The most common form of training for future leaders. Mechanisms for organizing career advancement

Plans for the development of management potential are drawn up separately for each group of personnel. Such a plan includes a range of predetermined forms and methods of training, taking into account the opportunities (financial condition, the need to improve the management structure and development of managers, management’s attitude towards the development of the managerial potential of its staff, etc.) in the organization.

Plans for management development needs are the basis for the development of individual plans.

An individual management development plan for an employee in an organization must contain specific measures aimed at bridging the “gap” between the candidate’s current potential and the potential determined by the model of the “ideal” manager. The stages and timing of the implementation of activities for the development of a potential manager should be clearly indicated here.

The implementation of individual development plans for individual employees involves improving management potential At work And outside of work.

Planned management development outside of work: includes general or special development. The most common form planned general management development is studying at higher educational institutions in the specialty “Management”, as well as obtaining a bachelor’s or master’s degree in management.

Forms planned special management development training in various business schools and courses for managers should be considered.

A new promising method of special development of managers is Assessment Center , which should be understood as a certain set of methods and procedures used within a specialized independent structural unit in an organization to identify and develop the management potential of individual employees. In modern organizations, these methods are used primarily to identify employees with leadership potential - future leaders - and develop them.

Planned management development at work allows you to overcome the shortcomings of the above methods for managing the professional growth of managers. The main forms of developing the managerial potential of individual employees, contributing to their professional growth as managers, are: - involving them in active social work; - involvement in the development of proposals to improve the production activities of the enterprise as a whole and on individual issues; - rotation of employees; - referrals to related organizations to study best practices; - temporary performance of a certain official role at a level that does not have a rigid, formal reinforcement in the organizational structure; - organizing internships for potential managers with leading leaders of the organization; - practical training and testing, which includes organizing mentoring, participation in business games and solving specific case studies; - reserve of managers for promotion; -and other.

Regardless of the choice of form for developing managerial potential, the emphasis in working with future managers should be placed mainly on improving communication, developing managerial roles in their activities, and developing their position in business management. For this reason, the main teaching methods should be not so much passive methods (for example: lectures, watching videos, etc.), but active ones such as “case studies”, “role playing”, “basketball basket”, management games, simulation modeling, etc. Each of the above methods is aimed at developing a specific managerial role for potential managers.

Depending on the results of assessing the progress in developing the management potential of individual employees, three alternative options for their further management development can be adopted. Firstly, managers who are negatively assessed for compliance with the “seven points” level can be removed from the contingent of employees for the development of managerial potential. Secondly, adjustments are made to the individual development plans of potential managers. Thirdly, those highly rated from the pool of potential managers, if there is a vacancy for the appropriate leadership position, are appointed to it.

For this reason, when selecting and appointing a managerial position, emphasis must be placed on the candidate's interest in developing their future workforce and creating a stimulating environment for achieving peak performance.

Joint labor activity: concept, content, genesis of its types

Joint work activity is a socially useful and socially significant process during which people unite and regularly interact with each other to achieve a specific goal. The object of joint activity is economic resources. The active subject is community(association, group, team) of people jointly realizing the goal of producing goods or providing services, acting in accordance with certain rules and procedures within a certain form of ownership.

The specific characteristics of a team of workers as a subject of joint activities are:

Firstly, the presence of a general organizational goal of activity;

Secondly, the existence of a division of labor based on specialization in the performance of work (labor tasks) to achieve the goal;

Thirdly, formation of a power structure, hierarchy of authority and responsibility;

fourthly, establishing rules and procedures describing the rights, responsibilities and functions of each member of the community, as well as rules and procedures relating to the performance of work;

fifthly, functioning of a developed communication network;

At sixth, distribution of workers among jobs depending on the volume and structure of the human capital of a particular individual;

seventh, formal relationships between individual employees in a team are determined by job descriptions, contracts, obligations, etc. and are impersonal (i.e., do not depend on who does the work);

eighth, the dominance of a certain form of ownership of the means of production and the results of joint activities.

Taking into account all of the above, associations of workers for joint labor activities represent formal groups, those. are part of the organizational structure, determined by the existing division and cooperation of labor in the organization and designed to achieve certain goals.

In the practice of Russian and foreign enterprises, three types of formal groups are actively used: management teams, production groups, committees.

The union of workers is an inevitable and natural part of work activity; it is designed to fulfill the function core activity, socially integrative And managerial functions.

Uniting workers to achieve a specific goal is not a one-time act. This is a process that spans a number of stages of group development: formation of a new primary group, its establishment, division into “cliques”, standardization of behavior, cooperation.

An organization of any size is made up of varying numbers of teams of workers. According to the level of cooperation, a team of workers can be structured into primary (contact) small groups, secondary and complex associations of small groups.

Methods of cooperation for a subject of joint activity, i.e. methods for creating unified organizational and economic ties and relations to achieve an organizational goal include technological type of joint activity, functional, economic, socio-psychological, formal-organizational, team.

Under effective joint activities it is necessary to understand such interaction of community members with each other, which achieves the overall organizational goal with minimal economic, social and environmental costs and leaves each of them with a sense of satisfaction from work.

This implies the need to identify and consider factors that contribute to increasing team effectiveness, i.e. driving forces that contribute to the dynamics of the effectiveness of joint work and satisfaction from this work

Features of the tasks to be solved. The basis for establishing team goals is disaggregation of the general goals of the company to the goals of individual management units. This process goes from top to bottom, starting with its main leaders. But at the same time, if this corresponds to the overall management policy of the organization, a process of counter planning (i.e. proactive planning from the bottom up) should be provided.

Correctly formulated goals allow you to solve three main problems: Firstly, enable each level of the subject of joint activity to understand its contribution to the strategic goals in the organization; Secondly, focus on joint work to achieve your goals; Thirdly, improve motivation in joint activities.

A promising form of disaggregating the overall goals of the company into team goals is linear map of distribution of responsibility of LKRO. This form allows you to first of all, conduct a comparative analysis of the target functions and tasks of various employee teams. Secondly, identify the degree of participation of various teams in the implementation of some specific management function. Third, record both relationships between linear and functional teams and within them. Fourthly, rank the target functions of each team by importance and quality of work.

Features of the tasks of joint activity affect the characteristics of the association of workers: number, their professional and qualification structure, the size of employee associations and the nature of social (intra-group) roles.

Forecast of number of employees to achieve short-term and long-term goals involves identification of the most significant factors influencing the number of employees and quantitative assessment of the influence of the system of factors. Ideally, all organizations should establish short-term and long-term workforce requirements based on an analysis of workforce trends within the organization, i.e. predict general and additional needs for workers.

In this regard, various methods for calculating the demand for required labor - method of managerial judgments, methods of extrapolation and indexing. , statistical methods. . But even the most sophisticated methods are not completely accurate: at best they are rough estimates that can only be verified by time.

Having determined the need for workers by profession and category, it is necessary to resolve the issue on structuring the total number of employees into primary small groups, i.e. about the level and method of cooperation of personnel as a complex association of workers within the organization.

When forming a primary group, it is necessary to take into account the law of "centripetal and centrifugal forces".

When structuring a team into small groups, it should be remembered that the role of pair work in a team is currently increasing. The duo's strengths and weaknesses should, if possible, compensate for each other. At the same time, in order to avoid conflicts in pair work, joint development of a strategic action plan and division of responsibilities is necessary.

Joint work activities are not characterized by a direct and completely open nature of the relationship. Practice shows that at work every person prefers play a specific role (or roles) reflecting the volume and quality of its human capital.

Each employee of the group contributes to achieving the organizational goal in two main areas: Firstly, he fulfills his professional (target) role (for example, category I economist, leading technologist, etc.); Secondly, he performs intragroup (social) role , supporting and activating joint work activities in the group (workaholic, coordinator, critic, etc.).

The effectiveness of joint activities, therefore, depends on how correctly a particular association of workers understands and adapts to the distribution of their knowledge, skills, and abilities as in targeted roles, and in intragroup, based on organizational goals and objectives.

The effectiveness of the joint activity of workers depends on factors environment, those. on the spatial location of the organization, its status in the region and country, the role of a group of workers in the organization. These factors imply certain conditions for the implementation of joint activities and impose corresponding restrictions on freedom of activity.

NOT. Aimautova, S.V. Ushnev. Problems of socio-psychological training...

PROBLEMS OF SOCIAL AND PSYCHOLOGICAL TRAINING OF MIDDLE AND SENIOR MANAGERS

(using the example of banking)

NOT. Aimautova, S.V. Ushnev
Department of Sociology

Peoples' Friendship University of Russia

st. Miklouho-Maklaya, 6, 117198, Moscow, Russia

State Academy of Slavic Culture

st. Geroev Panfilovtsev, 39, building 2, Moscow, Russia

A characteristic feature of the situation with the personnel reserve in modern banks is the shortage of qualified managers. In this regard, one of the main problems of personnel services in all Russian banks (and other organizations) becomes even more urgent - the problem of the reserve of senior management personnel and middle managers, the problem of selecting managers who meet modern requirements. Professional selection is, if possible, an objective, comprehensive study of the individual characteristics of a candidate in order to provide a reliable forecast of performance in the planned position for the foreseeable future.

In a bank, as in any other structured organization, there is a reserve for management positions, which can look in a wide variety of ways: from a formally approved list of candidates with various responsible signatures “prospective” and “current” reserve, to an oral message from the manager in the form of a vague promise : “After I leave, you will take my place.”

In medium and large banks (where from 30 to 100 appointments to management positions can be made per year), the problem of selecting candidates for the reserve for management positions, and, above all, for the position of middle management, always arises. In our experience of working with the reserve, we relied on the basic principles for selecting reserve candidates for leadership positions developed by the bank’s psychological service.

Basic principles in the selection, preparation and development of a reserve for leadership positions in the bank system, which are used in the formation of a system of social and psychological training for bank employees:

Reliance in the selection and preparation of a reserve for leadership positions on its personnel (including graduates of banking educational institutions): 80-85% of appointments to positions from deputy branch manager to manager and deputy directors of departments; the remaining 15-20% of appointments are covered as needed by attracting qualified professionals from other banking structures and organizations.
Providing equal opportunities and conditions for professional and job growth to all bank employees within the bank’s branches and departments (by ensuring an independent assessment of candidates for the reserve).
When selecting reserves for leadership positions, use the “funnel” principle - a step-by-step selection of the most capable and promising employees into groups of reserves of a higher level.
Using a hierarchical approach in preparing and training reserves for leadership positions. The most promising reservists will be trained in separate groups of the “Current Reserve”.
Implementation of the principle of support in practice: organization of a system of socio-psychological adaptation and support for bank employees included in the reservist training system.
Using a systematic approach in preparing reserves for leadership positions.
Reliance on accumulated positive experience: generalization and use when training a reserve of experience in socio-psychological training of bank employees of different categories (young specialists, reserve for middle management positions, novice managers, reserve for senior managers).

The bank may have various procedures for searching and selecting candidates for the reserve for management positions:

– self-nomination of a candidate for the reserve: an oral or written application (there may be a specially designed application form) of the applicant about his desire to be included in the reserve for a certain leadership position. (Usually this issue is dealt with by an organizational psychologist);

– analysis of documents and personal files of applicants;

– psychological testing and in-depth interviews;

– professional competitions, such as “Best in Profession”, competition of creative projects for the development of the “My Bank” organization and others;

– competitions-reviews: face-to-face competition for those wishing to be included in the reserve for a certain position;

– assessment technology, assessment centers are most often used when selecting candidates for a specific open vacancy.

Typically, bank personnel services use complexes of various methods. Of greatest interest are the last two methods of selection into the reserve for leadership positions: competitions and assessment centers. Let's look at them in more detail.

Review competitions are a kind of “screening” of the most proactive and promising young professionals selected using the methods listed above. Typically, 6-12 people participate in such a competition (a larger number of applicants in one competition complicates its implementation). The organizer, initiator and presenter of this competition is usually a psychologist. He prepares tasks, selects experts for the jury, provides a relaxed, sometimes even festive atmosphere, which contributes to positive motivation among applicants to participate in the competition. Competition tasks usually include:

homework, for example, preparing a “letter of recommendation” on behalf of the manager, which is drawn up by the applicant himself and read out;
solving problem situations related to servicing bank clients, analyzing their claims, complaints, legal and illegal demands; analysis of conflict and problem situations with employees of work collectives (can take place in the form of role-playing games or in the form of developing group solutions on this issue);
participation in a business game of the “Tender” type, where within a certain period of time it is necessary to develop and justify proposals for the development of a bank division, which will be led by the winner of the competition, and to be able to convince the commission that additional funds should be spent in this direction.

The jury (3-5 people) usually includes middle and senior managers of the bank and invited psychologists. The entire competition procedure takes 3-4 hours. Based on the results of the competition, several people (2-3) who have shown themselves to be the best are selected, who are included in the reserve for a certain leadership position and are included in a special system for training the reserve for leadership positions. This could be, for example, a “Reserve School”, which has a specific program of classes for reservists throughout the year.

Those who are “unlucky” can participate in the next competition (usually six months later); as a rule, those applicants who are highly motivated after the second or even third competition are included in the reserve.

Recently, a more formalized and more reliable form of selection of applicants has become widespread - assessment technology.

Among all currently known assessment methods, the most effective and reliable technology is the assessment center (AC), or personnel assessment center. In general, the essence of the assessment center technology is as follows:

The features of the activity characteristic of the position for which the selection is being carried out are carefully analyzed and a list of necessary competencies and criteria for assessing candidates is formed.
A special testing program is being developed, the tasks of which, as far as possible, simulate real working conditions in a specific position.
Candidates perform tasks while their behavior is observed and recorded by qualified independent assessors (usually experienced, trusted organizational leaders) using a specially designed assessment system.
Expert assessments for the entire range of tasks are agreed upon, and a final conclusion is drawn up on the degree of compliance with the requirements of the new position for each candidate.

It should be emphasized that a correct understanding of the requirements for a particular line manager position is a central aspect of candidate selection. If mistakes are made at this stage, no amount, even the most modern selection technology, will be able to correct them. In addition to the objective requirements for the position, derived from the description of jobs, it is also necessary to take into account specific ones associated with a particular workplace, such as: the stage of development of the organization, the “spirit” of the organization, personal characteristics of the immediate manager and his immediate professional environment, etc. Thus, effective professional selection must be situationally determined. At the same time, the ability to act in accordance with the situation is difficult to diagnose in assessment procedures used to determine the competence of a manager.

Despite the peculiarities and differences of organizational cultures and bank structure, a number of general, non-specific competencies can be identified, the presence of which is a necessary (but not sufficient) condition for the effective work of a manager in most domestic banks that are in the development phase:

A. Professional competence, intelligence, general erudition.

Capacity for learning and innovation.
Creativity (creative activity) and systematic thinking.
Perception, processing and analysis of large volumes of complex information.
Continuous personal and professional development.
Self-organization and ability to manage time.
Organizational and administrative skills (planning, organizing, delegation, control).
Positive thinking, optimism.
Flexibility, adaptability to new situations.
Effective solution to problem situations.

B. Energy, efficiency, initiative.

Commercial and business orientation.
Persistence, dedication, effectiveness.
Reliability and responsibility.
Independence and initiative.
Motivation to achieve success.
Ability to make responsible decisions.
Stress resistance, ability to “take a hit.”

B. Competence in communication.

Sociability, communication skills.
Ability to collaborate and work in a team.

19. Authority, ability to persuade and influence the interlocutor.

Effective negotiations and presentations.
Corporate thinking, loyalty to the company.

The above list of personal qualities includes three main groups: professional competence, energy and communication skills. It was these three groups of qualities that psychodiagnosticians identified when developing methods for studying managerial potential. Approximately the same set of personal qualities was used in the selection of middle and senior managers in many organizations and banks.

Despite the volume, the obvious insufficiency of the given list of qualities is striking. Its incompleteness is quickly determined by middle managers themselves when they are offered the above scheme. When drawing up a psychogram (a short psychological portrait based on highlighting professionally important qualities) of the head of a bank department, managers note that the above diagram, which they are asked to take as a basis, lacks an important fourth block:

D. Decency, honesty, moral and ethical purity of the leader.

NOT. Aimautova, S.V. Ushnev, Peoples' Friendship University of Russia

Reliance in the selection and preparation of a reserve for leadership positions on its personnel (including graduates of banking educational institutions): 80-85% of appointments to positions from deputy branch manager to manager and deputy directors of departments; the remaining 15-20% of appointments are covered as needed by attracting qualified professionals from other banking structures and organizations.

Providing equal opportunities and conditions for professional and job growth to all bank employees within the bank’s branches and departments (by ensuring an independent assessment of candidates for the reserve).

When selecting reserves for leadership positions, use the “funnel” principle - a step-by-step selection of the most capable and promising employees into groups of reserves of a higher level.

Using a hierarchical approach in preparing and training reserves for leadership positions. The most promising reservists will be trained in separate groups of the “Current Reserve”.

Implementation of the principle of support in practice: organization of a system of socio-psychological adaptation and support for bank employees included in the reservist training system.

Using a systematic approach in preparing reserves for leadership positions.

Reliance on accumulated positive experience: generalization and use when training a reserve of experience in socio-psychological training of bank employees of different categories (young specialists, reserve for middle management positions, novice managers, reserve for senior managers).

The bank may have various procedures for searching and selecting candidates for the reserve for management positions:

– analysis of documents and personal files of applicants;

– psychological testing and in-depth interviews;

– professional competitions, such as “Best in Profession”, competition of creative projects for the development of the “My Bank” organization and others;

– competitions-reviews: face-to-face competition for those wishing to be included in the reserve for a certain position;

– assessment technology, assessment centers are most often used when selecting candidates for a specific open vacancy.

solving problem situations related to servicing bank clients, analyzing their claims, complaints, legal and illegal demands; analysis of conflict and problem situations with employees of work collectives (can take place in the form of role-playing games or in the form of developing group solutions on this issue);

participation in a business game of the “Tender” type, where within a certain period of time it is necessary to develop and justify proposals for the development of a bank division, which will be led by the winner of the competition, and to be able to convince the commission that additional funds should be spent in this direction.

Recently, a more formalized and more reliable form of selection of applicants has become widespread - assessment technology.

The features of the activity characteristic of the position for which the selection is being carried out are carefully analyzed and a list of necessary competencies and criteria for assessing candidates is formed.

A special testing program is being developed, the tasks of which, as far as possible, simulate real working conditions in a specific position.

Candidates perform tasks while their behavior is observed and recorded by qualified independent assessors (usually experienced, trusted organizational leaders) using a specially designed assessment system.

Expert assessments for the entire range of tasks are agreed upon, and a final conclusion is drawn up on the degree of compliance with the requirements of the new position for each candidate.

A. Professional competence, intelligence, general erudition.

Capacity for learning and innovation.

Creativity (creative activity) and systematic thinking.

Perception, processing and analysis of large volumes of complex information.

Continuous personal and professional development.

Self-organization and ability to manage time.

Organizational and administrative skills (planning, organizing, delegation, control).

Positive thinking, optimism.

Flexibility, adaptability to new situations.

Effective solution to problem situations.

B. Energy, efficiency, initiative.

Commercial and business orientation.

Persistence, dedication, effectiveness.

Reliability and responsibility.

Independence and initiative.

Motivation to achieve success.

Ability to make responsible decisions.

Stress resistance, ability to “take a hit.”

B. Competence in communication.

Sociability, communication skills.

Ability to collaborate and work in a team.

Effective negotiations and presentations.

Corporate thinking, loyalty to the company.

D. Decency, honesty, moral and ethical purity of the leader.

It should be recognized that this block of qualities is most difficult to determine in assessment procedures. From our point of view, with the greatest probability, among other personal techniques, projective techniques and specific “projective” tasks help determine individual trends in the direction of a leader’s personality.

Each era or its individual milestones puts forward its own demands on leaders and managers. Thus, the famous Russian social psychologist-emigrant G.K. Gins, in his book, published in Harbin back in the 40s, argues that the types of entrepreneurs have changed in the historical process and, accordingly, the psychology of the entrepreneur has changed. Each era modifies the conditions for identifying entrepreneurship and imparts some originality to the dominant type of entrepreneur.

By the end of the 90s of the twentieth century, the demand for more cautious and responsible candidates for leadership positions began to increase again, in contrast to the early 90s, which created a demand for risky and often unprincipled leaders and managers.

During an interview for a job at a bank, a psychologist often finds himself in a difficult situation: he has to choose between professional training and the reliability and integrity of the candidate.

Currently, psychologists identify the following among the qualities that are vital, for example, for a novice leader: honesty, firmness, activity, the desire to maintain one’s authority, and rejection of excessive familiarity.

The diversity and inconsistency of the personal traits of an effective leader identified by researchers led the authoritative American psychologist R. Stogdill, who has been studying the personal characteristics of a leader for a long time, to the conclusion that a person does not become a leader only because he possesses a certain set of personal characteristics. Personality traits are one of the prerequisites for successfully mastering a new position. In addition, effective leaders exhibit different personality traits in different situations. However, it is important not only what personal traits the leader has, but also how his behavior corresponds to the situation.

The situational approach identified several ways to improve leadership effectiveness: for example, reorganizing groups to increase the level of compatibility between employees and the leader's personality; task redesign or job modification. It has now become clear that the most effective style is the adaptive, or reality-oriented style.

In relation to our topic, the situational approach involves not only selection based on a clear analysis of the specific situation in the organization, but also the selection of candidates according to parameters that contribute to effective situational leadership (flexibility, adaptability, parameters of personality variability and stability, social competence, ability to correctly interpret the situation).

When solving practical issues of building a system for selecting, training and adapting managers in a bank, a comprehensive and objective assessment of the real organizational conditions in which managers will solve the tasks assigned to them is of particular importance. Errors in the selection of managers are often associated not with the low quality of assessment procedures, but with the presence of inadequate (unrealistic and voluntaristic) models of the optimal manager among psychologists (and often among the top management of the organization). Despite the fact that banks are organizations into which new technologies are intensively introduced, by their nature they are conservative organizations with a strictly structured hierarchy. Therefore, the requirements for the bank manager to be checked turn out to be contradictory. For example, the market requires entrepreneurship and creativity, and the banking structure requires predictability, reliability, compliance with regulations and instructions, etc.

Particular attention should be paid to the modern requirements for candidates for leadership positions in accordance with the dynamic and tense situation in the modern banking services market:

customer focus and commercial ability;

ability to cooperate and work in a team;

effective planning and personal organization;

flexibility, readiness to change;

effective use of information, analytical skills;

ability to withstand high loads;

initiative and orientation to achieve success;

timely correction of methods of action when conditions change.

The goals set for the bank's middle manager are the main guiding link that determines the efforts of the entire team. The successful achievement of the goals and objectives set for a mid-level manager depends on how correctly this manager assesses the working conditions that are significant for achieving the goal, as well as on how timely he makes corrections and changes to the program for implementing current tasks. In this he is helped by a well-established system of horizontal and vertical feedback within the bank, as well as good relationships with direct performers within the division.

Psychologists try to determine which leadership styles and personal qualities are most appropriate for certain situations. Current research shows that different situations require different behaviors. An effective middle manager has to constantly balance and distribute efforts between maintaining a good psychological climate in the team, friendly relationships between colleagues and requirements (sometimes stringent) for the implementation of labor and production discipline, timely and high-quality completion of tasks. He constantly has to change the styles of managerial influence (persuade, coerce, encourage, etc.), applying an individual approach to each employee in order to achieve the most effective results from the work of each employee.

A middle manager, as a rule, is appointed from among the best specialists of the organization, the most qualified, efficient, disciplined and energetic.

But a manager is not only the best specialist, he is, first of all, an organizer of the work of others, and the efficiency of the unit’s work, and therefore the quality of the work of the manager himself, depends on his ability to solve the tasks assigned to the unit with the help of the entire team.

The situation is often more complex if a manager is promoted from among the personnel of a given department - not only because he needs to change working methods, but also because a kind of alienation of colleagues occurs, there is a change in the perception of colleagues of the novice manager from “one of us” to "one of them".

The psychological portrait of a middle manager has been compiled by many foreign and domestic authors. At the same time, many of them identified such manifestations of the psychological traits of an effective leader as:

high level of: intelligence, independence and warmth;

above average level: tolerance for people’s shortcomings, willingness to put new ideas into practice;

presence of a sense of humor, optimism, etc.

The following characteristics were identified for weak leaders:

indiscipline;

defensive position;

immaturity of personality;

apathy.

American researcher R. Stogdill selected the most frequently mentioned personality traits in various studies that determine the effectiveness of leadership. These include: dominance, self-confidence, emotional balance, stress resistance, creativity, desire to achieve, enterprise, responsibility, independence, sociability. It should be noted that most of the above traits are closely related to each other: for example, in order to dominate, you need to be confident and sociable, in order to be stress-resistant, you need emotional balance and self-confidence - insecure people try to compensate for this deficiency with the help of unreasonably high self-control , spending extra time on it, wasting your energy potential ineffectively and plunging yourself into stress.

An effective leader must possess and be able to use two types of power - positional and personal. Positional power is determined by official powers, the right to manage available resources, reward and punish. Personal power is associated with well-deserved authority, the ability to convince others, to lead. The theory of the “paradoxical” manager, developed by Western psychologists, also fits into the personal approach - an effective leader must combine contradictory traits - firmness and flexibility, seriousness and a sense of humor, fanaticism and balance. At the same time, if we recall the characteristics of self-actualizing (the healthiest) individuals described by A. Maslow, this approach is not paradoxical, but quite logical.

The well-known researcher of the psychology of effective managers P. Drucker notes that managers in an organization, including a bank, can be considered not only official administrators occupying key positions, but also those managers who are able and really effectively solve the current issues facing the organization tasks.

Based on the above statements, as well as on the basis of our own research and empirical data, we have compiled a psychological portrait of an effective middle manager of a bank, indicating the degree of manifestation of psychological qualities.

Personality qualities are its most generalized and most stable characteristics. They manifest themselves in all types of activities in which the individual is involved.

Table 1

Psychological portrait of an effective middle manager of a bank

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

To make it easier to study the material, we divide the article into topics:

The named varieties of methods have quite a lot in common, but at the same time they have some features, which determines the advisability of their separate consideration.

In the first case, we are talking about methods such as internships and temporary replacement of managers, on-site thematic classes with the solution of functional problems, business meetings, thematic discussions of students, etc. All these types of classes are conducted under the guidance of experienced specialists at advanced facilities, where there is something to be learned learn. In such classes, students have the opportunity to test the relevance and significance of the acquired knowledge, and the difficulties encountered encourage them to deeper mastery of management theory and new skills. They return to economic systems enriched with knowledge and experience, allowing them to think more fully, show initiative and entrepreneurship.

A special place among the applied forms of training is occupied by internship. It is aimed at preliminary training of the applicant by familiarizing him with the specifics and tasks of the system that he will lead, with the powers and responsibilities in the new position being designed for him. The essence of the internship is to give students the opportunity to apply the acquired knowledge in practice while simultaneously mastering and consolidating the skills to successfully perform a variety of management functions. It is carried out according to individual programs under the auspices of experienced managers in advanced (in terms of technology, technology, economics, management organization) economic systems.

Thus, during the internship, the manager is trained in natural conditions through temporary appointment to a position not previously occupied by him (most often by replacing the manager during his vacation). A period of a month and a half is sufficient to, in principle, recognize the managerial abilities of the trainee, especially if he behaved actively and made independent decisions.

In our country, for the first time, internships for managers on an industry scale were organized at the Ministry of the Automotive Industry of the USSR. In this industry, future leaders practice under the guidance of experienced mentors - general directors of associations and enterprises. They are also in constant contact with functional managers. For example, an applicant for the position of director of an enterprise studies issues of capital construction with the deputy general director for construction, technical issues with the chief engineer of the association, etc.

The internship at the Zhdanov Tyazhmash production association is conducted somewhat differently. Here, employees in the reserve undergo an internship with the manager for whom they are being trained to replace. Over the course of several months, trainees, under the supervision of mentor leaders, implement their knowledge and abilities in solving production problems. During this time they are freed from their main work. The results of the internship are discussed by a special commission created under the party committee, after which an assessment is given and specific recommendations for the intern are prepared.

In many production associations and enterprises, it is part of the system to spend days and weeks with young management personnel, when the management of individual areas of production is entrusted to trainees to independently perform job responsibilities. Thus, at the Askaykardandetal plant during this period, management of individual production areas is completely transferred to trainees. The first such experiment was carried out here in 1983. About 50 people participated in the business game then. Many of them have already been promoted to leadership positions.

An effective, business test of the personnel reserve was the decades and months of young managers in the production associations of the Ministry of Heavy and Transport Engineering - Yuzhdizelmash, Elektrostalyyazhmash, Donetskgormash. During this period, understudies occupy the positions of directors, chief specialists, their deputies, heads of workshops and departments. Based on the results of the business game, 16 people were included in the priority reserve for nomination, four were appointed to the positions of heads of services and departments of the plant. This form of preparing and checking reserves is also practiced at other enterprises in the industry.

A similar experiment - a review of managerial talents for the ability to lead - was carried out at the Omsk plant "Electrotochpribor". During the week, called “youth week,” the enterprise was run by young workers and specialists. 232 understudies replaced their mentors, from the foreman to the director. Of course, it was not easy to decide to entrust all the levers of managing a modern enterprise to young and insufficiently experienced people. But there was no big risk, since they prepared for the “youth week” well in advance and thoroughly.

The experiment was preceded by targeted training of young specialists in economics and management. Before it began, the management of the enterprise, veterans and other experienced workers had a conversation with them, advising them on how best to organize their working day. A competition organized by sociologists under the motto: “If I were a director...” was held with great success, in which everyone participated. Young understudies for foremen, heads of workshops and services diligently studied all the necessary documentation and looked closely at the work of those whom they would replace. By order of the plant, those responsible for the preliminary training of backup personnel were appointed. The director took in all the veterans of the plant, old career workers. He asked us to help young people and support young leaders. Then the veterans held conversations in workshops and at polling stations. Candidates for understudies were carefully and meticulously examined and additionally discussed at shop meetings.

Not a single manager had the right to appear at the plant during “youth week”, except for the director, and even then not to interfere in business, but only for the purpose of observation. The experiment showed the ability of young people to quickly comprehend the science and practice of management. He contributed to instilling in young workers a proficient, civically interested attitude towards their work, and aroused great interest in the production and social life of the team.

At the Tiraspol garment factory named after. On the occasion of the 40th anniversary of the Komsomol, economic games are being held, the purpose of which is to find out the capabilities of the specialists included in the personnel reserve. On a predetermined day, some heads of shifts, workshops, departments and services give up their jobs to applicants for the corresponding positions. The results of the experiment are such that it became possible to form a more reasonable reserve for promotion, much fewer mistakes were made in assessing people, and the risk of passing up a truly talented future leader was reduced. Thus, for one day, the position of factory director was filled by an employee of the enterprise’s legal department. He had to experience many large and small worries that fall to the share of a director - these include production matters, meetings, receptions on personal matters, and construction. According to him, it was as if he had seen the light: he began to look at everything that was happening at the factory in a completely different way, and not from the bell tower of a legal department employee, but much more broadly.

The current practice of internships apparently needs some improvement. In particular, the prevailing procedure is when candidates undergo an internship during a vacation or business trip of the manager for whose position they are being trained. However, it is more advisable to conduct internships at the best enterprises and with the best managers, as is done in some industries. The scope and duration of the internship are also insufficient.

In many ways, a type of training called duplication is similar to an internship. Some are inclined to recognize this method of training business managers as the most effective. Its advantages, among other things, are seen in the fact that it prevents possible difficulties of a psychological nature when filling a position, because it does not put anyone in a false position. The understudy receives his position, and with it the corresponding salary, studies and works at the same time. No one is rushing the person being duplicated to retire, and his departure does not affect production, since by that time a worthy replacement is being prepared.

Another type of internship is the determination of a probationary period for the applicant, during which he performs certain tasks in various departments of the management apparatus. V.I. Lenin’s statement on this matter is known. Speaking about the need to identify and promote new organizational talents, he pointed out that “we must nominate them, test them, give them tasks, complicate these tasks.” A probationary period is an effective method of identifying abilities for management activities, especially if he himself is not aware of the test. But you need to carefully consider the choice of units and the duration of the probationary period, and skillfully organize all this difficult work so as not to turn it into a formality. At the same time, as far as can be judged from the analysis of practice, it is advisable to expand the list of positions for which the selection of personnel is associated with a probationary period, and to increase this period.

Another type of internship is the establishment of an assistant manager position specifically for the applicant. Staying in this position gives him the opportunity to expand his horizons by directly and day-to-day observing the actions of the manager, receive a lot of useful information and acquire skills in the practice of management activities. Upon completion of the internship, the post of assistant manager is abolished.

Mentoring, a unique form of training for aspiring managers, is becoming increasingly widespread. It is expressed in familiarization with specific examples of management methods, in assistance in justifying and making decisions, in consulting on problems of interest to the reservist, etc. Mentors are usually chosen as the head of the department in which the reservist is undergoing an internship.

This form of working with reserves is also practiced, when the economic manager is charged with the responsibility of preparing a replacement for himself from among gifted workers.

The type of occupation when the applicant is entrusted with the development of an actual problem also deserves attention. All students who wish to subsequently implement the solution found in the conditions of the systems that they manage or will manage are involved in its solution. Such targeted developments increase students' interest in useful innovations and help them stay abreast of the latest developments in their respective field of activity.

As for the methods of active training for managers, focused on acquiring management skills, they include: analysis of specific situations, discussions on methodological and practical problems, implementation of functional problems, conducting business games with the distribution of roles, setting and executing simulation tasks, analysis of incidents and mail correspondence, discussion of projects, etc. With the help of these methods, the manager is quickly introduced to the situation and quickly gets used to the situation in the system, gets the opportunity to demonstrate his ability to use information when solving current and future problems, and establishing relationships with colleagues. Modeling of management processes based on game theory and other active learning methods is increasingly replacing research using specific examples: after all, in games, as in reality, situations are never static - managers have to make decisions under conditions of uncertainty, with limited information and time limits.

The high efficiency of these methods is largely due to the techniques of analyzing situations and justifying decisions. Among them, we will name a “brainstorming”, in which any controversial ideas are expressed without fear of criticism. But when using synectics (translated from Greek as a combination of seemingly disparate elements), participants in group decision-making, having different training programs and work experience, are selected from several divisions of the system. They analyze the situation of divergent, sometimes mutually exclusive points of view and search for a generally acceptable solution.

Active learning methods are most effective when working with students who have leadership experience and therefore are able to learn not only from the teacher, but also from each other. In the latter option, the teacher sets the problem, leads the discussion and helps formulate recommendations. Thus, the learning process is accelerated, the ability and skills to make a comprehensive assessment of the situation, to defend one’s position with arguments, and to convince the interlocutor that one is right are more intensively acquired. Let's take a brief look at some of the active learning methods we mentioned.

The discussion method is used when discussing complex and quite significant, from the standpoint of the listeners, methodological problems or large practical problems that do not have a clear solution. Discussion boils down to the free exchange of knowledge, ideas and views on the topic at hand. Each student (or small groups of students), having received a detailed description of the problem to be discussed, independently analyzes it, defends his opinion and participates in developing a solution in a general lesson. The lesson itself is conducted in the following sequence: working with written information, analyzing the problem, joint decision-making in small groups, discussing the solutions they propose, choosing the most acceptable one and analyzing its advantages. When a training group includes students from different management profiles, it is preferable to conduct a discussion around multiple options for a common problem that is of interest to everyone. If a group brings together students of the same profile, then problems specific to them are discussed.

The exchange of knowledge and experience between students is noticeably enhanced by on-site classes, especially when they are complemented by a task that stimulates their educational and cognitive activity. With this form of training, along with studying best practices, skills in analyzing a specific situation, developing and implementing collective solutions are improved. The need to complete a special task forces students to carefully familiarize themselves with the object, purposefully and with great responsibility to collect the information required to study it and make an informed decision. In this case, as in the previous one, listeners are united in small groups of three to four people, each of which prepares its own solution. The classes end with a discussion in which proposed assessments of a particular situation and decisions made on it are discussed with the participation of managers and specialists of the relevant system.

Among active learning methods, a prominent place belongs to business games that simulate certain economic, psychological and other processes in order to find the correct solutions to the problems posed in artificially reproduced conditions. The significance of business games is so significant that the idea of using them as the main method of improving the qualifications and retraining of business managers has become widely accepted. The advantage of this method over others is that if the situation usually to be studied and solved appears as the starting point for playing roles, then when conducting business games the management activity itself is modeled. People have long used various games to learn to anticipate events, evaluate information and make decisions in situations that may occur in practice. Every game, be it chess or basketball, is essentially a conflict situation. The same can be said about a business game, during which it is not real reality in all its diversity that is modeled, but some of its fragments, and strict rules are used that the “conflicting” parties must adhere to.

The business games that students play are a prototype of their future work activities. They began to be used especially energetically since psychologists proved that for leadership characters, contacts with other people (interpersonal relationships) are interesting only when they are colored by the excitement of the struggle for victory, the unpredictability of the result, and rivalry. A properly staged game really lights up people, makes indifferent people active, and passive ones capable of initiative. In a business game, as in real management, the main thing is to develop solutions. As in real production, participants in the business Game use all sorts of techniques to find the best solution.

A business game facilitates the understanding by its participants of the relationship between the functions and parts of the system, the nature of its communication with the environment, develops the ability to make decisions in conditions of uncertainty and increased risk, teaches the coordination of private, local interests of the system based on the priority of more general ones, and the acquisition of cooperation skills during preparation and decision making. The inherent competitive spirit of the game and the desire to gain recognition among their peers encourage students to use their accumulated knowledge and experience to the fullest extent possible in the process of justifying and making decisions.

In most cases, each listener presents an individual solution to the game, but it can also be a group one. The game is played, as a rule, in four successive stages: familiarizing the game participants with its conditions by transferring to them the initial data in the form of records, tables and diagrams; instruction regarding the procedure for playing the game, during which its participants receive comprehensive information about the rules that they are required to follow; dividing the game participants into several groups, each of which plays a given role; analysis and evaluation of the results of the game by the instructor, analysis of typical mistakes made.

Business games improve the quality of decision-making, which gives a tangible economic effect. In inventory management games, for example, it is possible to find a work option for the warehouse system as a whole, in which permanent balances are reduced by 15-20%. Game modeling of worker workload in complex production processes makes it possible to increase labor efficiency by 10-12%. It is clear, therefore, that games are becoming increasingly important in the training of management personnel and in teaching students certain skills. But, of course, they cannot replace experience or compensate for a person’s lack of organizational skills.

Let's reproduce the technology of a business game held at one of the enterprises. Usually, in games while studying in advanced training courses, in order to learn how to make informed business decisions, they imitate management activities. This time there was no imitation, everything was real. The game was played in several stages and lasted a total of 12 hours.

The game participants were divided into three groups. The head of the game headquarters determined the task: each group should draw up a project for restructuring production management, which would ensure a sharp increase in labor efficiency. And each group, secluded, began to discuss possible ways to improve management. During the defense, each group reported their findings. Naturally, a lively discussion and competition of ideas took place. The game made it possible to reveal, as they say, “who is who.” And there were some surprises. The abilities of those who were considered inconspicuous “middle peasants” were revealed. It turned out that they are thoughtful people, capable of making non-standard decisions and convincingly defending their position. And, on the contrary, it was noticed that some managers did not work so much as skillfully imitate activity.

The result of the business game was a new management structure and a new one, according to which the total number of administrative and managerial personnel decreased. Each manager had a few more responsibilities, but there was an end to parallelism, to “blurred” responsibility, when several people were responsible for a certain area of work, but essentially no one in particular.

The scope of application of business games in the educational process is quite wide and varied, and therefore they can be classified according to different criteria. In particular, games differ in the nature and dynamics of the simulated processes, in the methods of transmitting and processing information. There are research, production and educational games. They can be grouped according to the following characteristics: but the scope (object boundaries), the degree of reality, the level (stochastic, deterministic), the nature of the interaction of participants.

True, individual types of games cannot always be clearly distinguished. Thus, production games often contain elements of research games, and vice versa. Nevertheless, the classification of games is useful because it creates the preconditions for a more in-depth study of their advantages and disadvantages, and this allows us to identify possible ways to improve their effectiveness. In particular, considerations regarding the specific design of games that simulate conflicts of various types are of interest.

With success in the educational process, it is used, sometimes considered as a kind of business game of situations, or the “case method” (“case” - literally “case”), which involves the study of an event or some circumstances, reproducing an example from management practice, in oral or written form. form, using slides, filmstrips, etc. Situations can be very diverse, and when working with them, students can pursue different goals: in one case, ranking tasks according to the criterion of significance for the economic system, in the other, providing an integrated approach to assessing the existing state of affairs, in the third - the development of skills to substantiate one’s position, etc. In the process of solving problems, students acquire the ability to collect and process the information necessary to find the causes of the proposed situation and find ways to implement it.

A variation of this form of training is the incident debriefing method. In contrast to what was said earlier, the listener is informed in written or oral form only the fact of the incident in this system. He can search for the information required to make an informed decision by asking targeted questions to the manager. Having accumulated sufficient information, he makes a decision, which is submitted to the group for discussion. When assessing the quality of a decision, it is determined whether all the information requested by the listener was used to justify it and how the costs of collecting and processing it compare with the expected results of implementing the decision. If the listener could not correctly formulate the questions, then key information remains unknown, which means that a reasoned solution to the incident cannot be found. The lower the costs of information support for analyzing the situation, the more acceptable, ceteris paribus, the decision is considered.

The role-playing method, which is another type of case study method, is based on familiarizing listeners with the situation and then distributing roles between them. Participants in the game receive, along with a description of the situation, instructions for playing the role, which contains an explanation by listeners and the everyday practice of social systems. In other words, teaching and training in classrooms are combined with the application of acquired knowledge under the conditions of the current system. Projects can be developed individually or in small groups. The type of project is selected taking into account the goals, content, scope and other features of the training program, as well as the student’s area of interest. The latter is given ample opportunities to apply his theoretical knowledge and skills in practice.

In this regard, a teaching method based on combining internships with business games is also promising. Business games, which have deservedly become quite widespread, most often reflect, however, some kind of conditional situation, while real situations are of greater interest for the learning process.

In conclusion, let us mention the method of sensitivity training, which, unlike other methods focused on the assimilation of certain information, is used for people to understand themselves, to find out how they relate to others and interact with them.

Data from sociological surveys, as well as visual observations, indicate that the communication skills of many managers are modest. They prefer administrative methods of influencing subordinates, rather than widely resorting to a democratic style of work. There is no proper knowledge of the psychology of human behavior, the ability to understand and control oneself and one’s actions. Therefore, there is an obvious need to fill this gap in the process of training a leader.

As a rule, these types of classes are conducted in the form of lectures. But lectures provide knowledge without developing skills. Therefore, it is recommended to supplement studies with business and role-playing games, or more precisely, with socio-psychological training. Its essence is that in an environment that reproduces real human relationships, students are taught to develop and skillfully use their best qualities and neutralize those character traits that interfere with their work with people and prevent them from quickly restructuring their behavior and attitudes in accordance with the specific requirements of the situation.

The GDR was tested and has proven itself to be a more effective type of socio-psychological training - video training. With the help of video recording equipment, students receive prompt feedback about their actions, behavior, nuances of intonation, facial expressions and gestures in the situation being played out. Then they themselves, or together with the leader or other members of the training group, sort out what they did well and what they did poorly, what needs to be consolidated, developed, and what is rejected as unsuitable for work in a real environment. Workers who used the sensitivity training method are unanimous that it helped them look at themselves from the outside, approach their style of behavior critically, and streamline some ideas about themselves and the people around them.

These are the main active methods of training managers and reserves, which play a significant role in the formation of a new type of worker. Active methods are occupying more and more space in training programs. It is safe to say that in the future these methods will become even more widespread. However, lecture training is still mainly used in the training and retraining of management personnel. Training methods based on creating “game” situations and making decisions in changing conditions are common only in certain organizations and, unfortunately, only as a small element of the overall program. But you cannot teach a person, for example, how to drive a car or swim by giving him lectures alone, but for some reason in management a similar situation is considered acceptable.

The widespread use of active learning methods is limited to some extent due to a lack of seriously trained teachers and time. Some people may be wary of the terminology used in many active learning methods. Conservative managers especially do not perceive, for example, the method of play as something respectable and trustworthy. Overcoming difficulties of this order is not difficult, and the fact that they persist for many years can be explained, in our opinion, by a lack of understanding of the significance of active games. At the same time, the methodology for conducting classes using active learning methods also needs to be better developed. And what is especially important, training should include special preparation of students for the implementation of theoretical conclusions and practical recommendations, for the quick return of funds spent on their preparation.

The greatest success in the professional training of reserves for promotion is achieved when training is supplemented by self-study. Self-learning is understood as the process of acquiring knowledge and mastering skills that occurs on the initiative of the student himself. The need for this is obvious and great. It has been proven that no amount of training can maintain a person’s knowledge and skills at the required level. The daily independent work of the manager, which is also carried out in close connection with the specific needs of the economic system, acquires decisive importance here.

To ensure proper effectiveness of self-study, it is recommended to: clearly define what and how to study, draw up a work plan and highlight preferred study hours. Of particular importance is the organization of work with literature - textbooks, books, magazines, abstract collections. At the same time, a person may strive to acquire knowledge and skills that go beyond the scope of his immediate practical activities today, that is, accumulate knowledge “for future use.” Active work on self-education and growing intellectual potential will naturally reveal themselves, if not directly, then indirectly, and in the future they may even acquire decisive importance for increasing the efficiency of management activities and promotion through the ranks.

Self-study, of course, is not an easy form of advanced training for a manager, but it pays off in its fruitfulness. Employees who engage in self-training, compared to those who have undergone traditional training, are usually more mature and find more qualified solutions. Some experts even argue that self-education is the only way a highly developed person can learn anything. Of course, independent study does not immediately bring results, but, having become a habit, every year it seems to exponentially increase its efficiency.

The scale and nature of the tasks being solved in current economic systems are such that, without any exaggeration, we can say: self-education should become a need for the mind and soul of a leader. Currently, many specialists come to management who do not have professional knowledge in the field of management, who also need a more fundamental acquisition of knowledge and skills necessary for the manager to implement educational functions in the team. It is clear that for them constant, purposeful work on themselves is especially relevant and important. In this situation, any neglect of self-education due to lack of time cannot serve as an excuse.

Self-education naturally involves non-passive familiarization with incoming information. You must not only read and listen, but also work with a pencil in your hand, write down and take notes, analyze, compose abstracts, give lectures or reports, actively participate in interviews, seminars, discussions, theoretical conferences. Meanwhile, our self-education is not organized in the best way. In this important matter there is still a lot of formalism and appearance of work for show. To improve the situation, it would be a good idea to analyze and try to disseminate proven forms of self-education, using foreign experience.

Self-education as a means of improving the skills of managers has become widespread in the CMEA countries. In some countries, for example, those who want to independently improve their skills are united in small groups - learning communities (LC). Those who sign up for the OS meet regularly over many months and even years, with each meeting lasting about a week. Typically, such a group, under the guidance of a highly qualified consultant, goes through a carefully thought-out cycle of self-education, divided into several stages. In this case, the method of “learning through action” is used, which promotes the assimilation of ways to solve complex and uncertain problems, analysis and identification of reasons that impede innovation, etc. Learning through action is organized in different ways, in particular by freeing the manager for some time from his own direct duties to give him the opportunity to work on, say, a project not directly related to his main activity.

This form of self-study is also practiced, when a person himself studies according to a developed program; but in cases where he faces any questions or problems in the process of studying it, he can turn to his mentor or consultant for help.

In all cases, self-study programs are based on self-monitoring; The student himself monitors the apparatus in order to force people to study,” says one of the company’s managers, “this would be an unjustified link. And when solving this problem, we have a principle: profitability, profitability, first of all. In addition, the struggle for existence is working for us here. Anyone who lags behind knows that he will be fired.”

The leaders of Soviet economic systems, naturally, are not threatened with such harsh treatment; they do not have to fight for existence. However, awareness of the unconditional need for continuous professional development must be developed in each of them. After all, no amount of training can provide for all the variety of situations that a leader faces, much less provide recipes suitable for all occasions; only continuous, seriously organized self-study can help here.

Unfortunately, our incentives for learning, especially self-learning, are weakened. Therefore, it is important to identify what is holding back the desire to learn in order to try to overcome the difficulties encountered here.

First of all, it is apparently necessary to ensure that a manager who strives to systematically improve his knowledge and qualifications, expending significant effort in this regard, feels real benefits not only in his work as such, but also in its material and moral evaluation. This means that it is necessary to ensure a clearer relationship between the level of professional training and career advancement (not necessarily only vertically). Oddly enough, but so far there is no acceptable dependence of promotions - in one form or another - on training programs. Without receiving the opportunity to satisfy his need to improve his social status, a person naturally does not experience the desire to study.

Another reason for the weak interest in learning lies, in our opinion, in the fact that often the possibilities of applying the acquired knowledge to business and improving one’s activities turn out to be very limited. There are often cases when even convincingly reasoned proposals prepared during the training of managers do not receive the support of higher authorities (sometimes similar developments, sent down from above or even prepared by third parties, can be perceived much more favorably).

The quality of training programs is also important. They are not always sufficiently focused on the maximum possible impact of the acquired knowledge in the practical activities of workers.

Often, a significant obstacle to learning and learning itself is the manager’s excessive confidence in his competence and capabilities. Since he believes that he has all the necessary knowledge and skills, then, naturally, he does not see the benefit of studying. It is characteristic that such a revaluation of their knowledge often affects managers who have many years of work in the same leadership position behind them. Of course, if a person is able to realize the need to systematically improve his knowledge, he needs help in this. If he lacks such ability, then it is unlikely that he could successfully carry out managerial activities.

And finally, a negative attitude towards studying may be caused by an unjustified fear of losing oneself in the eyes of subordinates and colleagues. By attending courses or engaging in self-education, the manager thereby admits that he lacks some knowledge and skills, and he always wants to look all-knowing. But here the surest way to rid the manager of such views is to convince him that the prospect of becoming inappropriate for his position is much more unpleasant for him.

Organization of HR services

The very name of these personnel services clearly recognizes their important role in the selection and training of personnel. Indeed, they are called upon to perform extremely responsible work in selecting and studying candidates for positions, and systematically assessing the qualities of managers.

There are more and more personnel services that represent their role in the management system in exactly this way. However, for various reasons of an objective and subjective nature, their work is not yet everywhere

This analogy is appropriate here. Some first-class nilots with extensive experience behave very insecurely on the simulator when they find themselves in “emergency” situations: the inertia of many years of practice affects them, when people believed in their abilities - indeed, they fly without comment - but have lost interest in professional growth. The same thing happens with many managers of economic systems that fully meet modern requirements. Often she is far from understanding the essence of the scientific approach to her own functions and activities.

Attention is rightly drawn to the fact that current personnel departments primarily perform auxiliary duties of a technical, information and accounting nature - registration, design, documentation.

Appearing back in the 30s, in the form of hiring and firing bureaus, performing simple clerical duties on paperwork for and release from it, over many decades they have changed little in their activities: and to this day, for the most part, their leading function is reduced to office work. But since then the economy has stepped far forward, the functions and conditions of management activity in literally all sectors of the national economy have changed radically.

The need for paperwork, of course, is beyond doubt. After all, work books, personnel records, characteristics, protocols of compliance with the position based on the results of certification are stored in personal files. Gradually, the personal files of all team members, including managers, are enriched with information used for their assessment and promotion. Nevertheless, practice shows that their content is not able to create a sufficiently comprehensive idea of the qualities of a particular employee. They do not contain documents containing answers to any complex questions related to taking into account psychological, physiological, personal characteristics, inclinations and attitudes. It is not surprising that when the need arises to comprehensively evaluate a candidate for a leadership position, HR staff and managers begin to make inquiries and gather additional information.

The lack of objective criteria that could guide HR employees leads to the fact that sometimes the selection of a person for a responsible position is carried out using a trial and error method that is unacceptable in our time. The situation is aggravated by the fact that in many cases they are not interested in the opinion of personnel officers at all: their real participation in making decisions about appointments is limited to the preparation of the order. Needless to say, being deprived of the opportunity to participate in this activity completely extinguishes their interest in improving their own activities and contributes to the consolidation of formalism in their work with personnel.

The formal approach here, in fact, is predetermined by the traditionally established content of the activities of personnel department employees. If their work is reduced exclusively, or almost exclusively, to paperwork, then judgments about the possibilities of appointing and relocating managers can be based only on information concentrated in personal files. Therefore, filling leadership positions with people with diplomas is often perceived as an end in itself, although it is known that no higher education in itself does not guarantee the desired style and successful management activities of its owner.

But what is important is not only and not so much the recording of the movement of personnel, monitoring their hiring and dismissal, but what happens between these two administrative acts. It takes years to check a person in the course of his activities, and when disappointment in him sets in, the search for a candidate for a vacant position follows the same pattern. It is clear that the working methods of HR departments are in dire need of a qualitative update in all respects. In order to fully perform its functions, this service must adopt proven progressive forms of work, as well as rely on scientific achievements in the field of management, sociology, psychology, and law. It is desirable to transform personnel management from mediocre clerical work into a process of purposeful and scientifically organized search, training and placement of managers.

One cannot but agree with the opinion of the deputy general director of the Svetlana association for personnel when he says that “work with personnel cannot now be limited to just providing the enterprise with employees. We need a unified strategy, including measures to develop personnel and retain them in production. Accordingly, the work of personnel services must be radically restructured; they must fully take into account the requirements of the current stage of development of science and technology, production, pedagogy and psychology.”

Of course, shortcomings in the organization of work with management personnel are gradually being eliminated.

As an example, we can refer to the experience of the Magnitogorsk Iron and Steel Works, where the functions performed by the personnel department are much broader than those prescribed by the official instructions. This department develops the main directions of personnel policy, selects a reserve for promotion and plans educational work with them, organizes sociological studies of team development problems, etc. The personnel department successfully copes with many issues that are not yet included in the job responsibilities of its employees, acting in close contact with the administration and public organizations.

Representatives of personnel services should more widely practice the exchange of best practices in their work. True, the management personnel departments of some ministries from time to time send quarterly plans and materials on experience in working with personnel, and information reviews to the economic systems subordinate to them. In industrial associations, human resources services conduct seminars and exchange of best practices. It would be necessary, however, to carry out these functions on a stable and methodologically sound basis, to make it a mandatory and permanent part of the activities of personnel services.

Unfortunately, people involved in staffing sometimes do not meet modern requirements and do little direct work with the contingent of managers. The structure and functions of human resources departments are also not always adequate to the tasks of managing the movement of managers. Therefore, much remains to be done to form a unified personnel service in each economic system and streamline its activities. The solution to such a problem is associated with clarifying the functions of both this service itself and the divisions of the management apparatus in terms of the same area of activity, and with the transfer of this activity to a long-term basis.

Satisfying the need for managers involves, as mentioned earlier, identifying and taking into account their creative potential through a comprehensive test of each person in practice and studying his personal qualities. This creates the prerequisites for organizing work with management personnel based on a plan that includes measures to educate and improve the quality of managers, the formation of a reserve for promotion and, finally, training and advanced training of managers

In light of the above, the functions of the personnel service can be outlined with sufficient accuracy, which together ensure the timely filling of vacant positions by managers capable of effectively carrying out management activities:

Forecasting and planning the need for personnel of managers, as well as their preparation, retraining, relocation and training;

Systematic analysis of professional, general education, age composition and other socio-demographic characteristics of managers;

Determination, if this is not provided for by current regulations, of the most appropriate method of staffing (appointment, elections, competition);

Participation in the certification of management personnel, preparation and implementation of measures based on the results of this work;

Study and scientifically based assessment of the qualities of leaders, primarily by special sociological services;

Formation of a personnel reserve and work with it according to targeted programs adequate to the structure of the reserve;

Identifying training and professional development needs for managers, based not only on the interests of the system, but also taking into account their individual wishes;

Development of a program to encourage managers to improve the level of their education and qualifications, creating the necessary prerequisites for this;

Preparation of preliminary discussion of candidates nominated for leadership positions in primary party organizations and at meetings of workers' collectives;

Studying the working and living conditions of managers, developing and implementing proposals to improve these conditions in accordance with available opportunities;

Generalization of best practices in working with management personnel both in this and other economic systems, its systematic application in one’s own activities;

Organizing the accounting and promotion of personnel, studying the frequency of their turnover and, if necessary, developing reasoned proposals to reduce it to a normal level;

Improving the mechanism for selecting and placing personnel, methods for their assessment and training.

The listed functions reflect the totality of modern requirements for personnel services. This list can be detailed, and in some ways supplemented, but the essence of the matter does not change. Even with a superficial acquaintance with the functions of the personnel service, the exceptional complexity and responsibility of the work it performs becomes clear, which implies an increase in the requirements for the level of special and general training of its employees. Many of the difficulties in implementing these functions are caused by the fact that they do not have . Perhaps, to some extent, this explains that the HR department sometimes spends up to 60% of its working time on matters not related to its direct responsibilities.

Significant assistance to the personnel services of economic systems can be provided by the public personnel departments created in many of them - amateur bodies of labor collectives, designed to promote the rational use of labor, strengthen discipline, improve working conditions, living conditions and retain personnel in production. Such departments are formed by a joint decision of the administration, trade union, party and Komsomol organizations for a period, as a rule, of two years from among labor veterans, youth mentors, advanced workers, engineering and technical workers, employees, as well as representatives of the administration and public organizations. The department operates under the guidance of the trade union committee and the administration according to a plan agreed upon with them; in its work it is guided by labor legislation and other regulations related to work with personnel, and operates in close contact with public organizations. In connection with the adoption of the Law on Work Collectives, the position of the public personnel department is also strengthened.

With all the importance of the functions of the personnel department in working with applicants, the final word belongs, of course, to the head of the economic system, who has no right to shift his responsibilities in this area to anyone: neither to his deputies, nor to public organizations, nor to the personnel service . Working with personnel is his first responsibility. All decisions regarding personnel become valid only after they are formalized by order of the manager. One may get the impression that with the transition to the election of managers in enterprises and associations, when elected bodies come to the fore in the selection of applicants for positions, the role and responsibility of the head of the economic system becomes smaller. This is, of course, not true. In fact, under conditions of election, the role of the leader in this work not only does not weaken, but increases. He is the person most interested in ensuring that applicants are assessed, perhaps more impartially. In the event of an unsuccessful selection of applicants, which is revealed later in the process of their work, he will not be able to refer to the fact that he did not select them, but they were chosen by the team.

The direct responsibility of the economic manager for the selection and placement of managers in no way diminishes the role of the personnel department, and the transition to election significantly enriches its functions.

In the conditions of appointment to positions - let us remind you of this also because not all economic managers are selected yet - who and at what level makes decisions regarding certain categories of managers is determined by the existing nomenclature. The practice is that for most categories of managers, relevant decisions are made one or two levels above the management body in which the person applying for the position will work. The person responsible for the activities of the system as a whole regularly meets with people included in the personnel reserve, studies the style and results of their activities, involves them in the preparation of individual issues and documents, and is interested in the opinion of their immediate managers and subordinates and party activists.

The above does not contradict the rule according to which deputy managers and personnel service employees, party and other public organizations take an active part in resolving issues of personnel selection and transfer. The consequences of personnel decisions are so significant and so many factors must be taken into account when making them that their qualified justification cannot be entrusted to one person. But participating in the preparation of a decision and making it are far from the same thing.

In the process of preparing a decision, great importance is attached to a personal conversation between the leader and the applicant, in which other persons invited by the leader and necessarily representatives of the party organization can participate. During the conversation, they try to assess the applicant’s behavior, his system of motivations and values, his ability to communicate, and obtain additional information about his professional experience and way of thinking, life plans and preferences, and the characteristics of his individual work style.

Naturally, during the conversation you need to be extremely objective and avoid bias. The nature of the conversation is formed under the influence of many factors - the personality of the manager, the amount of information about the applicant, the level and characteristics of the position being designed, etc. Taking these circumstances into account, each manager adheres to a certain order in the conversation.

Here, for example, is how the general director of the Apatit production association, G. A. Golovanov, describes the procedure for conducting the conversation: the conversation is always conducted in the presence of either the chief engineer of the association or one of the deputy directors (depending on the nature of the position being filled). Even before the meeting, I have all the information available to me about the employee.

There is a certain pattern to the series of questions I ask. The first question is quite stereotypical: “How do you feel about the offer to take a new position?” If the answer is no, then in about 80% of cases I thank the interlocutor for his frankness and stop further conversation with him. In other cases (and this happens when I intuitively feel or know from other, but already objective sources, that the refusal is unfounded), I try to find out in more detail the reason for the refusal, challenging the specialist to be frank. The reasons for refusal are mainly lack of preparedness for new responsibilities, health status, some personal reasons, but there are also reasons such as fear of not being able to cope with new responsibilities, reluctance to take on additional burdens, antipathy towards your future boss or some of his subordinates .

If I consider the reasons for refusal not serious enough, then I insist on accepting the offer, and if this follows, then I make a note to myself about the need to take into account in the future the circumstances identified during the conversation that served as the reasons for the initial refusal.

After receiving the candidate's consent to take the proposed position, he is asked the following mandatory question: “How do you imagine your future responsibilities?” The answer to this question allows you not only to form an additional opinion on the existing information about the candidate’s strengths and weaknesses, his theoretical knowledge and practical skills, tastes and inclinations, but also to more correctly formulate advice for the future. In addition, the conversation gives me the opportunity to form some opinion about the further growth of this specialist. Final approval for the positions of heads of workshops, departments and chief specialists is made at the next meeting of the board."

Naturally, the party organization takes a direct and active part in personnel work, since this is one of the main, and most likely, the leading aspect of its activities. Party leadership of work with cadres of managers has been and remains an important guarantor of a successful solution to the problem of actually ensuring their “business career” in the spirit of modern requirements.

At different levels of economic management, the scope of functions and forms of work of party bodies with leadership cadres are not the same. Within the divisions of the primary levels of the national economy, the selection of managerial personnel, like other actions of the administration, is controlled by party organizations. The predominantly sectoral structure of economic management predetermines the sectoral approach to personnel selection, and from the position of the territorial structure of party bodies, the nomenclature of leading personnel is formed somewhat differently. The specificity of party-political and economic approaches, the difference in sectoral and territorial criteria jointly determine the complexity and subtlety of the mechanism!! activities related to the selection and placement of business managers. Moreover, the participation of party bodies in this is carried out in two forms - through recommendations to economic bodies and approval of their proposals.

The efficiency of selection, assessment, placement, and movement of personnel increases in the conditions of the use of automated systems for processing the information used in this case. Without modern technical means, it is difficult to count on a radical improvement in the activities of personnel services, timely and high-quality solutions to the increasingly complex problems of personnel policy. Automated information processing allows you to quickly receive in real time, that is, immediately following the question, various types of certificates, summary statements, personal and professional characteristics, information about official movements and much more, which allows you to raise all work with personnel of managers.

The system for working with personnel is created and functions with the active assistance of the law, which acts as a regulator of the relationships between bodies and employees of the management apparatus. The sources of legal norms used are regulations.

Different branches of law regulate personnel issues to different degrees: for example, in administrative law, they are resolved more broadly and in more detail than in state law. Thus, Soviet administrative law contains norms that define the relations of the civil service: its availability to all citizens, regardless of nationality, property status and gender, selection of personnel on business, political and psychological grounds. There are, for example, regulations governing the procedure for enrollment in the civil service, establishing general and special requirements for employees in the form of part-time work, etc. Labor law determines the powers and responsibilities of public services in the field of labor, their responsibility for implementing internal regulations.

General are, in particular, the requirements related to the social and legal status of citizens: for example, hiring only upon reaching a certain age, the prohibition of holding certain positions for citizens deprived of such a right by court, etc. Special requirements are determined by the characteristics of labor in the relevant systems - state, economic, party, etc. in general, the state of legal support for work with personnel managers can hardly be considered satisfactory. Suffice it to recall that given the urgent need to streamline the legal regime of careers, the promotion of managers up the rungs of the job ladder is not regulated by any legal norms or methodological provisions, which significantly complicates the work of personnel services.

That is why it is recognized as necessary, as already mentioned, to form a legal mechanism, create clear norms and rules that determine the procedure for promoting employees, the sequence of a candidate going through all stages of the “career model” for the relevant position.

Many legal issues arise in connection with the transition from appointments to election of leaders, on the basis of such a fundamental legal act as the USSR Law on State Enterprises (Associations). The Law implements the line of effective use of direct democracy at the lower economic level. General meetings and councils of labor collectives are vested with powers to resolve issues related to production, social, and personnel matters. It is important to find ways to implement the far-reaching provisions of the Law. We know the main means of implementing the Law. This is the widespread development of openness, criticism and self-criticism, democracy in the sphere of production, the consistent introduction of self-government into the execution of labor collectives. The implementation of these fundamentally important areas of democratization will be a strong barrier in the way of those who would prefer to resolve issues concerning the leaders of the primary level of the national economy behind the back of the collective and, especially, against its will. But a number of regulatory documents are needed that provide specific tools for the implementation of legislative requirements, organizational forms and technology for implementing the provisions of the Law, addressing the problem of improving work with personnel of business managers.

Improving the activities of personnel services and increasing their role in staffing the management apparatus with managers who have a highly effective work style are directly dependent on the structure and qualifications of the employees of these services.

HR services come in three flavors. In the first option, a single personnel department is in charge of all personnel in the system, including management ones. In the second option, a specialized service is created to work only with management or even only with management personnel. In the third option, the personnel service is also unified.

However, neither the qualifications of the employees of the personnel departments, among them you can find a construction technician, a kindergarten teacher, and an economic engineer, - and the established work practice does not allow them to perform their functions at the proper level.

According to the qualification directory of employee positions, the head of the personnel department must have a higher education and work experience in engineering and technical management positions for at least five years. But in reality, the requirements for the position of head of personnel affairs are not always met. On the recommendation of the USSR State Committee for Labor, ministries and departments, when drawing up sectoral nomenclatures for positions of engineering and technical personnel, are obliged to provide for the replacement of the positions of chiefs (managers), senior inspectors, inspectors of personnel departments with university graduates who have received education in the specialty of document management and the organization of managerial work in government institutions. But there’s nowhere to take them from!

Research conducted at enterprises in the Estonian SSR showed that only three out of ten managers and only nine out of a hundred other personnel department employees have higher education. Estonia is, of course, no exception. At the 28 surveyed enterprises of the Western Urals, the picture is approximately the same.

The obvious insufficiency of the current level of education and qualifications of personnel services workers will not seem surprising if we remember that there is practically no educational institution in the country that would truly train specialists in this profile, and there is no profession of personnel officer. True, in some institutes groups of personnel service managers are beginning to be created, and personnel in the specialty “document management” and “organization of managerial work” are trained at the faculty of public records management of the Moscow Institute of History and Archives, but special training for workers to work in personnel services is not organized in any system higher or in the secondary education system. There are also advanced training courses for personnel department employees, but classes are rarely held, and the level of their implementation is sometimes far from pressing practical issues of personnel work. Self-training opportunities are also limited, since there is too little specialized literature on working with personnel. Finally, some of the efforts made in certain industries to improve the training of human resources workers are not always supported by their actual capabilities.

For example, in accordance with the standard nomenclature of positions to be filled by certified specialists, approved by order of the Ministry of Coal Industry of the USSR, specialists in leading production profiles or economists and lawyers can work in the personnel service. In the absence of a HR profession, this approach is legitimate, but its implementation encounters certain difficulties. One of them is the much lower (compared to the remuneration of specialists) official salary of personnel service workers, who, being classified as employees, do not enjoy the benefits provided for engineering and technical workers. In many economic systems, they generally proceed from the premise that working with personnel is practically within the capabilities of every competent worker.

The tradition is that usually one of the experienced and well-known veterans is appointed as the deputy head of the economic system for personnel. Years have taken their toll on his health, and it’s becoming increasingly difficult for him to work on operational work, so they find a quiet backwater for him. Of course, it is wonderful that in the past he was the head of a workshop or department, held an elected position for a long time, and has rich life experience. But in order to successfully implement the functions of the HR service at the modern level; requirements, this is not enough; Without special training, only on the basis of work experience, many of these functions are difficult to perform today.

For the most part, people with a technical or humanitarian education who do not have the knowledge necessary to work with people find themselves in the positions of heads of human resources departments. Being insufficiently familiar with the basics of labor legislation, regulations and instructions related to working with personnel, they have to comprehend the intricacies of their service exclusively in practice. Months and years pass until they acquire the necessary knowledge and begin to competently perform their functions.

The stereotype of a HR manager that has developed over many years is also quite far from perfect. Usually this is a conscientious and diligent worker, accustomed from his past work to be careful and peculiarly vigilant, whose activities take place as if in a certain atmosphere of mystery.

In order for HR departments to be able to competently perform their difficult and responsible duties, it seems to us that it is absolutely necessary to recertify the employees of these departments and their retraining under a special program. An analysis of their training programs shows that there is no clear concept of personnel management, without which it is difficult to organize work with them on a stable scientific basis.

Apparently, it is preferable to select people with a higher legal education as heads of human resources departments. Existing practice confirms that in this case, work with personnel is organized in the most rational way. It is also advisable to use the experience accumulated in some industries in centralized training of personnel department employees, improving their qualifications in courses where special attention is paid to the study of labor legislation, analysis of incidental situations, the most common shortcomings in work, etc.

The training of heads of human resources departments requires special attention. Nowadays, for the first time, special groups of personnel service managers are being formed in industry institutes, courses and faculties of advanced training.

The experience of the Leningrad Financial and Economic Institute is interesting, where classes were organized with the heads of personnel departments of the State Committee for Labor of the USSR: at this faculty, specialists with higher education study management theory, the basics of sociology and psychology, labor legislation, connections between personnel departments and other departments of enterprises, the principle of using computers in working with personnel, etc.

The prospects for a radical improvement in personnel work are associated with the introduction of automated management systems with the “Personnel” subsystem. Machines are quite capable of taking on a significant part of the work on processing and searching for accounting, reporting and statistical reference information. Personnel department employees, freed from the burden of routine information and reference concerns, will be able to devote more time to socio-psychological, legal and other tasks of personnel management.

Human resources departments are obliged and can actively participate in staffing the management apparatus with comprehensively trained managers. But this will require enriching the content and changing the style of their work. In solving the problems arising from this, a standard (approximate) Regulation on the personnel department, which would thoroughly define their functions, rights and responsibilities, could serve as a help.

Back | |

The implementation of quality assurance programs assumes that the people implementing them have sufficient training. If top and middle managers must have a good understanding of the goals of quality management from economic and technical positions, and also have the ability to organize and implement the intended program, then its direct implementation lies with specific performers. The effectiveness of the planned quality improvement program is determined, on the one hand, by management’s confidence in the urgent need for its implementation, on the other hand, by the understanding of the purpose of this program by the direct implementers and their ability to implement the activities that make up this program, as well as to develop and supplement it with new activities.

This is the first book about company management, based on new Russian experience. The book introduces the reader to the theory and practice of modern management through a fascinating story about this by managers of enterprises, commercial firms, banks, as well as an analysis of their actions by leading Russian and Western consultants. With the help of qualified advice and tools given in the applications, the manager will be able to lay the foundations of regular management in his company without special training. The book is useful for both beginning entrepreneurs and those who already have experience and are planning to expand their business. Designed for senior and middle managers, students and anyone interested in modern economics and management.

In our opinion, the issue of systematic preparation of competition organizers in economic universities deserves attention. At the same time, it is advisable, based on existing experience, to create a textbook to help specialists and managers at all levels of management on the course Organization of Socialist Competition. The study of this subject can be organized in various forms of economic education, in institutes, faculties and advanced training courses, by graduates of higher and secondary specialized educational institutions.

A set of measures for training and advanced training of personnel on product quality issues is carried out in three main areas: training of senior managers, training of middle managers - heads of workshops, departments, foremen, foremen - and finally, training of direct performers.

At this stage, current promising shop managers join the already formed group of young managers; a mid-level manager is assigned a mentor - a senior manager to work individually with him. The manager-mentor, together with specialists from the personnel management departments, based on the analysis of the applicant’s personal qualities and professional knowledge and skills, draws up an individual training plan for him. As a rule, these are training programs in the basics of commercial activities, management, economics and jurisprudence.

Qualification training, aimed at periodically improving the qualifications of managers, is assigned for senior managers to the Academy of National Economy under the Council of Ministers of the USSR, and for middle and lower levels - to advanced training courses for ministries (departments), production associations, and advanced training institutes. Here they replenish previously acquired knowledge and get acquainted with the latest achievements in areas of professional interest for managers at the relevant levels.

The purpose of the course is to prepare managers in the top three layers of the known management pyramid: 1) middle managers who are intended by their senior managers to be used as a reserve for the training of heads of functional units, 2) managers of functional units who want to gain a broader horizon, and 3) people in the lower part of the senior management triangle achieving the same thing.

SYSTEM OF SERVICE AND PROFESSIONAL PROMOTION - a set of means and methods for career advancement of personnel used in various organizations. In management practice, two types of job promotion are distinguished: promotion of a specialist and promotion of a manager. The latter, in turn, has two directions: promotion of functional managers and promotion of line managers. The promotion system for line managers includes five main stages: 1. Work with senior students from basic institutes or those sent for practice from other universities. Specialists of personnel management departments, together with the heads of the relevant departments, select the most capable students who are inclined to leadership work, and prepare them for specific activities in the departments of the organization. Students who have successfully completed training and practice are given a reference-recommendation for assignment to work in the relevant departments of this organization. Young specialists who have not undergone internship in this organization are tested when applying for a job and are provided with advisory assistance. 2. Work with young specialists accepted into the organization. Young specialists are assigned a probationary period (from one to two years), during which they are required to complete an initial training course (detailed acquaintance with the organization). In addition to training, young specialists are provided with an internship in departments of the organization for a year. Based on an analysis of the work of young specialists over the year, participation in ongoing events, characteristics given to the internship supervisors, the results of the internship are summed up and the first selection of specialists is made for inclusion in the reserve for promotion to leadership positions. All information about the participation of a specialist in the s.s.-p.p. is recorded in his personal file and entered into the organization’s personnel information database. 3. Work with line managers of lower management. Selected lower-level line managers (foremen, site managers) are joined by a portion of workers who have graduated from evening and correspondence universities, successfully worked in their teams and have passed testing. Throughout the entire period (2-3 years), specific, targeted work is carried out with this group. They replace absent managers, act as their backups, and attend advanced training courses. After completion of the preparation stage, based on an analysis of the production activities of each specific manager, secondary selection and testing are carried out. Managers who have successfully passed the second selection offer for nomination to vacant positions shop managers, their deputies who have previously completed an internship in these positions, or are enrolled in the reserve and, when a position becomes available, are appointed to the position. The remaining employees who have completed training continue to work in their positions; they may be moved horizontally. 4. Work with line managers of middle management. The already formed group of young managers is joined by current promising shop managers and their deputies. The work is based on individual plans. Each person appointed to the position of mid-level manager is assigned a mentor - a senior manager to work individually with him. The manager-mentor, together with specialists from the personnel management departments, based on the analysis of the applicant’s personal qualities and professional knowledge, skills, compiles for 318

The leading role in bridging this gap is played by the training, retraining and advanced training of management personnel and specialists with the help of in-house programs carried out by our own centers and external teachers, who annually train about 3/4 of lower-level managers and 2/3 of middle-level managers. However, external seminars and management education programs are mainly used to train highly qualified management personnel.

The already formed group of young managers is joined by current promising shop managers and their deputies. The work is based on individual plans. Each mid-level manager appointed to the position is assigned a mentor - a senior manager - to work with him individually. The manager-mentor, together with specialists from the personnel management departments, based on the analysis of the applicant’s personal qualities and professional knowledge and skills, draw up an individual training plan for him. As a rule, these are training programs in the basics of commercial activity, business relationships, advanced methods of management, economics and law. At this stage of preparation, internships are provided for line managers of middle management in leading organizations with the preparation of action programs to improve the activities of the organization (division). A mid-level manager is tested annually, which reveals his professional skills, ability to manage a team, and professionally solve complex production problems. Based on the analysis of the testing results of a particular manager, proposals are made for further horizontal or vertical promotion; e) work with line managers of senior management. Appointing executives to senior positions is a complex process. One of the main difficulties is choosing a candidate who satisfies many requirements. A senior manager must know the industry well, as well as the organization, have experience working in the main functional subsystems in order to navigate production, financial, personnel issues and skillfully act in extreme social and economic situations. and political situations. Rotation, i.e. movement from one division of the organization to another should begin in advance, when managers are in lower and middle management positions. Selection for the nomination and filling of vacant senior management positions must be carried out on a competitive basis. It should be carried out by a special commission consisting of senior managers

In the process of creating the book, we focused on two groups of readers. The first of them includes middle and senior managers of companies. The second group includes readers enrolled in Master of Business Administration (MBA) programs, for whom we hope this book will help them successfully master a marketing course. Having worked as a teacher in various business management programs and management training courses, the author came to the conclusion that there are practically no differences in the requirements for business school graduates and senior managers of companies. All leading educational institutions insist that candidates for the Master of Business Administration degree have sufficient work experience (their average age is at least thirty years old). Today's students require learning materials that they can use in practice. They are no longer interested in academically based education based only on theoretical material. At the same time, educational material developed for company managers increasingly resembles material for first-level managers and