qualification Directory, becoming mandatory for implementation in an educational institution. In fact, they are spelled out in the list of responsibilities of school leaders. Thus, among them we can highlight selection and hiring, organization of incentives for employees and increasing their motivation, a system of continuous training, involvement of employees in the process of managing an educational institution (Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761n).

Similar elements of the school personnel management system are proposed by V.N. Volkov. He considers five interrelated areas as main areas:

· selection and placement of personnel,

· teacher training system,

· information support for teachers,

· incentive system for teachers,

· conditions and forms of involving teachers in school management (Volkov, 2011).

In order to study in detail the process of personnel management in a school, we will be based precisely on the structure of the system proposed by Volkov. Next, we will sequentially consider each of these areas and analyze the principles of their implementation in educational institutions.

1. Selection and placement of personnel

The area of personnel selection and placement involves determining the preferences that the school gives to candidates when hiring them, as well as developing key principles for organizing the work of already hired employees (Volkov, 2011).

The decision to hire a new employee, as noted earlier, is made by the director of the educational institution together with his deputy or deputies, as well as with the participation of a human resources specialist. First of all, they are guided by the federal standard, which formulates detailed requirements for a teacher, including the main directions of his activities, educational requirements, necessary skills and knowledge. For example, in accordance with the professional standard, a candidate applying for a teacher position must be able to “use and test special approaches to teaching in order to include all students in the educational process, including those with special educational needs: students who have demonstrated outstanding abilities ; students for whom Russian is not their native language; students with disabilities" [Order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 N 544n, p. 8].

In this case, the main characteristics that are criteria for employment in an educational institution include the level of education, work experience (if any), the gender of the candidate, his qualifications, as well as the conditions for applying for a job and, finally, some personal characteristics of the future employee, which are consistent with or predetermine his acceptance of the principles of the corporate culture established at the school.

It is also impossible not to mention that in different educational institutions the criteria for assessing candidates according to these indicators may vary. For example, schools with a high “status” (for example, gymnasiums, lyceums) may only be interested in accepting specialists exclusively with higher pedagogical education and if they have experience in their specialty, as well as university teachers to teach additional courses in specialized classes. In secondary schools, on the contrary, the likelihood of hiring young teachers and teachers without professional pedagogical education is significantly higher, primarily due to the need to solve the general problem of staff shortages. Along with this, as practice shows, hiring male teachers is preferable for most schools (Volkov, 2011).

It should be noted that candidates hired are specialists in narrow fields. Thus, a “subject specialist” teacher who came to the position of a mathematics teacher will not be able to be transferred to the position of a Russian language teacher due to the specifics of his education. In this case, after hiring, further placement of personnel represents the allocation of a certain load to the new employee (that is, the number of teaching hours taught) depending on the needs of a particular organization (Gushchina, 2012).

2 Staff training

One of the tools for monitoring the need for additional training of school staff is the certification of teaching staff, whose procedure is established at the legislative level.

Thus, the main key objectives of certification are to stimulate targeted, continuous improvement of the level of qualifications of teachers, their methodological culture, professional and personal growth and to identify the need for advanced training (Order of the Ministry of Education and Science of Russia dated 04/07/2014 N 276). There are two main types of certification:

· certification to confirm compliance with the position held

· certification in order to establish a qualification category.

The first type of certification is carried out once every five years and no earlier than two years after the employee is hired, and the certification commission is formed within the organization itself. Based on the results of this type of certification, a conclusion is made about the teacher’s compliance or non-compliance with the position held, and recommendations can also be given on the need for additional training and advanced training.

The second type of certification is external and is carried out at the employee’s request no more than once every five years. Based on the results of this type of certification, the teacher is assigned a certain qualification category - first or highest. It should be noted that in the future, the qualification category affects the level of wages, which, undoubtedly, is an incentive for constant improvement of qualifications.

In general, the personnel training system is diversified and includes the following opportunities:

· participation of teachers in educational programs of regional educational development institutes, district (municipal) scientific and methodological centers and regional centers for assessing the quality of education;

· training of teachers using the capabilities of alternative training centers available in the region or on the basis of regional universities;

· in-school training of teachers in educational programs selected by the administration or created in accordance with its request and relevant for the educational organization (programs can be implemented by school staff or attracted specialists) (Volkov, 2011).

In addition, another additional element of the professional training system for employees of an educational institution may be their opportunity to study at universities “on the job” in order to obtain a basic higher education or a second higher education, master’s or postgraduate studies. This practice is common in many schools.

Finally, the process of self-education can be considered as another specific, but no less important way to improve the qualifications of teachers. In this case, it is important to pay significant attention to it from the school administration. Possible areas of support include updating and replenishing the school library's collections with scientific and methodological pedagogical literature, subscriptions to periodicals (newspapers and pedagogical magazines), as well as other forms (Volkov, 2011).

However, despite a fairly developed system of advanced training both within the organization and in the external environment, researchers still note the presence of problems in this area. In particular, as a result of the introduction of the Federal State Educational Standards, there is a contradiction between the urgent need to prepare teaching staff for the transition to their implementation and the insufficient development of those measures and advanced training programs that could help teachers with this (Sidorenko, 2012).

3. Information support

In general, significant attention is paid to the system of informing school employees within an educational organization. This is primarily due to the fact that teachers’ awareness of the activities of the school, as well as the work of their colleagues, is an essential condition for their effective work within the organization (Tsvetkova, 2010).

In school management practice, there are several types and channels of informing employees:

· general meetings and meetings (meetings of pedagogical councils, meetings of methodological associations (departments), etc.);

· individual meetings of teachers with members of the administration, held, as a rule, at the beginning and end of each academic year;

· interaction of specialists from the institution’s methodological service with teachers (individual meetings, working group meetings, etc.);

· distribution of printed information materials (brochures, booklets, reference books, information sheets, school newspaper, etc.) (Volkov, 2011).

However, the information support system for employees of an educational institution is not limited to one-way interaction with teachers. Significant attention is also paid to mechanisms for receiving “feedback” from employees, which are aimed at taking into account their opinions on a whole range of issues and can influence management decisions. The most common methods of “feedback” are surveys and questionnaires.

4. Staff incentives

First of all, when talking about the incentive system for employees of an educational institution, their motivation should be studied.

Thus, a feature of the motivational potential of the teaching profession is that it makes it possible to satisfy higher human needs, such as spiritual and social. One of the key motivators of teaching activity is the awareness of its high social significance (Barkovskaya, 2013).

Unlike most commercial organizations and government agencies, school employees have almost no motivation to advance their careers. In fact, such opportunities are almost completely absent in educational institutions. In general, we can distinguish stages of the career ladder for a teaching employee. They will look like this: young specialist - highly qualified teacher - deputy head - manager (Dmitriev, 2012). However, when talking about a teacher’s career, it is important to remember the limited number of leadership positions in educational institutions, the minimum length of a vertical career, and the low rate of potential mobility (Yarovykh, 2014). The career of teachers develops horizontally and is associated with an increase in the level of their professionalism.

...

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Human resource management concepts. Effective personnel management in the organization. Providing the organization with “quality” personnel and their optimal use. A system of ideas and techniques for effectively building and managing organizations and projects.

Municipal autonomous institution

additional education

"The House for arts and crafts for children"

village of Starominskaya, Krasnodar Territory

ABSTRACT

Subject:

« Personnel management in an educational organization of additional education for children »

Abstract prepared by: Bukurova Elena Anatolyevna

Job title: Head of the studios “Sudarushka” and “Young Voices”

Place of work: MAUDO "House of Children's Creativity" of the village of Starominskaya, Krasnodar Territory

village Starominskaya Krasnodar region

Russian Federation

2016

Introduction

1. Program-targeted approach in the process of managing the development of an institution of additional education for children

2.Management activities as a complex of sequentially performed functions

3. Finding ways to improve management efficiency

Conclusion

List of references and electronic resources

INTRODUCTION

The ongoing changes in the general education system are due to the objective need for changes that are adequate to the development of society and the educational system as a whole. The new Law “On Education” states that the requirements for modern education and the social order confront educational institutions with the need to work in development mode.

The main mechanism of activity of a developing educational institution is the search and development of innovations that contribute to qualitative changes.

Modern policy in the field of education requires educational organizations to improve the quality of education and the readiness of graduates to actively participate in the life of society. Modernization and innovative development are the only way that will allow Russia to become a competitive society in the world of the 21st century and provide a decent life for all our citizens. In the context of solving these strategic problems, the most important personality qualities are initiative, the ability to think creatively and find innovative solutions, the ability to choose a professional path, and the willingness to learn throughout life. All these skills are formed from childhood.

In this situation, professional competence is especially important, which is based on the personal and professional development of teachers and managers. The process of updating education is organized by people. Consequently, its design, launch and support will be the more effective to the extent that the organizers of educational activities rely on the achievements of science and the needs of society.

Any transformations are primarily associated with people, in this case with groups of people, the so-called teaching teams. Research shows that only in a professionally mature teaching staff, thanks to an atmosphere of cooperation and mutual understanding, conditions are created for the effective activities of each of its members, which helps to improve the quality of the educational services provided.

Management of a municipal educational institution is systemic in nature, since the functional relationship of the socio-cultural, structural and organizational aspects creates an integrity that has pre-fixed properties.

The theory and practice of managing a municipal institution of additional education for children also reflects the main patterns and goals of multi-level educational programs.

The most important aspect of the management of additional education while maximizing the potential of a municipal institution is the question of the possibility of purposefully meeting educational needs. Both the management system and the educational institutions themselves

The needs of all actors ultimately reflect changes in the sociocultural situation and the dynamics of social development. But in any case, the management paradigm involves taking into account the specific features of the management object and creating optimal conditions for the successful implementation of the goals of additional education for children, which are determined by the Education Law and the main directions of reform of the modern education system as a whole. Any social system has an organizational structure, its inherent properties, internal, interconnected structural elements, a system-forming link, a hierarchy of connections, and a governing body.

The pedagogical system is a set of interconnected structures and functional components subordinated to the goals of education, upbringing and training of the younger generation.

The effectiveness of the functioning of pedagogical systems and their readiness for development largely depend on the effectiveness of management, the mode of activity, and the implementation of goals and programs.

1. A program-targeted approach in the process of managing the development of an institution of additional education for children

The process of managing the development of an institution of additional education for children is based on different approaches to management. In modern practice of managing an institution of additional education for children, a program-targeted approach is distinguished. Its main points are: theoretical (control modeling); organizational and pedagogical (determining the content, forms and methods of additional education for schoolchildren); psychological and pedagogical (diagnosis of interests, abilities and preferences of schoolchildren). The model of a program-targeted approach to additional education for students includes four main content blocks: education, creativity, cultural and developmental leisure, and social experience. This organization and content of activities provides a varied choice of activities for teenagers, provides numerous forms of activity, a wide range of programs, realizes the age-related capabilities of children and the creative potential of teachers, and promotes the adaptation of pupils to the complex conditions of the modern world.

The most important component of the program-targeted approach to managing additional education of students is its technological scheme, which distinguishes three main stages: 1. formation of a target program (formation and streamlining of a system of goals and a system of tasks and operations, creation of options for a target program with the subsequent selection of the most optimal of them ); 2. planning its implementation (tasks are solved: ordering operations by time; evaluation

time characteristics of operations and the program as a whole; determining the probability of completing the program within the deadline; formation of the final calendar plan for program implementation); 3. management of its implementation (organizational changes are made in information support, incentives, etc.). It should be noted that the central place in the implementation of a program-targeted approach to the management of an institution of additional education for children is the development and implementation of a development program for an educational institution.

2. Management activity as a complex of sequentially performed functions

According to A. B. Fomina, institutions of additional education for children are complex, multidisciplinary, multifunctional organizations that need to be managed reflexively. The need for management appears when it is necessary to unite several people into groups to perform tasks that each individual cannot solve individually. Thus, combining the efforts of participants in joint activities to solve the assigned tasks to achieve a common goal, purposeful management of their activities constitutes the management process. Management of open pedagogical systems is carried out at two levels: at the level of interaction between teachers and students and at the level of interaction between the heads of the educational institution and teachers. Management activity is a complex of sequentially performed functions: analysis and synthesis - goal setting and planning - organization of activities - control and regulation.

The study of problems of improving the management of educational institutions reveals that the functions of management are planning, organization, control, motivation and coordination of these activities. Management of socio-pedagogical activities of the Department of Additional Education consists of three interconnected blocks:

Multifunctional activities focused on the social protection of children, preparing them for life, and solving their personal problems.

Activities of the team aimed at creating conditions for the implementation of directions and areas of educational and social activities.

Regulatory and legal support for management.

Management of a municipal institution of additional education is interpreted as a process, constant movement, search for effective solutions, that is, it is not considered as a sum

one-time promotions or a system of recipes created on an empirical basis.

The forms and methods of such activities arise from an understanding of the specific historical conditions and socio-cultural context in which the work of an additional education institution is carried out.

The search for directions, forms, conditions for increasing the efficiency of development of the management system of a municipal institution of additional education is prompted by the social and cultural context in which the implementation of the educational functions of various associations of this type is carried out and the expansion of the range of influence on all aspects of the life of young people. As a result of such searches, the level of impact on education, upbringing, spiritual, moral, intellectual development, and the health of the younger generation increases significantly. This is the most important research problem in the field of theory and practice of managing an educational institution and the pedagogical process.

Finding ways to improve management efficiency

The search for ways to resolve the contradictions of the educational system of additional education acquires significant importance in connection with the approval of the idea of personification of education, which is associated with the processes of its humanization; the existing educational system provides opportunities for the implementation of the individual educational needs of children with pronounced specific talents; declares the ideas of harmonious development of personality.

This determines the actualization of the social roles of additional education and the search for ways to increase efficiency in the very management of the activities of an additional education institution. These searches are carried out based on the characteristics of the economic, social and demographic development of the territorial society, the creation of a management system for the continuous development of additional education in the city.

The effectiveness of managing these processes depends on the following factors: developing principles of targeted influence on the educational process in an institution of additional education; taking into account the specific conditions of a given educational environment, from which we should proceed in solving management problems; refusal from administration, from haste in resolving issues at all levels of implementation of management systems; creating project programs based on understanding the main incentives for the development of the system of additional education; determining the competence, powers and responsibilities of managing the system of lifelong education for children.

Success in managing a municipal institution of additional

education depends on the orientation of balanced management methods towards new social realities, on the availability of system management technologies and a program for creating regulatory, financial, economic, scientific and methodological conditions in the interests of the comprehensive development of students in their free time, on the democratization of management, the optimal redistribution of management powers between all structural divisions of the municipal institution of additional education. The managerial aspect also includes a motivated system of actions related to the implementation of specific functional roles of additional education in a single educational space of the territorial society, with the implementation of the idea of complexity and multifunctionality of educational areas, with a system of stimulating the work of teachers and all subjects of the management process, with the creation of prerequisites for the continuous development of the system additional education for children, strengthening this system in order to achieve effective functioning and in accordance with the needs of social development. As a result of such managerial actions, the disorder of the factors that shape a person is overcome, and conditions for targeted pedagogical assistance in the processes of harmonious development of the individual are created.

Conclusion

The entire complex of experimental pedagogical platforms and other forms and types of innovative work should organically fit into the model of an additional education institution. The model includes the following components: the concept of the educational process, educational areas, principles of activity, educational environment. The joint experimental work of managers, scientists, and teachers is carried out in the context of the development of the state-social system and the activities of the institution of additional education, the search for their harmonious relationship.

The art of managing the activities of an educational institution presupposes readiness for transformation and development of certain areas of the educational environment, as well as, along with the use of proven technologies of teaching and upbringing, a radical renewal of ideas about the theoretical foundations of knowledge and practical skills. Management activities in the field of experimental programs are necessarily associated with risk, with multiple discrepancies between hypothetical goals and objectives and real results.

List of references and electronic resources

Russian Federation. Laws. Federal Law [Text]: [“On approval of the federal program for the development of education” dated 01.09.2001 No. 141]. – St. Petersburg: Statun – Country, 2002. – 89 p.

Kunz, G. Management: systemic and situational analysis of management functions / G. Kunz. - M.: Nauka, 1981. - 86 p.

Sergeev, V.P. Management of educational systems: textbook. allowance /V. P. Sergeev. - M., 2000. - 136 p.

Fomina, A. B. Fundamentals of managing parole for children / A. B. Fomina. - M., 1996. - 110 p.

State system of documentation support for management. Basic provisions. - M.: Economics, 1991. - 118 p.

Bakirova, G.Kh. B 19 Human resource management [Text]: textbook, - St. Petersburg, "Rech", 2003 - 152 p. – ISBN 5-9268-0185-0.

L.I.Lukina Organizational aspects of working with teaching staff of preschool educational institutions. Toolkit. M., 2010, p. 39

School development management: A manual for school leaders. institutions / Ed. M. M. Potashnik, V. S. Lazarev - M.: New School, 1995.

Ushakov K.M. Manager and inner circle: A textbook for the course “Development of human resources of an organization.” M., 2000.

Internet resource: www.krao.ru

Internet resource: http://www.edu-personal.ru/

catalog of Russia [Electronic resource]: official website of Education. - Electron. Dan.- M., . – Access mode: http:// www.edu.ru, http://besonus.narod.ru/methods.htm.

Every modern organization operating in a market environment objectively needs qualified personnel. The higher the professionalism of employees, the richer their practical experience, the deeper their theoretical knowledge, the more efficiently, that is, better and faster, they will perform their functional duties. This is beneficial for both the organization and the employees, and not only economically: the professional staff is also the “brand” of the organization, which largely shapes its image, ultimately determining the success of its activities and competitiveness in the markets of goods and services . High qualifications, professional flexibility and adaptability of workers also become the basis for their social security in the labor market. The knowledge acquired by employees in higher educational institutions is rapidly becoming outdated, and the need for their significant updating is growing. Therefore, the idea of creating a system of continuous education for employees (the concept of a “learning organization”) is becoming increasingly widespread in Western and Russian companies. No matter how great ideas, the latest technologies, or the most favorable external conditions exist, it is impossible to achieve high activity without well-trained personnel. It's the people who do the work, come up with the ideas, and keep the business going. Without people there can be no organization; without qualified personnel, no organization can achieve its goals.

Today it is not enough to staff the workforce with even the most highly qualified employees; it is also important to create conditions and opportunities for continuous development of personnel. This is required by modern economic conditions, constantly increasing demands on the level of knowledge, skills and abilities of a modern worker. Therefore, in an organization striving to be successful, there must be a personnel development system that involves training, personnel adaptation, career and professional advancement, motivation for personnel development, planning and management of business careers, work with the personnel reserve and business assessment of personnel. More and more organizations are conducting large-scale training of personnel and managers at various levels, realizing that only trained, highly qualified and highly motivated personnel will be a decisive factor in the development of the enterprise and victory over competitors. The relevance of the chosen topic of this diploma project is connected, first of all, with the fact that personnel development management allows not only to improve their qualifications and professional knowledge, but also to develop abilities in the field of planning and organization of production, and the formation of management personnel from among employees. Personnel development means:

the employee's ability to recognize the need for regular training to meet increasing demands;

the ability of the team to realize the need for team or group management with the active participation of all personnel, and not just managers;

the organization's ability to recognize the critical role of each employee and the need to develop their potential.

Implementation of a strategy for the accumulation and continuous development of human capital, encouraging workers and employers to maintain, improve and modernize professional knowledge, skills and abilities throughout their working lives through vocational training and advanced training should be a key tool for achieving stable economic development of enterprises, each employee and the country as a whole.

Today, many domestic and foreign researchers are engaged in the problems of personnel development, the development of theoretical foundations for organizing the career growth of employees in modern companies, as well as practical recommendations for management and personnel services of organizations in various fields of activity.

They can be classified into three groups.

The first group of works includes those studies where, one way or another, the concept of “personnel” is defined. In this regard, the positions expressed by A.P. attract attention. Egorshin, V.R. Vesnin, T.Yu. Bazarov, B.L. Eremin, B.Yu. Serbinsky, V.A. German scientists R. Marr and G. Schmidt, American economist J. Ivantsevich.

The second group of works addresses the problem of directly managing the organization’s personnel and identifying effective mechanisms and non-traditional approaches to influence social and labor relations. Here are representative works of O.S. Vikhansky, A.I. Naumova, A.Ya. Kibanova, A.A. Lobanova, M.Kh. Mescona, M. Alberta, F.

Concept and types of personnel development Personnel development is the most important condition for the successful functioning of any organization. This is especially true in modern conditions, when the acceleration of scientific and technological progress significantly accelerates the process of obsolescence of professional knowledge and skills. The discrepancy between the qualifications of personnel and the needs of the company negatively affects the results of its activities. In the theory of social management, the term “development” is understood as an irreversible, directed, natural change, characterized by a transformation of quality, a transition to new levels of organization.

The term “development” is understood as the acquisition of a new quality in one direction or another. At the same time, restrictions that hinder the development or growth of the main production must be removed. Thus, if we combine the concepts of “development” and “personnel” together, we get the following definition: Personnel development is a targeted change in personnel to acquire a new quality through the removal of external restrictions to achieve the goals of this organization. According to S.V. Shekshnya, development is the process of preparing an employee to perform new production functions, occupy new positions, and solve new problems. According to N.P. Belyatsky, personnel development is the central area of activity of personnel management. Personnel development means:

The employee's ability to recognize the need for regular training to meet increasing demands;

The ability of the team to understand the need for team or group management with the active participation of all personnel, and not just managers;

Organizations recognize the critical role of each employee and the need to develop their potential.

Taking into account all the statements, we can give the following definition:

Personnel development is a system of interrelated actions, including strategy development, forecasting and planning of personnel needs, career management and professional growth, organization of the adaptation process, education, training, and formation of organizational culture. The goal of personnel development is to increase the labor potential of employees to solve personal problems and tasks in the field of functioning and development of the organization. Based on a critical analysis of scientific approaches to defining the concept of “personnel development,” we can conclude that it is most appropriate to consider this concept in two main meanings.

Firstly, from the employee’s perspective, development is the most important characteristic, reflecting both a qualitative change in workers associated with the emergence of something new, which occurs as a result of management influence and (or) on the initiative of the workers themselves to ensure their compliance with the conditions of activity and self-realization, and the qualitative state of an employee at a certain point in time. Secondly, from the point of view of the organization, personnel development acts as a subsystem of personnel management, including a set of processes, mechanisms, methods of influencing the organization on the quality of employees in order to achieve a new higher quality level of personnel, ensuring the development of the organization to fulfill business objectives. No less important from the point of view managerial influence is the problem of classifying types of personnel development, on which the depth of understanding of the role and place of personnel development in the organization often depends. Since the specific means by which personnel development can be carried out are quite diverse, this leads to the presence of many classification characteristics and, accordingly, a versatile classification of development depending on a number of factors. An employee is considered as a subject of personnel development, taking into account the fact that a person, as a subject of development, is aware of the need for social growth and comprehensive development, has motivation for this, that is, he is a self-reflective and responsible person. Factors influencing the need for personnel development in modern conditions , relate:

Serious competition in various markets in a globalized economy; rapid development of new information technologies;

Systematic, comprehensive solution to human resource management issues and all strategic tasks based on a unified program of the organization’s activities;

Participation of all line managers in the implementation of a unified personnel policy and solving the strategic objectives of the organization;

Availability of a wide specialized network of consulting firms in various areas of human resource development. Thus, personnel development is a set of organizational and economic activities in the field of training, advanced training and professional skills of personnel, stimulation of creativity, etc. The opportunity for development should be provided to everyone, because as a result, not only the person himself improves, but also the competitiveness of the company in which he works increases.

Personnel development management system Today, organizations are creating special methods and systems for managing personnel development, training a reserve of managers, and career development. Large corporations have special development departments headed by specialists in this field who have extensive experience in human resource development. The importance of this process is also evidenced by the fact that development goals are included in the personal plans (on the implementation of which the amount of remuneration depends) of senior managers, vice presidents, and heads of national companies. The personnel development management system is a set of principles, legal framework, methods, technologies, procedures that ensure changes in the professional qualities of personnel and the structure of their professional experience. Personnel development management is the targeted impact of personnel management services, ensuring joint activities to change and increase a person’s professional experience and professional qualities. Management is the process of influence of the subject of management on the object of management in order to ensure the latter’s effective functioning and development. By personnel development management we understand the impact on the organization’s employees, carried out in order to increase efficiency

their activities from the point of view of the interests of this organization. It should be emphasized that we are talking about increasing the efficiency of activity, while to encourage activity it is enough to limit ourselves to stimulation. Since management is always a goal-oriented process, personnel development management carried out by an organization, as a rule, corresponds, first of all, to its goals. Even in the case when this management is directly focused on meeting the needs of the employee, it is carried out so that as a result the efficiency of this employee’s activities in the organization increases. According to the Labor Code of the Russian Federation, workers have the right to vocational training, retraining and advanced training, including training in new professions and specialties. The key point in the personnel development management system is to determine the organization’s needs for the development of its employees. We are talking about identifying the discrepancy between the professional knowledge and skills that the organization’s personnel must have to achieve its goals, and the knowledge and skills that they actually possess. Traditional methods of identifying and recording professional development needs are assessment and preparation of an individual development plan. An individual employee development plan (IDP) is a document containing the goals and program for the development of an employee, his professional and business qualities. IPR is necessary to monitor and take into account development activities for each specific employee in the company, for example, as part of a personnel assessment system or a project for the development of a personnel reserve. The implementation of IPR is an indicator of the performance of the employee himself, his manager and the training and development system of the organization’s personnel as a whole.

An individual development plan is drawn up taking into account the prospects for further career growth of the employee within the company. Therefore, an individual development plan in its more complete form can become an individual career plan (IPC). In recent years, methods of psychological testing (personnel assessment centers) have become increasingly popular, with the help of which the degree of development of certain professional skills among employees of an organization is determined. The next stage in the personnel development management system is goal setting. The very first question that should be answered is: why does a company need to develop personnel? Before answering the subsequent questions - how, who and what to teach, it is necessary to decide what exactly the company wants to get from development. How will the development results be monitored and the acquired or developed knowledge, skills and abilities used? The goals of personnel development from the position of the employee and the employer are different. The employer, by promoting the development of personnel, solves the problems of the organization and ensures the formation of management personnel, their adaptation in the organization, the introduction of innovations and the acquisition of knowledge necessary to understand and solve various problems that arise in the production process. As for the employee, he maintains and improves his qualifications, acquires professional knowledge not related to the scope of his direct professional activity, and develops abilities in the field of planning and organization of production. The following principles of personnel development management can be distinguished:

The development of each employee must be approached individually. There is not and cannot be a general approach to everyone at once. It is necessary to recognize the existence of individual differences among employees and an individual approach to their development will be evidence of this.

It is necessary to understand that the development of each person is a matter, first of all, of self-development. It cannot be imposed or obligated by a company order. It is necessary that the employee himself accepts it and understands why he needs it.

It is necessary to understand that when it comes to personnel development, first of all it means that employees should be able to express themselves not in a corporate training center, but in their workplace. It is by doing his job that any person can and should develop.

It is necessary to develop your staff on an ongoing basis, since in today’s changing conditions this is very relevant and effective for the development of the organization as a whole.

The main objectives of personnel development management are:

1. Advanced training for the purpose of releasing new products, training and retraining of personnel, training in modern technologies.

2. Awareness of the importance of the increasing role of labor, technological, financial, production work discipline in the sense of precise execution of actions that ensure error-free operation of a machine, installation, department or enterprise.

3. Formation of responsibility as a systemic quality of an employee and the development of its types.

4.Independent development by staff of their professional skills and knowledge, group work, ability to communicate.

Subject of personnel development management embodies the active, directing and organizing principle of management. It consists of:

The entire organization as a purposefully operating system;

Subjects of the organization's personnel management: senior management, line and functional managers, personnel management specialists, employees of educational corporate institutions;

Primary teams of the organization;

The employees themselves (in case of self-development);

Subjects of management of the external environment of the organization at the state and regional level.

As functions of personnel development management, you can

highlight planning, organization, motivation for development and control over the development process. Intermediate control - involves the presence of the manager at lectures, trainings, educational events.

2. Final control - involves monitoring the effectiveness of development through various tests, exams, and comparison of planned results with those obtained.

Today, the following elements of the personnel development system are distinguished:

Training;

Personnel adaptation;

Business assessment of personnel:

a) position;

b) labor return;

c) potential assessment.

Business career management and professional advancement;

Work with personnel reserve.

There are a huge number of methods for training staff. All of them can be divided into two large groups - training directly at the workplace and training outside the workplace (in the classroom).

On-the-job learning is characterized by direct interaction with regular work in a normal work situation. Such training can be carried out in various forms:

Copying - a worker is assigned to a specialist and learns by copying the actions of this person;

Instruction is an explanation and demonstration of work techniques directly at the workplace and can be carried out either by an employee who has been performing these functions for a long time, or by a specially trained instructor. On-the-job training is an inexpensive and effective means of developing simple technical skills, which is why it is so widely used at all levels of modern organizations.

Apprenticeship and mentoring are traditional methods of training artisans - since ancient times, young workers have learned a trade by working alongside a master.

Mentoring requires special preparation and character from the mentor, which is almost impossible to become by order from above. Off-the-job training includes all types of learning outside of the job itself. Such training is carried out by external training structures and usually outside the walls of the organization. Methods of training outside the workplace: -lecture - is traditional and one of the most ancient methods of professional training. During the lecture, which is a monologue by the instructor, the audience perceives the educational material by ear. A lecture is an unsurpassed means of presenting a large volume of educational material in a short time; it allows you to develop many new ideas during one lesson and make the necessary accents. Lectures are extremely effective from an economic point of view, since one instructor works with several tens, hundreds and even thousands of students. - business games - represent a teaching method that is closest to the real professional activities of students. The advantage of business games is that, being a model of a real organization, they simultaneously provide the opportunity to significantly shorten the operating cycle and, thereby, demonstrate to participants what final results their decisions and actions will lead to. Business games can be both global (company management) and local (negotiations, preparation of a business plan).

A training situation is a real or fictitious management situation with questions for analysis. At the same time, strict time limits are established that constrain thought in a production environment;

Independent learning is the simplest type of learning - it does not require an instructor, a special room, or a specific time - the student studies there, when and how it is convenient for him.

One of the problems of working with personnel in an organization when attracting personnel is the management of labor adaptation. During the interaction between the employee and the organization, their mutual adaptation occurs, the basis of which is the employee’s gradual entry into new professional and socio-economic working conditions. From time to time, employees of an organization move from one position to another, from one department to another. This happens both on the initiative of management and on the employee’s own initiative. This movement is called rotation. In the theory of personnel management, rotation is understood as a system of transfers and relocations of enterprise employees within a division or company to new jobs on a regular, legal and organized basis.

Group induction consists of reading an orientation course.

Individual introduction to the position begins immediately after acceptance of the job offer in the form of a preliminary story about the organization, provision of books, brochures, booklets, etc. You can draw up a special Employee Memo containing information about the organization, structure, production, employment conditions, social policy, benefits, and medical care. Individual induction is completed at the workplace by the immediate supervisor or a dedicated mentor.

It is advisable for the immediate manager to draw up documents such as an induction schedule with a time reserve of 10-15% of the time, an adaptation control card and constantly keep this process under review. In order to be introduced to a new position, the employee receives an Induction Plan, which indicates the employee’s last name, first name, patronymic, division, position, date of admission, end date of the probationary period, goals and objectives (strategic, tactical (for the probationary period), operational (for a year)). Personnel assessment is a process through which a value judgment is observed, interpreted, and formed about a phenomenon, object, or person according to established parameters. Personnel management begins with an analysis that is designed to reveal changes in labor potential under the influence of certain factors, rationality of use, and the degree of compliance with the needs of the enterprise. Based on the results of the analysis of such changes, the volume of personnel attrition requiring replacement is identified, measures are outlined to solve social problems (for young people, people of pre-retirement and retirement age), issues of personnel training (forms, terms), qualification promotion, stabilization of the team, etc.

In the conditions of the labor market, such an analysis is especially necessary, since its results serve as the basis for developing forecasts in the field of labor (possible demand for labor, its qualifications, etc.), planning activities for the selection, training and adaptation of personnel. The main components of labor potential the employee are: -psychophysiological component: state of health, performance, endurance, abilities and inclinations of a person, type of nervous system and others; -qualification component: level of education, volume of special knowledge, work skills, ability to innovate, intelligence, creativity, professionalism;

Personal component: attitude to work, discipline, activity, value orientations, motivation, morality and others; -socio-demographic component: age, gender, marital status and others. The next element of personnel assessment is the assessment of labor productivity. There are 5 models for assessing labor productivity (Italian): 1. Assessment model for work behavior: - indifferent / interested; - inattentive / attentive; -passive; - active behavior; -occupied/unoccupied. 2. Evaluation model based on final results (used to evaluate workers): - amount of labor; -quality (compliance with specified standards); -time; 3.Assessment on organizational and managerial behavior:

Ability to program and plan;

Ability to organize;

Ability to manage relationships.

4.Evaluation for specific and parameterized areas.

5.Assessment against final goals (mainly for positions). Using the listed models, employees' knowledge, personal characteristics, leadership, desire to work, reliability, and initiative are assessed. Potential is characterized not by the degree of preparedness of an employee at the moment to occupy a particular position, but by his capabilities in the long term - taking into account age, education, practical experience, business qualities, and level of motivation.

The next element of personnel assessment is job evaluation. In the process of evaluating a position, the work and the content of labor in a given workplace are described, as a result of which a standard is created, for example, “Job Responsibilities.” Fundamental elements of the position: purpose of the position, responsibility, functions of the position, inter-purpose connections (relationships), economic justification for the position, rights of the position, requirements for an employee applying for the position, general provisions. A number of developed foreign countries have interesting experience in managing the implementation of the business career of managerial employees, which is successfully used in our organizations.

Personnel reserve planning aims to predict personal promotions, their sequence and accompanying activities. It requires elaboration of the entire chain of promotions, transfers, and dismissals of specific employees.

We have a wealth of experience working with personnel reserves in domestic organizations. Let's consider how it is carried out in Russian organizations.

The main stages of the process of forming a personnel reserve are:

Drawing up a forecast of expected changes in the composition of management personnel;

Preliminary recruitment of candidates for the reserve;

Obtaining information about the business, professional and personal qualities of candidates;

Formation of the composition of the personnel reserve.

The main criteria when selecting candidates for the reserve are:

Appropriate level of education and training;

Experience of practical work with people;

Organizational skills;

Personal qualities;

State of health, age.

The decision to include workers in reserve groups is made by a special commission and approved by order of the organization. For each employee (trainee), the internship supervisor (main) and the supervisor of each stage of the internship are approved, who draw up an individual internship plan at each stage. The managers of trainees included in the personnel reserve group receive financial compensation for the trainee’s successful completion of the stages of the career and professional promotion system.

Thus, the key point in the personnel development management system is to determine the organization's needs in this area. It is also necessary to determine what the organization wants to achieve as a result of the development of its employees, in other words, set a development goal. After which the manager needs to describe all the tasks, principles, development methods, and necessary resources for the development of his employees. Today, there are the following elements of the personnel development system: personnel training, personnel adaptation, personnel assessment, business career management and professional promotion, work with the personnel reserve. With their help, the manager will be able to organize an effective development system for his employees. Managing the professional development of personnel is a factor in the successful functioning of an organization, since, on the one hand, it indicates its interest in improving the quality of personnel, and on the other hand, it determines the future success of all activities of the organization.Approaches to assessing the effectiveness of personnel development management. Evaluation of the effectiveness of personnel development management, and especially performance results, is necessarily carried out in order to increase labor productivity, increase sales and obtain the greatest profit, that is, it always pursues the objectives of the development of the organization. Experts' opinions about the goals and objectives of the system for assessing the results of managing the development of an organization's personnel differ to a certain extent. Below are several points of view on this issue.

E.V. Maslov in the textbook “Enterprise Personnel Management” notes the following main tasks of assessing managers and specialists based on labor results:

1. Determining the employee’s suitability for the position held;

2. Determination of labor contribution in terms of collective remuneration in order to link the overall efficiency of the employee’s work and the level of his official salary;

Ensuring increased individual productivity from employees, their clear focus on the final result, linking the activities of specialists and managers to the main goal of the department, enterprise (company).

At the same time, the author of the textbook distinguishes between the final assessment at the end of a long inter-attestation period (3 - 5 years) and the current one - after a certain time within the inter-attestation period. The step-by-step calculation of indicators for individual assessment criteria allows us to identify trends in changes in various aspects of employees’ activities (primarily in the results of work and the professional growth of the employee), timely take measures to improve qualifications, and predict changes in performance results. The results of the current assessment are also taken into account when summing up the results of work for the entire inter-certification period.

Currently, many Russian companies, especially those engaged in consulting and marketing activities, use Western methods for assessing the effectiveness of the personnel development management system. The following approaches stand out among them:

In terms of goal achievability;

In terms of economic efficiency;

From the point of view of goal achievability, it is a process- or result-oriented approach (target management). If the goal of personnel development management is achieved, then the personnel development management system is effective.

Thus, in order to decide whether to invest in employee development, it is important to evaluate how effective these investments will be. The effectiveness of investments in human capital, including in advanced training or education of workers, can be considered similarly to the effectiveness of investments in new technologies, equipment, securities, etc. In any case, the amount of education costs should be compared with the possible benefits from the one who acts as an “investor”.

Effective personnel management is designed to counteract the effect).

In modern conditions of the transition to market relations, the development of globalization of the economy and the integration of Russia into world economic relations, the most important factors of national competitiveness are not natural and financial resources, but human resources, that is, people, their professional and personal qualities, their work morale and the desire to achieve goals, their knowledge and skills, their creative and innovative abilities.

Personnel are one of the most important resources of an organization, necessary to achieve all its goals and objectives. Employees are the main asset of an organization, which must be preserved, developed and used for success in competition.

Personnel development is the most important means of achieving the strategic goals of the organization.

Development is a critical means of adding value to an organization's human resources.

Without timely personnel development, organizational changes become very difficult or impossible.

In the first chapter of the diploma project, the author defines the concept of “personnel development” and examines the stages of development of personnel management.

The goal of personnel development is to increase the labor potential of employees to solve personal problems and tasks in the field of functioning and development of the organization.

To adequately determine the needs of professional development, each of the parties involved in this process must understand the influence of what factors determine the organization’s needs for the development of its personnel. These factors are:

Dynamics of the external environment (consumers, competitors, suppliers, government);

Development of equipment and technology, entailing the emergence of new products, services and production methods;

Changing the organization's development strategy;

creation of a new organizational structure;

mastering new types of activities.

The human resources department should pay special attention to creating an appropriate attitude towards the planned training. The following factors can motivate employees to actively participate in a job training program:

desire to get a promotion or take a new position;

interest in increasing wages;

interest in the process of acquiring new knowledge and skills;

desire to establish contacts with other program participants.

You can be guided by the following principles of personnel development management:

The development of each employee must be approached individually, since there is not and cannot be a general approach to everyone at once. It is necessary to recognize the existence of individual differences among employees and an individual approach to their development will be evidence of this.

it is necessary to understand that when it comes to personnel development, first of all it means that employees should have the opportunity to express themselves not in a corporate training center, but in their workplace. It is by doing his job that any person can and should develop.

Various methods of personnel management should be focused on the effectiveness of the required material and financial costs and the achievement of organizational goals. When developing methods for managing the personnel development system, great attention should be paid to the problem of assessing management effectiveness, which has important practical significance.

Creating an effective personnel performance assessment system involves solving the following tasks:

Development of an assessment system. It requires the determination of indicators and criteria that will be used in assessing the work of different categories of employees, as well as the coordination of these activities with other areas of personnel management (selection of personnel, adaptation of new employees, training, motivation, etc.).

Development or selection of methods and procedures that will be used to evaluate personnel performance.

Development, coordination and approval of relevant documentation: regulations, instructions, forms, reporting forms.

Manager training. Managers must be very clear about the goals and objectives of the performance appraisal process and have the knowledge and skills necessary to achieve those goals.

Monitoring the proper use of staff performance appraisal methods and procedures.

Collection and storage of information obtained as a result of the assessment. Entering the results of the next certification into the employee’s personal file.

Analyze staff performance assessment results and prepare reports for senior management. These reports contain materials summarizing the final results obtained when assessing the work of different categories of personnel, and proposals aimed at increasing the return on the organization's human resources.

The draft package of documents will ensure planning of a personnel development system, which will allow choosing from all possible the most optimal, most effective and most efficient actions. In addition, it will provide:

1. Increasing the efficiency of the decision-making process and personnel development planning.

2. Increasing efficiency in the use of organization resources to achieve customer satisfaction.

3. Improvement of financial condition.

Increasing competitiveness.

A successful workforce development program will create a workforce that is more capable and highly motivated to accomplish the organization's objectives. Thus, investments in enterprise personnel are effective, although they will require a certain amount of time to return.

In modern conditions of Russian education, increasing the efficiency of personnel management, which is the most important link in the overall management system of an educational institution, is of particular importance. This is due to the increasing role of the employee’s personality, knowledge of his motivational attitudes, the ability to form and direct them in accordance with the tasks facing educational institutions. Orientation towards a more complete use of the employee’s abilities in the process of his professional activity is the basis for the effective operation of an educational institution. Providing modern approaches to working with personnel creates ample opportunities for the sustainable development of educational institutions and improving the quality of education.

The educational program in the discipline “Human Resources Management” consists of the following sections:

1. Goals and objectives of the discipline.

2. Requirements for the level of mastery of the discipline content.

3. Curriculum.

4. Educational and thematic plan.

5. Course curriculum:

· Educational and methodological support of the discipline;

· Material and technical support of the discipline;

· Educational practice.

- “Personnel management in institutions” (12 hours) - the main, modern approaches to personnel management, its essence and content are considered;

- “Working with personnel” (20 hours) - issues of recruitment, placement, and personnel management in educational institutions are studied;

- “Motivation of personnel to work” (9 hours) - issues of motivation and stimulation of personnel work are considered;

- “Assessment of personnel performance” (9 hours) - master the principles and methods of assessing the professional activities of personnel, the effectiveness of personnel management.

The program is aimed at preparing the category of students of the retraining faculty studying under the professional retraining program “Management in Education”. At the end of the training, students take an exam.

1. GOALS AND OBJECTIVES OF DISCIPLINE

Purpose of the discipline:

Mastering the knowledge and skills of students in personnel management taking into account modern requirements

Objectives of the discipline:

1. To develop students’ knowledge of creating conditions and providing modern approaches to personnel management in an educational institution.

2. Contribute to improving the skills of managers and deputy heads of HR of educational institutions in designing conditions for effective personnel management.

Duration of training: 50 hours (lecture-16, practical-16, self-worker-30).

Lesson schedule: 4-8 hours. in a day.

2. REQUIREMENTS FOR THE LEVEL OF MASTERING THE CONTENT OF THE DISCIPLINE

As a result of studying this educational program of the discipline, students should develop a worldview that allows them to competently navigate in understanding the essence and provision of modern approaches to effective personnel management.

A student who has studied the discipline must:

know:

Basic and modern approaches to personnel management;

Fundamentals of organization for the functional division of labor, selection and placement of personnel in educational institutions;

Fundamentals of managing the work of young specialists, MOs, departments, cycle associations;

Conditions for organizing staff training;

Methods of creating and maintaining a favorable moral and psychological climate in a team; assessing the effectiveness of personnel management;

Types and patterns of communication, communication processes in educational institutions.

be able to:

Analyze and design conditions for effective personnel management.

Plan work to motivate and stimulate staff work

have practical skills and abilities:

Technologies for training personnel in educational institutions;

Tools for analyzing the level of professional skills of teachers

3. CURRICULUM

	Name of sections and disciplines	Including			control
	Name of sections and disciplines		practical,	independent	control

	Work with personnel
	Motivating staff to work				Completing practical tasks
					Essay
TOTAL					Exam

4. EDUCATIONAL - THEMATIC PLAN

	Name of sections and topics	Total hours	Including			form of control
	Name of sections and topics	Total hours		seminar, practical	myself. Job	form of control
I.	Personnel management in institutions
	Personnel management as a science, academic discipline, type of professional activity
	Basic and modern approaches to personnel management.
	External and internal factors influencing personnel. Institutional staff as a system. Contents, principles of personnel management
	Personnel service and policy in the organization					Completing practical tasks
II	Work with personnel
	Functional division of labor in educational institutions. Organization of recruitment and placement of personnel
	Structure and components of methodological work in educational institutions. Management of the work of methodological associations, departments, cycle associations					Completing practical tasks
	Adaptation of young specialists
	Becoming a teacher. Management of work with young personnel
	Training, retraining and advanced training of personnel. Training staff in new technologies.
	Motivating staff to work
	Motivation and stimulation of staff work					Completing practical tasks
	Motivating staff to improve their professional skills. Difficulties in developing a personnel motivation system.
	Personnel performance assessment
	Personnel performance process. Factors influencing the assessment of labor productivity. Certification and assessment of personnel performance.
	Assessing the effectiveness of personnel management
TOTAL:						Exam

5. UDISCIPLINE TRAINING PROGRAM

Section 1. Personnel management in institutions at the present stage

(lectures - 5 hours, practical - 4 hours, self-work - 3 hours)

Topic 1.1. Personnel management as a science, academic discipline, type of professional activity

(lectures - 1 hour)

Personnel management is a young science, evidence from American scientists F. Taylor and F. Gilbert on the productivity of workers, research in Russia on the professional suitability of locomotive drivers and on the study of the professional activities of pilots in 1895; F. Taylor's "conveyor" method of organizing the production process, Hawthorne experiments, prototypes of personnel management services - personnel departments in the Taylor era, the era of the automation boom, the emergence of the concept of human resources, the theory of human capital, the presence of constant investments in human capital, the expected return on investment in human capital, internal rates of return in the theory of human capital; concepts of “personnel”, “personnel management”; personnel management as an academic discipline, the global goal of personnel management, goals and objectives of personnel, the essence of personnel management (questioning of students before training - Appendix No. 1, didactic material - Appendix No. 3)

Topic 1.2. Basic and modern approaches to personnel management

(lectures - 1 hour, practical - 2 hours)

Economic, organic, humanistic approaches; the concept of “competency management”, types of employee competencies, knowledge management, methods of knowledge exchange, motivation and assessment of knowledge exchange (tasks to consolidate the material covered - Appendix No. 2)

1. Design conditions to ensure a humanistic approach to employees in an educational institution.

2. Plan ways for employees to share knowledge:

· young and experienced teachers;

· junior service personnel.

Topic 1.3. External and internal factors influencing personnel. Institutional staff as a system. Contents, principles of personnel management

(lectures - 2 hours, actual work - 3 hours)

External factors- legislation and economic conditions; internal factors- mission and goals of the organization, corporate culture, nature of work, work groups, leadership style; features of personnel management activity-oriented, individual-oriented, future-oriented; features of personnel management - "HR" system internal structure of the system, connections between elements horizontally (between employees), vertically (between structural divisions, etc.), directing management decisions to individual employees, maintaining professional connections between them, implementing the system as a whole, its development; the impact of personnel management on both sides (workplaces with requirements for employees in terms of qualifications and workers with different qualities, professional training), the dependence of the stable functioning of the system on the speed of response to emerging violations, properties of the system- the first layer of management of any organization, present in all areas of activity, the main goals coincide with the goals of the organization, has common features characteristic of groups of people; personnel management as a process, stages of labor resource management, methods for developing the potential of employees: achieving management goals through the implementation of certain principles; principles - stable rules for the conscious activity of people in the management process, general principles- scientific planning, complexity, continuity, normativity, efficiency, interest, responsibility; private principles- individualization of work with personnel, democratization of work with personnel, informatization of personnel work, selection of personnel taking into account psychological compatibility (didactic material - Appendix No. 3)

Independent work: study of scientific and methodological literature, analysis of theoretical sources and practical activities on sample topics (to choose from):

1. OS personnel as an object of management.

2. Staff of an educational institution as a system.

3. Personnel management as a process.

4. Human resources management.

5. Methods for developing the potential of employees in educational institutions.

Topic 1.4. Personnel service and policy in the organization

(lecture -1 hour, practical -2 hours)

Stages of constructing personnel policy, principles of personnel policy. The concept of “personnel service of an institution”, the main task of the personnel service in the new economic conditions; the concept of “personnel policy of the organization”, the constituent elements of personnel policy, stages of constructing personnel policy, principles of personnel policy (tasks for consolidating the material covered - Appendix No. 2, didactic material - Appendix No. 3)

Practical exercises: completing assignments

1. Develop and provide one of the documents reflecting the personnel policy of the organization.

2. Design a “staff handbook.”

Section 2. Work with personnel

(lectures - 7 hours, practical - 6 hours, actual work - 7 hours)

Topic 2.1. Functional division of labor in educational institutions. Organization of recruitment and placement of personnel

(lecture - 1 hour, actual work - 3 hours)

The purpose of management in the educational institution, the distribution of activities between the administration and employees of the educational institution and the establishment of interaction links, the concept of “function”, the normative list of functions, the difference between the normative list of functions of the educational institution in the mode of operation and development; detailing the tasks and functions of the educational institution in the job descriptions of employees, technology for drawing up job descriptions, orientation to the Charter, Regulations on the type and type of educational institution, qualification characteristics and qualification requirements for the position; current and future recruitment needs, the stage of attracting personnel, the stage of personnel selection, the advantages and disadvantages of attracting people from one’s own institution and from outside, the concept of “personnel selection”, selection criteria, principles of personnel selection, preliminary stage of personnel selection, initial identification of applicants through analysis their documents, an introductory interview, selection of the most appropriate methods of further verification for the remaining persons, methods - targeted interviews, analysis of questionnaires, autobiographies, testing, certificates of education, etc.; the final stage of selection - an interview with the future manager, errors in organizing the selection of personnel; supporting the selection of personnel with their placement (tasks for mastering new material - Appendix No. 2)

Independent work: studying the material, analyzing theoretical sources and practical activities on sample topics (to choose from):

1. Using methods to identify the business qualities and abilities of an employee when selecting personnel in an educational institution.

2. Types of management structures of educational institutions and their development.

3. Design of organizational structures for management of the educational institution.

Topic 2.2. Structure and components of methodological work in educational institutions. Management of the work of methodological associations, departments, cycle associations

(lecture - 1 hour, practical - 1 hour)

The beginning of the emergence of organized methodological work in the 19th century, teachers' congresses, various unions and societies, 1903 - congresses in Nizhny Novgorod, Urzhum, Vyatka province, Arkhangelsk, the emergence of one of the first pedagogical societies in St. Petersburg in 1859 - the prototype of modern educational organizations; the concept of “methodological work”, the main components of the methodological work system: goal, objectives, content, organizational forms, methods, means, conditions for the growth of the teaching skills of the team, results; the important place of the methodological link in the structure of the organization of management of a modern educational institution, the experience of creating the structure of methodological work by L.P. Ilyenko (met. manual); directions of activities of the Ministry of Education, approximate regulations on the Ministry of Education, documentation of the Ministry of Education, approximate work plan of the Ministry of Education, forms of the Ministry of Education, creation of a pedagogical environment for the interested attitude of teachers in searching for the best conditions, forms, methods in the content of education; the concept of “department”, performance of the main functions of the department; the concept of “cyclic association”, the composition of cyclic associations, discussion of issues at cyclical associations, the main functions of methodological structures - analytical, informational, organizational and methodological activities; levels of organization, methodological work, management levels of methodological work, criteria for the effectiveness of methodological work (task for mastering new material - Appendix No. 2, didactic material - Appendix No. 3)

Practical exercises: completing assignments

1. Design the structure of methodological work:

· functioning OS;

· developing educational institution.

1. Plan the conditions and principles for developing the interest of teachers in participating in the activities of the Moscow Region and departments

Topic 2.3. Adaptation of young specialists

The concept of “adaptation”, one of the unfavorable conditions for the development of educational institutions - the instability of work teams, the problem of management personnel - securing new employees in their places, the dependence of adaptation during the adaptation period of a new employee on him and the educational institution, the connection between the adaptability of new employees and external factors, the dependence of adaptive qualities of the educational institution on the characteristics of organizational culture, the concept of “thickness of organizational culture”, dependence of the views, professional values of an employee on the “thickness of organizational culture”, the importance of the adaptation factor for a new employee, tasks for adapting a new employee, adaptation levels- primary, secondary; adaptation focus- professional, psychophysiological, social and psychological; the difficulty of socio-psychological adaptation for managers, types of adaptation- conformism, mimicry, denial, adaptive individualism; duration of adaptation - 1 year, inclusion of teachers in specially organized training, methods of training personnel during adaptation - communication, joint activities of new employees with experienced colleagues and managers, self-analysis, self-assessment of activities; a combination of administrative control with consultations, internship, master class with an experienced teacher, signs of successful personnel adaptation, on the impact on the employee- progressive and regressive adaptation results (task for individual work “Continue the sentence” - Appendix No. 2)

Practical exercises: completing tasks:

1. Design conditions for teachers according to adaptation levels:

· primary;

· secondary (the employee has a special pedagogical education);

· secondary (the employee has a pedagogical education but no special education).

2. Plan conditions for successful adaptation of teachers by type:

· conformism;

· mimicry;

· denial;

· adaptive individualism.

Topic 2.4. Becoming a teacher. Management of work with young personnel

(lecture - 1 hour, practical - 2 hours)

Stages of mastering the profession and developing your own style of activity - entry, development, approval; entry- high emotional stress of a young specialist, problems of a teacher, stimulating the teacher’s activity with his difficulties, laying the foundation for a future style of activity; development- searching for optimal ways for an individual to fulfill professional standards and requirements, changing the nature of difficulties, forming one’s pedagogical dominant through mistakes and trials, searching for a style “from the teacher,” mastering the fundamentals of professionalism; statement- formation of professionally important personality qualities, acquisition of individual experience in performing professional activities; the concepts of “ambivalence”, “ambivalent approach”, the essence of the ambivalent approach, methods of working with young teachers, the main goal of advanced training for a young teacher, methodological work as a factor in the development of professional experience of young teachers, forms of organizing advanced training for young teachers, determination of forms of organizing advanced training for diagnostic stage of planning, identifying factors of the professional environment for training young teachers, characteristics of the developing personality of a young teacher, the leading role of a young teacher in his professional training, organizing methodological, diagnostic support for a teacher, drawing up diagnostic cards for each teacher, drawing up an annual plan for methodological work.

Practical lesson: completing the task

Plan methodological work for young teachers from the perspective of an ambivalent approach

Topic 2.5. Training, retraining and advanced training of personnel.

Personnel training in new technologies

(lectures - 3 hours, practical - 1 hour, self-work - 4 hours)

The concept of “personnel training”, the importance of professional development of teachers, the concept of “training”, the need for training in 3 cases, the concept of “advanced training”, the purpose of retraining of personnel, the concept of “andragogy”, taking into account the recommendations of andragogy when training employees, psychological and pedagogical features of adult education , taking into account individual differences of teachers, differences between teachers by professional level, levels of professional development of teachers - reproductive, adaptive, locally - modeling, systemically - modeling, systemically - modeling; difficulties for teachers at levels of professional development, selection of educational material for teaching adults, creation of educational motivation, organization of students’ activities in accordance with the principles of developmental education; mastering the knowledge of teachers about the purpose and content of new technology, developing the design and analytical skills of teachers using new technology, the availability of new didactic tools for the use of modern technologies (didactic material - appendix

Practical classes: study of scientific and methodological literature, analysis of theoretical sources and practical activities on sample topics (to choose from):

1. Design conditions for teaching teachers new technology.

2. Plan the content of the event taking into account the assessment of the level of professional skills of teachers.

1. Training of personnel when introducing innovations.

2. Training of personnel during certification.

3. Basic forms and methods of training personnel in educational institutions.

4. Using a game-based form of training.

5. The role of assessing the professional level of teachers in organizing the learning process.

6. Use of diagnostic tools to determine and analyze the level of professional skills of teachers.

7. Technology for conducting and using pedagogical diagnostics to improve the professional skills of personnel.

8. A differentiated approach to teaching teachers new technologies.

Section 3. Motivation of personnel to work

(lectures - 2 hours, practical - 3 hours, self-work - 4 hours)

Topic 3.1. Motivation and stimulation of staff work

(lecture - 1 hour, practical - 2 hours)

The concept of “need”, motivational structure, the concept of “motivation” as internal energy, including human activity, activity, part of the management process; motivational mechanism, stimulation as a complex psychological process, the role of incentives, types of incentives according to Vesnin V.R. and Afanasyeva T.P., stimulation functions - economic, moral, social; the concept of “personnel motivation system in an institution,” the creation of a system of effective personnel incentives, comprehensive, differentiated, flexible and operational incentives; principles of stimulation (didactic material - Appendix No. 3)

Practical exercises: completing assignments

1. Design the most appropriate methods of incentives for the following categories of workers: watchman, teacher assistants, janitors, teachers, deputy heads.

2. Rank incentive methods that are effective for the professional development of beginning and experienced teachers.

3. Complete tests: “What motivates you?” , “Paired comparisons”, “Motivation for success” - optional (Appendix No. 4).

Topic 3.2. Motivating staff to improve their professional skills. Difficulties in developing a personnel motivation system

(lecture - 1 hour, practical - 1 hour, self-work - 4 hours)

Incentives for professional development of personnel; insufficient understanding of the importance of staff motivation, the predominance of a “punitive” system of staff motivation, the expectations of employees are not taken into account, the interests of employees are not taken into account, a large interval between obtaining a good result and encouragement, lack of monitoring of the motivation system, lack of support for the motivation system, lack of information from staff about motivation factors , instability of the motivation system (didactic material - Appendix No. 3)

Practical exercises: completing assignments

1. Design situations with typical difficulties in implementing a personnel motivation system and offer options for solving them.

2. Complete the tests: “Motivation to avoid failures”, “Motivation to work hard”, “What type of relationship between the employee and the organization do you prefer?” - optional (Appendix No. 4).

Independent work: study of scientific and methodological literature, analysis of theoretical sources and practical activities on sample topics (to choose from):

1. Models (concepts) of motivation and their use to stimulate personnel.

2. Incentive system for employees at the educational institution.

3. Methods for identifying personnel needs.

4. Use of various methods to develop an effective motivation system in educational institutions.

5. The motivational side of the professional environment at the educational institution.

6.Methods of creating and maintaining a favorable moral and psychological climate in the team.

7.Types and patterns of communication.

8. Communication processes in the educational institution.

Section 4. Assessment of personnel performance

(lectures - 2 hours, practical - 3 hours, self-study - 4 hours)

Topic 4.1. Personnel performance process. Factors influencing the assessment of labor productivity. Certification and assessment of personnel performance

(lecture - 1 hour, practical - 2 hours)

Six steps that provide the basis for a systematic performance evaluation process - establishing performance standards, developing a policy for conducting performance evaluations, identifying individuals to conduct the performance evaluation, collecting performance data, discussing the evaluation with the employee, making a decision, and documenting the evaluation; factors influencing the assessment of labor performance - the nature of the tasks performed by a given employee, state requirements, restrictions and laws, the personal attitude of the appraiser towards the employee, the manager’s work style, the actions of the trade union; assessment of the professional activities of teachers in the certification process, personnel assessment - an integral part of the management control process, administrative, informational, motivational functions of assessing labor results; methods for assessing personnel performance - professional tests, psychological testing, etc.

Practical exercises: completing assignments

1. Develop criteria for assessing the work of personnel in the educational institution for:

· junior service personnel in preschool educational institutions (optional);

· junior service personnel at the educational institution "Secondary School" (to choose from).

2. Select diagnostics for assessing the professional activities of teachers.

Topic 4.2. Assessing the effectiveness of personnel management

(lecture - 1 hour, practical - 1, self-work - 4 hours)

Comprehensive assessment is the main source of information about personnel as an object of management, assessment as one of the tools for developing personnel policy, the optimal solution to the problem; situations signaling the existence of a problem, assessment as a process, function, result; interconnected system of assessments - personnel decisions, assessment of the effectiveness of the personnel service, personnel assessment; principles for assessing personnel management, general criteria for assessment - complexity, priority, continuity, reliability, fairness of assessment, objects of assessment in the field of management - personnel decisions, activities of the personnel management service, employees of this organization, areas of personnel work to be assessed - recruitment and selection personnel, training and development, organization of payment and labor incentives, regulation of labor relations and employment, staff reduction; time limits for assessing personnel decisions; participants from various parties conducting the assessment; consideration of the assessment of results from several positions - economic and social, quantitative and qualitative, current and future; approaches to evaluating institutional staff.

Practical lesson: completing tasks

Plan indicators for assessing the performance of personnel depending on the forms and methods of working with them and select diagnostic tools

Independent work: study of scientific and methodological literature, analysis of theoretical sources and practical activities on sample topics (to choose from):

1. Assessment of personnel decisions in educational institutions.

2. Assessing the effectiveness of the HR service.

3. Methods for assessing the work of personnel in an educational institution.

4. Assessment of professional activities of teachers

EDUCATIONAL AND METHODOLOGICAL SUPPORT OF DISCIPLINE

BASIC:

1. Afanasyeva T.P., Nemova N.V. Professional development of personnel in the municipal education system. Book 2. Planning and motivation of professional development of personnel: Methodological manual / Ed. N.V. Nemova. - M.: APKiPRO, 2004.- 116.

2. Bazarov T.Yu. Personnel management: Textbook. aid for students _ M.: Masterstvo, 2002. - 224 p.

3. Burganova L.A. Control theory: Textbook. Benefit. - M.:INFRA - M, 2005.

4. Vesnin V.R. Management: textbook. - 3rd ed., revised. and additional M.: TK Welby, Prospekt Publishing House, 2006. - 504 p.

5. Zaitseva T.., Zub A.T. .: Textbook (Vocational education). - M.: Publishing House "Forum": INFRA - M., 2006.

6. Kabushkin N.I. Fundamentals of Management: Textbook. allowance / N.I. Kabushkin. - 5th ed., stereotype. - Mn.: New knowledge, 2002. - 336 p.

7. Maslova L.V. An ambivalent approach to modeling the conditions for the professional development of a young teacher. Educational and methodological manual. - M.: APKi PRO, 2004. - 30 p.

8. Maslov E.V. Enterprise personnel management: Textbook / Ed. P.V. Shemetova. - M.: Infra - M; Novosibirsk, NGAEiU, 2000. - 312 p.

9. Meskon M. Kh., Albert M., Khedouri F. Fundamentals of management: Trans. from English - M.: Delo, 1998. - 800 p.

10. Mordovin S.K. Personnel management: modern Russian practice. 2nd ed. - St. Petersburg: Peter, 2005. - 304 p.

11. Nemova N.V. Organization of the functioning and development of the school. Methodological recommendations for school leaders. - M.: APKiPRO, 2001. - p.80.

12. Platov V.Ya. Modern management technologies. - M.: Delo, 2006. - 384 p.

13. Rumyantseva Z.P. General management of the organization. Theory and practice: Study. - M.: INFRA - M, 2006.- 304 p.

14. Samukina N.V. Effective motivation of personnel with minimal financial costs / Samukina N.V. - M.: Vershina, 2006. - 224 p.

15. Sitnik A.P., Savenkova I.E., Krupina I.V., Krupin I.K. Andragogical foundations for advanced training of teaching staff. - M.: APKiPRO RF, 2000. - p.84.

16. Tsypkin Yu.A. Personnel management: Textbook. manual for universities. - M.: UNITY-DANA, 2001. - 446 p.

ADDITIONAL:

1. Avdulova T.P. Psychology of management: Proc. aid for students - M.: Publishing Center "Academy", 2003. - 256 p.

2. Belyatsky N.P. and others. Personnel management: Textbook / Belyatsky N.P., Velesko S.E., Roysh P - Mn: IP "Ecoperspective", 2000. - 320 p.

3. Zudina L.N. Organization of managerial work: Textbook. - M.: INFRA - M; Novosibirsk: NGAEiU, 1997. - 256 p.

Personnel management: labor regulation. - 2nd ed., revised. and additional / Kibanov A.Ya., Mamed - Zade G.A., Rodkina T.A.. - M.: Exam, 2001. - 640 p.

4. Magura M.I., Kurbatova M.B. Personnel management. Practical guide for managers. - M.: LLC "Journal "Personnel Management", 2005. - p.224.

5. Magura M.I., Kurbatova M.B. Personnel management. Practical guide for managers. - M.: LLC "Journal "Personnel Management", 2005. - p.224.

6. Personnel management, performance assessment. Textbook for universities. / Odegov Yu. G., Kartasheva L.V. - M.: Publishing house "Exam", 2002. -256 p.

7. Models of personnel management: research, development, implementation / Pomerantseva E.P. - M., Vershina, 2006. - 256 p.

8. Pugachev V.P. Tests, business games, training in personnel management: A textbook for university students. - M.: Aspect Press, 2001. - 285 p. (Human Resources Management Series).

· official and professional qualification structure of the personnel of the institution and its departments;
· established documentation for personnel records;
· results of certification of employees and assessment of their business qualities in order to determine current and future personnel needs;
· preparing proposals for filling vacant positions and creating a personnel reserve;
· maintaining personal files of employees, etc. (37, 38, 39)

To summarize, we can say that in most educational institutions the task of HR specialists is mainly paperwork, while key decisions are made by the director or his deputies.

However, despite these difficulties, a personnel management system in schools still exists. Next we will look at the key elements of this system.

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1. Selection and placement of personnel

The area of ​​personnel selection and placement involves determining the preferences that the school gives to candidates when hiring them, as well as developing key principles for organizing the work of already hired employees (Volkov, 2011).

2 Staff training

One of the tools for monitoring the need for additional training of school staff is the certification of teaching staff, whose procedure is established at the legislative level.

3. Information support

In school management practice, there are several types and channels of informing employees:

4. Staff incentives

First of all, when talking about the incentive system for employees of an educational institution, their motivation should be studied.

Thus, a feature of the motivational potential of the teaching profession is that it makes it possible to satisfy higher human needs, such as spiritual and social. One of the key motivators of teaching activity is the awareness of its high social significance (Barkovskaya, 2013).

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The area of personnel selection and placement involves determining the preferences that the school gives to candidates when hiring them, as well as developing key principles for organizing the work of already hired employees (Volkov, 2011).