Materials best administrative team ou. The teaching team is the main innovative resource for the development of an educational institution. Statement of the problem. Types of Project Teams
O. A. Shklyarova, S. V. Demin
FORMATION OF A MANAGEMENT TEAM FOR HUMAN RESOURCE DEVELOPMENT IN AN EDUCATIONAL INSTITUTION
Annotation. The work is devoted to finding ways to solve the personnel problem in the context of modernization of education within the framework of humane-personal and competency-based paradigms, promising program development educational institution, when working with people requires new, more democratic, person-oriented, creative approaches. The authors propose to extend to an educational institution the approach known in corporate management, when the personnel strategy involves the search and implementation of new human-centric approaches, which requires the continuous development of the management team. The paper discusses the definition and characteristics of the concept of a team, methods of its formation in an institution using the example of GOU Secondary School No. 1945, including rough plan work of the school’s management team to develop human resources.
Key words: team work style, team formation technology, management team, management, intra-school management, participatory management, personnel management, human resources.
Abstract. The work is dedicated to finding solutions to the staffing problem in the modernization of education in the humane personality and competency-based paradigm, long-term program of development of the educational institution where the work with people requires a new, more democratic, student- oriented, creative approaches. The authors propose to extend the well-known educational institution in corporate management approach, where the human resources strategy involves finding and implementing new approaches “chelovekotsentristkih”, which requires continuous development of the management team. In this paper the definition and characteristics of the concept team, the methods of its formation in the establishment of the example of School No. 1945, including an outline of the management team of the school to develop human resource.
Keywords: team work style, team building technology, team management, management, intraschool management, participative management, human resource management, human resource.
One of the tasks of the head of an educational institution is to think about the prospects and resources for its development, first of all, about the main resource for the school - human resources, personnel. The teaching staff of a school creates its product, shapes the culture of the school, its indoor climate, the social mission of the school depends on them. In this regard, the school management organizes its work with personnel in such a way as to promote the development of positive results of the behavior and activities of each individual and try to eliminate the negative consequences of his actions. The success of the school largely depends on this.
The development of the potential of the personnel of any organization is largely determined by the coherence (organization) of the management unit in determining and sequencing the implementation of policies, strategies and tactics of working with people. The unity of value-motivational, target, substantive, procedural and control-evaluative components in the work of managers is achieved only under the condition of a team work style. In the image
In an educational institution, the formation of a team to manage an educational institution is a natural, historical process.
But with the modernization of education in Russia within the framework of humane-personal and competency-based paradigms, a long-term program for the development of an educational institution, working with people requires new, more democratic, personality-oriented, creative approaches. Therefore, the personnel strategy in an educational institution involves the search and implementation of new human-centric approaches, which requires the continuous development of the management team. A team - in a broad sense - is a work collective with a high level of cohesion and commitment of all employees to the common goals and values of the organization. In management, it is a team of like-minded people rallying around their leader, who is also the highest official in the organization. If in an organization or work group a leader is a teacher, expert, coordinator, educator, responsible for solving problems, then in a team he acts as a manager.
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ner and adviser, protector, assistant, resource distributor, contactor with the external environment. A team is characterized by three important points: interdependence, shared responsibility, results.
Thus, a team in an educational institution is a group of people who have common goals, complementary skills and abilities, a high level of interdependence and share responsibility for achieving final results.
The desire to create a team and focus on a team management style in an educational institution is determined by the following advantages of teamwork:
High efficiency activities;
Professional and social development everyone;
Development of new constructive ideas;
Quick reaction in critical situations;
Better work with all subjects educational process;
Confidence in yourself and in the team of each team member;
Reduced stress for all team members;
Improving the psychological environment and quality of life in the workplace.
The formation and development of a team in an educational institution is possible with the well-coordinated work of the management team, each of whose members knows the technology of team formation. The technology is based on general ideas about the team, ideas for its development that determine the viability and productivity of the work. Therefore, teaching the basics of personnel management for the administration of an educational institution in our time is an extremely important task. How this will be organized - through a system of additional vocational education, advanced training, self-education, attending special seminars and trainings, etc. - each school director decides taking into account the characteristics of his organization, purposefully working to create a management team.
It is important to understand that an effective, productive team must have: support, trust, perseverance, commitment, compatibility, humor, cooperation, adaptability, friendship, courage, unselfishness, and enthusiasm. Therefore, when selecting candidates for the management team of an educational institution, it is important to carry out preliminary work to collect information about the proposed members, an extensive interview to determine the place, role and work opportunity of each proposed team member. In a team, people should be dynamic, harmonious, and pay tribute to the individual talent of each team member.
When forming the management team of GOU Secondary School No. 1945, we took into account that keyword teams will become “cooperation”, which will become the fundamental basis for the formation of teams of employees in departments of an educational institution. The development of a team and improving the quality of its work takes place in three stages, the first of which is the entry stage. On
At this stage, each newly invited (included in the team) person determines for himself whether he is and whether he feels like a member of the team. At the same time, the need to join the team and the fear of being rejected (like joining a new class for the first time) are great. During this period, group members may not always be reasonable and adaptive in their behavior, since they are more focused on their emotional experiences, needs and fears. The team organizer and functional manager should show patience, demonstrate respect and understanding, while taking into account the possibility of isolated manifestations of negativity in the behavior and actions of individual employees. It is important at this stage to understand what it is? - a manifestation of an already stable manner of behavior, attitude towards work, or a situational, uncharacteristic reaction for a person that will not be repeated in the future.
At the second stage of forming a management team, a hierarchy is developed and approved - the final distribution of roles and functions. At this stage, many are eager to show their strengths, and the team can increase its productivity. This stage in management literature is characterized as the stage of seething, “storming” and is characterized as the most difficult for the team. It is not uncommon for a leader at this time to encounter resistance to completing tasks, sharp fluctuations in relationships and attitudes towards the success of the common cause, some defensiveness and competitiveness. Possible divisions into factions and the choice of allies, struggle for leadership, setting unrealistic goals, lack of unity, increased tension and jealousy, etc. . Many team members feel pressure and tension, but gradually they begin to understand each other. By the end of the team's development at this stage, team members finally determine the level of loyalty and distribute responsibilities. Normalization of relations occurs: acceptance of membership in the group; the emergence of some abilities - constructive expression of criticism; mutual assistance and focus on getting the job done; an attempt to achieve harmony by avoiding conflict; a more friendly and trusting attitude towards each other, people share personal problems; a sense of group belonging, compatibility, common spirit and common goals; establishing and maintaining ground rules and norms for the group.
As team members begin to take into account their differences, they have more time and energy for a common cause, in our case, increasing the efficiency of work to ensure, first of all, the quality of the educational process: active use of new approaches in the organization educational process, manifestation of attention, effective care for the condition, readiness for educational work and supporting students using health-saving technologies, introducing modern educational technologies etc., which helps improve the quality of education.
Experts believe that the formation of a team (including management) ends in the second
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stages. But as practice shows, a team in an educational institution is a group of people that changes not only numerically, but also qualitatively. Therefore, in a well-coordinated school team, the state of the third stage of team development is important - cooperation. At this stage, the team is characterized by a practical absence of differences in views (monolith), supporting each other “in both joy and sorrow.” This stage is the stage of effective and highly productive team activity, during which group members understand and accept personal and group processes, strong and weak sides each other, are ready to offer help and seek support from colleagues; strive for personal and professional development to solve current problems and achieve school goals; strive and show initiative.
For a modern school, the relevance of team formation is due to the need to ensure the effectiveness of human resource development as the main one in improving the quality of management of an educational institution. In the management team of an educational institution, we can conditionally distinguish two component groups of employees: a relatively stable one - the administrative and management staff of the educational institution - the director and deputy directors in various areas of work; variable, constantly or periodically updated - heads of departments and temporary formations that unite a certain part of the team to solve specific problems. For example: heads of methodological associations, creative or experimental groups, performers of a certain area of work, etc. .
At the same time, temporarily organized groups allow you to decide actual problems in the development of an educational institution. Colleagues from different departments of an educational institution voluntarily gather in order to contribute to solving problems of the quality of the educational process and the quality of education. In these situations, we use the principles of participatory management. It is participatory management that is one of the ways to apply the principles of participation in decision making with the help of groups. In managing the quality of education, such groups act from the bottom up, i.e. they prepare (select, develop) advice to the heads of the educational institution, who retain the right to make final decisions. Such creative temporary groups do not have sufficient authority to implement their own recommendations, but in the personnel policy of the school they ensure a high level of personal and professional interest, optimal activity, the desire for professional improvement, etc.
However, the participatory approach also has its limitations. Most of the shortcomings when using this type of management in a school relate either to the inept use of participatory principles by the management of the educational institution, or
to a lack of patience, the ability to tactfully accept and understand colleagues’ suggestions, and the desire to get everything at once.
Of course, many discussions may take too much time, but it is during this time (with proper organization of the discussion) that constructive communications are established and everyone’s personal and professional reserves are revealed. Therefore, it is important for the school that participation in the work of various groups (creative and problem associations) arouses interest among employees and is supported by the administration. In our school, the majority of employees strive for creativity and are ready to participate in discussions and develop some solutions on a constructive level. There are also those for whom it is much easier to perform clearly defined functions every day, when everything is simple and clear, than to try to solve problems that need to be understood. However, participation in such work undoubtedly increases the competence of employees, and therefore helps to build the quality potential of the school’s professional team.
The effectiveness of the development of an educational institution with the participation of employees in some issues of managing the educational process is significantly influenced by maintaining an optimal balance in appointment from above and election from below (or self-nomination) of members of departments, temporary or permanent groups. Thus, if all heads of departments are appointed, then the principle of voluntariness is violated and, accordingly, the effectiveness of the development and implementation of programs that ensure the development of the school decreases. If all members are nominated from below or proposed their candidacies themselves, then in this case there is a risk of misunderstanding between the administration and some employees when solving important problems. There is a need to reform participatory structures, and this difficult task, since participatory structures are difficult to rebuild, precisely due to the large role of the human factor.
However, it makes sense to introduce participatory structures in educational institutions. For example, participatory types of structures can be used in the development of self-government and apply only to solving individual problems: the work of methodological associations, creative groups on innovation and experimental work, implementation of health-saving directions, development and implementation of educational and social programs, formation of civic competence, etc.
The introduction of the principles of participatory management can be carried out both from above and from below by gradually and consistently covering one level after another. Thus, in the development of a school’s human resource, an important place is given to the management team, the structure of which is determined by the structure of the educational institution. In general, the work to ensure a system of continuous professional development of personnel at school represents a system of planned activities (Table 1).
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Table 1
The main activities of the school management team to develop human resources
Date of Event
September 1. Meetings with the director: “Discussion of the state of regulatory support for the work of school departments”; “Information on determining the main approaches and planning work with personnel in departments”, “Approval long-term plans professional development work." 2. Preparation of information: “State of staffing of departments.”
October 1. Interview of the director with employees of departments A2 and A3. 2. Conducting a school-wide production meeting “Culture of attitudes and behavior of employees at school.” 3. General lecture“Conflict and ways to prevent and resolve it.”
November 1. Analysis of work with personnel Deputy. Director of HR: staffing status; implementation of training plans; In-school work on professional development; personnel problems; prospects for working with personnel. 2. Conducting training “Ways to prevent and resolve conflict situations.”
December 1. Survey and analysis of the state of work with personnel of the deputy. Director of ACh: the state of personnel; implementation of training plans; In-school work on professional development; personnel problems; prospects for working with personnel. 2. General lecture “Professional image”. 3. Interview of the director with employees of the block “B” unit. 4. Seminar “Professional health and ways to restore it.”
January 1. Survey and analysis of the state of work with personnel Deputy. Director for HR and sports activities: staff status; implementation of training plans; In-school work on professional development; personnel problems; prospects for working with personnel. 2. Interview of the director with employees of the block “B” unit. 3. Seminar “Fundamentals of effective interaction between school departments and structures.”
February 1. Survey and analysis of the state of work with personnel of the deputy. security directors: staffing status; implementation of training plans; In-school work on professional development; personnel problems; prospects for working with personnel. 2. Conducting a school-wide production meeting (for all school employees) “Mission, goals and priorities of the school in the activities of departments and each employee.” 3. Interview of the director with employees of the block “G” unit.
March 1. Analysis of work with personnel Deputy. director of the Ministry of Internal Affairs, head of the music and choral studio “Blue Bird”: the state of personnel; implementation of training plans; In-school work on professional development; personnel problems; prospects for working with personnel. 2. Seminar “Behavior Management and emotional state- the professional task of a teacher.”
April 1. Analysis of work with personnel Deputy. Director of Social Security: state of personnel; implementation of training plans; In-school work on professional development; personnel problems; prospects for working with personnel. 2. Seminar: Constructive communication skills: “The ability to listen.”
May 1. Analysis of work with personnel Deputy. directors educational work: frame state; implementation of training plans; In-school work on professional development; personnel problems; prospects for working with personnel. 2. Diagnostics of school employees “Satisfaction with the place of work.”
June-August 1. Preparation for the meeting with the director “The state and prospects of personnel policies in the school.” 2. Discussion and approval of the HR plan for the new academic year.
Literature
1. Avdeev V.V. Personnel management: technology of team formation. M., 2003.
2. Andreeva I.V., Kosheleva S.V., Spivak V.A. Personnel management. St. Petersburg: Neva-Ekonomika, 2003.
3. Davydova N. N., Permyakova I. G. Ways to unlock creative potential teaching staff in the conditions of a self-developing educational institution // Municipality: innovation and experiment. 2010. No. 1. P. 55-58.
4. Konarzhevsky Yu. A. Management and intra-school management. M.: Center “Pedagogical Search”, 2000. 224 p.
5. Popov S.G. Personnel management. M.: Os-89, 2006. 144 p.
6. Sidenko A. S. Using network interaction to ensure the development of innovative potential of teachers // Municipal education: innovations and experiment. 2012. No. 4. P. 25-30.
7. Fomenko E. V. Ekpertodrom as new form holding pedagogical conferences // Municipal education: innovations and experiment. 2012. No. 6. P. 40-47.
8. Shamova T. I. Management educational systems. M.: VLADOS, 2002. 320 p.
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Goals: 1. Coordination and clarification of ideas about the patterns of team formation based on the acquired knowledge. 2. Development of skills to apply acquired knowledge in training conditions. 3. Development of communication skills for team work. 4. Designing an order for team-type joint activities. Form of training: Business game Training model: Assessment - Training - Analysis - Exercise - Application
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Small groups are small associations of people (from 2-3 to 30 people) engaged in a common cause and in direct contact with each other
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Characteristics of a small group
Psychological and behavioral community of its members Dynamic development and vital activity of the group (from the formation phase to the disintegration phase) Moral standards of the group Direct contact between group members Size of the group Composition of the group (individual composition) Moral tone Direction of activity
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Classification of small groups
referential – non-referential natural – conditional underdevelopment – highly developed
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A TEAM is a small group in which a differentiated system of various business and personal relationships has developed, built on a high moral basis. Such relationships are usually called collectivist (a group of like-minded people).
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Team requirements
Successfully cope with the tasks assigned to it Have high morals, good human relations Create for each member the opportunity for personal development Be capable of creativity, i.e. how a group gives more to people than the sum of the same number of individuals working individually can give
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Team Signs
Availability: Manager and leader A certain system of relations in the group Conformity Moral values and norms Communication channels Position and status Internal attitudes Role positions Composition
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Stages of team formation (A.G. Kirpichnik)
Mutual orientation. This is the stage of low group performance (self-presentation, observation of other group members, understanding and selection of the partner’s properties that are important to oneself). Emotional uplift. Determined by the advantage of contacts enlivened by the novelty of the situation. Decline in psychological contact. It arises as a consequence of the start of joint activities, in which not only advantages are revealed, but also problems, hence the situation of mutual dissatisfaction. Increasing psychological contact. Associated with obtaining the results of joint activities, coordination in role functions, identifying strengths each team member.
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Structures of intragroup communication channels
Centralized (vertical): Frontal Radial Hierarchical Decentralized (horizontal, “communicative equality”): 4. Chain 5. Circular 6. Complete or unlimited communication structure (no obstacles to free communication) Structures limited to varying degrees
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Frontal structure
The participants are directly nearby and, entering into direct contacts, can see each other, which allows them to some extent take into account each other’s behavior and reactions in joint activities
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Radial structure
Participants in an activity cannot directly perceive, see or hear each other and exchange information only through a “central person”. This makes it difficult to take into account the behavior and reactions of others, but allows you to work independently, fully identifying your own, individual position.
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Hierarchical structure
There are several (at least 2) levels of subordination, and some of them can directly see each other in the process of joint activity, and some cannot. Interpersonal communication is limited; communications can be carried out mainly between two adjacent levels of subordination. 3 3 3 1 2
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Chain structure option
Interpersonal interaction is carried out as if along a chain, where each of the participants, with the exception of the two extreme ones, interacts with the two neighboring ones. Extreme positions interact with only one member of the group.
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Circular structure
All members of the group have the same opportunities. Available information can circulate between group members, supplemented and clarified. Participants in communication can directly observe each other’s reactions and take them into account in their work.
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Full or unlimited structure
There are no obstacles to free interpersonal communication. Each member of the group can interact completely freely with others.
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Positional roles in communication
The laws of communication require the sequential passage of the following positions: “Author” “Understander” “Critic” “Organizer of communication” “Arbiter” Simple communication Complex communication OK A P K Arb
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Team roles
I option. Belbin's classification: “Chairman” - calm, confident, in control. “Supplier” - active, dynamic, tense, excited. “Team Man” is socially oriented, affectionate, and sensitive. “Clarifying” - extrovert, curious, sociable, enthusiast. “Evaluator” - serious, cautious. The “performer” is predictable and controllable. “Growing” is a creatively minded individualist, not acceptable to everyone. Potential “chairman” of the new team.
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Team roles
Option II. Classification Craigan, Wright. “Task Leader” – responsible for the execution of work. "Social-Emotional Leader" - creates a positive atmosphere and encourages analysis in the group. “Neutralizer” - maintains a good mood of the team. “Delivery” - communicates with the necessary sources. “Chief Denier” - evaluates ideas, draws up the order of work, welcomes conflict. An “active listener” is one who asks, seeks ideas, and does not express support for any particular position.
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III option. Woodcock classification. “Team leader” - poses a question. “Diplomat” is a negotiator, influential, and focused on the entire team. “Ambassador” - develops external relations, makes new acquaintances useful for the team. “Controller” - cares about the quality of the product, the “voice of conscience” of the team. “Judge” - stimulates fairness in the group, avoids haste. “Opportunist” - observes, does not allow conflicts.
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Types of commands
The unformed team is most often characterized as "king and courtiers", where the "king" does what he wants, and the courtiers must obey him. Sometimes the “king” works hard and hard, but this does not help the team to form, because all proposals, discussions and decisions are proposed and made by him. The experimenting team tries to avoid feigned politeness. “We don’t need our stupid politeness,” they say; which means the team is more open and willing to face challenges. Uniting team from general work receives more benefit. At this stage, more efforts are made to create a structure for the team's work: the team's goals are explained; tasks that need to be completed are determined; planning and analysis of results is carried out more accurately and accurately. A mature team is characterized by very high level methodological work and developing activities (in the broad sense). Team loyalty is natural and self-evident and is not subject to debate. Team development becomes a way of life.
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STATEMENT OF THE PROBLEM The concepts of “team” and “teamwork” are most developed in management, primarily in personnel management, and are connected by the special psychological and structural characteristics of a group of employees, which make it possible to organize effective interaction workers to achieve their goals. Constant changes in the external and internal environment of the school require the search for new resources, adjustment of goals and objectives, development of new projects, establishment of new partnerships, which means that the work of diverse teaching teams is in demand. The process of team building becomes an integral part of the life of the school. It becomes even more urgent to transform the teaching staff into a team of like-minded people united by a common vision, mission and values. And in this case, strategic planning, project activities, teamwork becomes personally significant, not only for the director and his administrative team, but also for all participants in the educational process, united into a single team.
In relation to the practice of subject teaching, the concept of “teamwork” began to be used in foreign methodology from the late 50's - early 60's. last century. The theoretical and practical aspects of this direction in language teaching methods were summarized in a collection of articles published in 1992 by the Cambridge University Press "Collaborative Language Learning and Teaching". The term team / collaborative teaching (literally: “teaching in a team” / “collaboration in teaching”) - in a broad sense, refers to the interaction of a group of teachers with the goal of making teaching more effective. In a narrower sense, the term describes the joint work of two or more teachers in a classroom lesson, and it is this understanding that is most common in foreign language teaching methods. Team building (team building) is a powerful management tool, the key to successful business development that needs to be more widely introduced into the school system and the Russian Federation / or expanded application and improved. FORMULATION OF THE PROBLEM
In the domestic methodology, the term “teamwork” is not used either in its broad or narrow sense. Its analogue in the domestic tradition can be the concept of “collaboration” - “educational cooperation”, “pedagogical cooperation”, “pedagogy of cooperation”. Typically it refers to teacher-student interaction, although it can also describe student interaction in a collaborative setting. educational activities and the interaction of teachers in the system of interdisciplinary connections" (Tyukov, 1988). Thus, the working definition of teamwork in relation to the activities of teachers may be as follows: the unification of two or more teachers to ensure the effectiveness of the educational process by coordinating the content and methods of teaching during extracurricular time or when conducting classes together, as well as when combining these two ways of organizing work (the most effective examples in the areas of language teaching: bilingual learning, bimodal learning, the use of different channels of perception: cooperation between a speech therapist and a teacher foreign language using different working methods, interdisciplinary training. FORMULATION OF THE PROBLEM
Teachers working in a team may have different specialties, qualifications, and work experience. The distribution of teachers' functions will be largely determined by the field of study. The better team members understand the goals of teamwork, the more defined and logical the division of their areas of activity, the more effective the team’s work will be. The project examines the differences between a work group and a team, types of pedagogical teams, the pros and cons of team work, signs of an effective team, signs characterizing a team way of working, the process of creating a team, stages of team development, behavioral styles of team members, team management, ways to influence people during team formation. The reasons for the occurrence of possible difficulties in the team, and the trainings used to train and unite the team are also considered. FORMULATION OF THE PROBLEM
EDUCATIONAL GOALS OF THE PROJECT To introduce: the principles of building an effective teaching team; with various techniques and team building techniques; with techniques for distributing roles between team members. MANAGERIAL to create an effective team, whose members would have initiative, a sense of responsibility, high efficiency and teamwork technologies for the development and then for the implementation of innovative projects “School of Self-Determination and Self-Realization” and others. Goals drive people.
PROJECT OBJECTIVES To form an understanding of the principles, rules and advantages of team interaction when solving production and professional problems. To develop team interaction skills (combining one’s own goals and the goals of the group; working on the development and implementation of ideas as part of a group; interaction in a group/pair, result-oriented ; turning problems into a resource) Teach team members to successfully withstand the stressful effects of management activities without compromising mental and physical health; quickly and effectively restore performance resources.
KEY CONCEPTS A team is an autonomous group of professionals created to quickly and effectively solve management problems. A group is a community of people united by joint activities, unity of goals and interests, and mutual responsibility. Team building is the process of creating a team.
DIFFERENCES BETWEEN WORK GROUPS AND TEAMS Work groupsTeams Goals and tasks in work are determined by the director of the educational institution Goals and tasks are determined by the team leader together with its members Definition of individual functions, responsibilities and tasks Definition of individual functions, responsibilities and tasks to achieve a team result The main activities are aimed at fulfilling individual tasks The main activity is aimed at completing team tasks Personal responsibility Personal and mutual responsibility Caring for the results of individual activities and overcoming personal difficulties Caring for the results of each team member and collectively overcoming the difficulties facing the team Thus, a team is an autonomous group of professionals created for operational, effective solution of management problems.
Project team. This is a multifunctional group in which teachers of different academic disciplines can work, if necessary for the implementation of a pedagogical project. In order to complete a project, all team members must work closely with each other. Usually such teams are disbanded at the end of the project. But in research work, one project can follow another, which means team members can work for many years. Team for operational problem solving. They can be called target teams, task forces. Usually these are short-term groups. The qualifications of team members are related to the specifics of the task being performed: they are invited to jointly study complex or critical situations, to develop recommendations and their implementation. Improvement Team. As the name implies, these teams are engaged in optimizing the educational process. Management team. In some educational institutions they are called management teams. But if each member of the administration simply clearly fulfills his duties and does not go beyond the scope of their implementation, then this is not yet a team. TYPES OF TEACHING TEAMS
In the organizational structure of large projects and in their management, three types of project teams can be distinguished: 1. Project team (PT) - organizational structure project created for the period of implementation of the project or one of the phases of its life cycle. The task of the project team management is to develop policies and approve the project strategy to achieve its goals. The project team includes individuals representing the interests of various participants (including stakeholders) of the project.
TYPES OF PROJECT TEAMS 2. Project Management Team (PMT) - the organizational structure of the project, which includes those members of the CP who are directly involved in project management, including representatives of some project participants and technical personnel. In relatively small projects, the PSC may include almost all members of the CP. The task of the PMC is to perform all management functions and work in the project as it progresses.
TYPES OF PROJECT TEAMS Project management team (PMT) is the organizational structure of the project, headed by the manager (chief manager) of the project and created for the period of implementation of the project or its life phase. The project management team includes individuals who directly perform managerial and other project management functions. The main tasks of the project management team are the implementation of project policies and strategies, the implementation of strategic decisions and the implementation of tactical (situational) management.
Time: The team building process is “time-intensive.” In order to working group became a team, it takes a lot of time. Emotional-volitional resource: for group members to become a team, significant efforts are required aimed at developing a “team spirit”; Additional training of team members may be required. “Human factor”: in a team, the value of the person, the school director, increases sharply, and each team member needs to be psychologically prepared for this. Democracy: the administrative-command style of management in a team “does not work.” “Exclusivity”: the team model is not always suitable for “replication”; each new team must be created with special care and care. Fragility: in a team, much depends on the relationships between its members, on the “team spirit”, value system, development philosophy. These categories are subtle and require constant support and accompaniment. DISADVANTAGES OF TEAMWORK
ADVANTAGES OF TEAMWORK “Plus”IndicatorContent Professional TimeA team of professionals is able to quickly and effectively solve a problem that usually takes considerable time Creativity A team of professionals is able to generate non-standard solutions, creating a “piggy bank of solutions” Quality The “code of honor” of a professional will not allow poor quality work Communicative Style the team develops a style of cooperation and mutual support CoordinationEach of the team members flexibly participates in coordinating work SocialImageThe presence of a team creates a favorable image for the school, inspiring trust among partners PerspectiveHaving a team, the school has advantages in implementing the strategic plan SpiritualValuesWorking in a team forms a creative value system for each member GrowthWorking in a team always contributes to the personal and professional growth of team members, and therefore increases the effectiveness of the team as a whole
High results in work; high satisfaction of team members with belonging to it and working in it; a large number of proposed ideas and solutions; a large number of solved problems and high quality solutions; positive emotional experience. SIGNS OF AN EFFECTIVE TEAM
SIGNS CHARACTERIZING THE TEAM WAY OF WORK The first letters of each of the characteristics form the word “PRODUCT”, which is key in characterizing the team way of work: Purpose and values Effectiveness Evaluation and recognition Capacity Satisfaction Collectivism Creativity
PROCESS OF CREATION OF A TEAM StageSignsTasks of the managerTasks of employees OrientationAlienation of employees from each other, dependence on management. Search for relationships Create conditions for comfortable acquaintance and establishing relationships Try to build relationships with everyone Struggle Conflicts appear between employees; “zones of influence” section, informal leaders emerge, the team is divided into groups Help in identifying the causes of conflicts and their constructive resolution; training employees in conflict-free interaction Self-analysis, understanding the true causes of conflicts, self-regulation Productivity Informal leaders delimit powers, “zones of influence”, build relationships with each other and management; teams and “companies” emerge Identify teams and build new relationships with them; neutralize “companies” Realize yourself in a team, realize common goals, a sense of unity The natural way for a group to sequentially go through several stages:
REQUIREMENTS FOR A TEAM LEADER According to T.V. Svetenko, G.V. Galkovskaya: “Mandatory leadership skills and skills: team coordination; to be a moderator, i.e. be able to create a favorable climate in the team; help team members with advice; resolve conflicts; report results; represent the team outside of it; negotiate in the interests of the team"
An important component of the ability to work in a team is a person’s tolerance. According to Valeria Dvortseva, General Director of VIZAVI Consult, the concept of “teamwork” implies the following skills: VIZAVI Consult to quickly adapt to a new team and perform their part of the work in a general rhythm; establish a constructive dialogue with almost any person; establish a constructive dialogue and convincing colleagues of the correctness of the proposed solution; admit your mistakes and accept someone else’s point of view; delegate authority; both to lead and to obey depending on the task assigned to the team; restrain personal ambitions and come to the aid of colleagues; ambitions to manage your emotions and abstract from personal likes/dislikes.
VARIABLE TEAM INTERACTION TECHNOLOGIES 1. “Eight Steps” Technology Step one. “Foggy situation” Step two. “Fact Finding” Step Three. “Defining the problem” Step four. “Creating a field of ideas” Step five. “Assessment and selection” Step six. “Solution image” Step seven. “Drawing up an action plan” Step eight. “Actions and their evaluation” 2. Technology “Six thinking hats” * “Red hat” * “White hat” * “Black hat” * “Yellow hat” * “Green hat” * “Blue hat” 3. Development technology critical thinking 4.Technology of the project method
PROJECT IMPLEMENTATION PLAN Contents of educational institution activities in an innovative mode Management teams Result Study of the principles of building an effective teaching team, various techniques and team building techniques; techniques for distributing roles between team members; essence of elements of pedagogical technology; Situational groups of teachers motivated for development under the leadership of the deputy. Directors for NMR 1. Members of situational groups, having deeply studied the elements of pedagogical technology, were involved in the preparation and conduct of seminars for teachers. 2. Teachers gained an understanding of pedagogical technology, its elements, felt the contradiction between modern requirements to mastery of pedagogical technology and the absence of this in their practice Development of a development program (innovative project “School of Self-Determination and Self-Realization”) Leading innovative component technology of the project method 1. Project group 2. Initiative groups (temporarily existing to develop ways to solve any problem) Development problem-oriented analysis, concept, strategic development plan, implementation plan for project stages. Development: graduate models (I-III levels of education); criteria for assessing the work activity of teaching staff; systems for stimulating teachers' work activity
PROJECT IMPLEMENTATION PLAN Implementation of the development program (“School of self-determination and self-realization”) Leading innovative component project method technology 1. Council on strategy and planning for school development 2. Teacher education: project method technology and collaborative learning 3. Yearly teams (teams of teachers teaching children of the same age, one parallel class) 4. Initiative group 1 5. Initiative group 2 Coordination of innovative activities at all levels (teacher > MO > yearly team > initiative groups). Analysis of the results of introducing innovations into the teaching methods of subjects, making a decision to eliminate shortcomings. Analysis of the results of mastering innovations in educational educational process in one parallel. Development and implementation of a plan for implementing solutions to eliminate the shortcomings in the implementation of project method technology and collaborative learning. Developing ways to solve the problem of humanization interpersonal relationships in “teacher-student” and “student-student” systems. Development of algorithms for independent activity of students. MO > annual team > initiative groups). Analysis of the results of introducing innovations into the teaching methods of subjects, making a decision to eliminate shortcomings. Analysis of the results of mastering innovations in educational process in one parallel. Development and implementation of a plan for implementing solutions to eliminate the shortcomings in the implementation of project method technology and collaborative learning. Development of ways to solve the problem of humanization of interpersonal relationships in the “teacher-student” and “student-student” systems. Development of algorithms for independent activity of students."> 
PROJECT IMPLEMENTATION PLAN Development of a development program (Innovative project “School of personal and professional self-determination”) The leading innovative component is a competency-based approach, an authentic assessment method. Strengthening the emphasis on education in the educational process. Project group of MO teachers Initiative group 1 Initiative group 2 Development of problem-oriented analysis, development concept, EER program “Formation in students of responsibility for the choice of forms and types of activities and its results.” Conducting seminars to study theoretical foundations innovations Management of advanced training of teachers, self-educational work to master the conceptual foundations of school development. Development of a methodology for applying a competency-based approach to training. Development of ways to improve corporate culture communication in the “teacher-student” and “student-student” systems.
EXPECTED RESULTS Creating a mindset to achieve a common goal Developing team and personal responsibility for the result Increasing the efficiency of business interaction within the team Forming cohesion and a sense of belonging to the team Forming positive expectations among participants from working in a team Unlocking the creative potential of participants In addition to purely educational achievements, the professional growth of a novice manager (teacher), since this particular task is one of the main ones when creating teams of this type Creating and strengthening a favorable psychological climate in the team Development and implementation innovative project"School of self-determination and self-realization"
TOOLKIT Mini-lecture Brainstorming Psycho-gymnastic exercises Demonstration experiments Role-playing games Analysis of specific situations using CD technologies Analysis of video tests Group and individual exercises and tasks Analysis of current experience in the “here-and-now” format
USED LITERATURE T.V. Svetenko, G.V. Galkovskaya. Innovative management in school management M., Azimov E.G., Shchukin A.N. Dictionary of methodological terms - St. Petersburg, Gerchikova I.N. Management. - M., Grayson D., Oedell K. American management on the threshold of the 21st century. - M., Meskon M., Albert M., Khedouri F. Fundamentals of management. - M., Vazina K.Ya., Petrov Yu.N., Berilovsky V.D. Pedagogical management (concept, work experience). - M., Pedagogical search / Comp. I.N. Bazhenova. - M., 2007.
TIPS from Steve Pavlina To form a strong team, you need to become a professional in creating teams To form a strong team, you need to become a professional in creating teams First the team, then the project Choosing the right team members is the single most important factor in the success or failure of the project Choosing the right team members is the only important factor in the success or failure of a project Select team players, not individual superstars Select team players, not individual superstars There should be a single leader on the team Program = team Keep in touch Share rewards Write it down Kick out underperforming team members
The teaching team is the main innovative resource for the development of an educational institution.
Teaching team -a group of educators organized to work together towards a common goal and sharing responsibility for the results achieved.
Teaching team– one of the main innovative resources for school development.
The potential of a teaching team consists of several components:
1. Consistency of goals and values of the content of training and education.
2. Degree of development of professional relations:
Ability to quickly solve problems;
Generation of non-standard solutions (creativity);
Professional code of honor.
3. Transformation of the teaching staff into a team of like-minded people united by a common vision, mission, and values.
Calling a group of teachers a team does not mean creating it formally, by order, and just the desire of the school director to force them to work as a team is not enough. To better understand the main differences between work groups and teams, we offer the following table.
Types of teaching teams
Depending on the assigned tasks, some teaching teams work for a long time, others for a short period and disband upon completion of the work.
Project team. This is a multifunctional group in which teachers of different academic disciplines can work, if necessary for the implementation of a pedagogical project. To complete a project, all team members must work closely with each other. Usually such teams are disbanded at the end of the project. But in research work, one project can follow another, which means team members can work for many years.
Team for operational problem solving. They can be called target teams, task forces. Usually these are short-term groups. The qualifications of team members are related to the specifics of the task being performed: they are brought in to jointly study complex or critical situations, to develop recommendations and implement them.
Improvement Team. As the name implies, these teams are engaged in optimizing the educational process.
Management team. In some schools they are called management teams. But if each member of the administration simply strictly fulfills their duties and does not go beyond their implementation, then this is not yet a team.
Differences between work groups and teams
Working groups | Teams |
The goals and objectives of the work are determined by the director of the educational institution. | Goals and objectives are determined by the team leader together with its members. |
Definition of individual roles, responsibilities and tasks. | Defining individual roles, responsibilities and objectives to achieve team results. |
The main activity is aimed at completing individual tasks. | The main activity is aimed at performing team tasks. |
Personal responsibility. | Personal and mutual responsibility. |
Concern for the results of individual activities and overcoming personal difficulties. | Caring about the performance of each team member and collectively overcoming the challenges facing the team. |
A team is a value-organizational unity of people, generated and united by joint activities to achieve common goals, which has internal structure, formed through the establishment of strong intra-collective business and informal connections. A team is an autonomous group of professionals created to quickly and effectively solve management problems.
Positive aspects of teamwork.
"Plus" | Index | |
Professional | Time | A team of professionals is able to quickly and efficiently solve a problem that usually takes a significant amount of time. |
Creativity | A team of professionals is able to generate non-standard solutions, creating a “piggy bank of solutions.” |
|
Quality | A professional’s “code of honor” will not allow you to do poor quality work. |
|
Communicative | Style | The team develops a style of cooperation and mutual support. |
Coordination | Each team member flexibly participates in the coordination of work. |
|
Social | Image | Having a team creates a favorable image for the school, inspiring trust among partners. |
Perspective | With a team in place, the school has an advantage in implementing the strategic plan. |
|
Spiritual | Values | Teamwork develops a creative value system for each member. |
Height | Teamwork always contributes to the personal and professional growth of team members, and therefore increases the effectiveness of the team as a whole. |
Literature
- Zhukovsky V. Features of creating a teaching team. – ucheba.com
- Leksina Z.V. The teaching team is the main innovative resource for the development of the educational institution. – mashared.ru
PEDAGOGICAL TEAM IS THE MAIN INNOVATION RESOURCE FOR THE DEVELOPMENT OF AN EDUCATIONAL INSTITUTION
FORMULATION OF THE PROBLEM
The concepts of “team” and “teamwork” are most developed in management, primarily in personnel management, and are associated with the special psychological and structural characteristics of a group of employees, which make it possible to organize effective interaction between employees to achieve assigned tasks.
Constant changes in the external and internal environment of the school require the search for new resources, adjustment of goals and objectives, development of new projects, establishment of new partnerships, which means that the work of diverse teaching teams is in demand. The process of team building becomes an integral part of the life of the school. It becomes even more urgent to transform the teaching staff into a team of like-minded people united by a common vision, mission and values. And in this case, strategic planning, project activities, and teamwork become personally significant, not only for the director and his administrative team, but also for all participants in the educational process, united into a single team.
FORMULATION OF THE PROBLEM
Team building ( team building) is a powerful management tool, the key to successful business development, which needs to be more widely introduced into the school system and the Russian Federation / or expanded application, improved.
In relation to the practice of subject teaching, the concept of “teamwork” began to be used in foreign methods from the late 50s - early 60s. last century. Theoretical and practical aspects of these trends in language teaching methods were summarized in a collection of articles published in 1992 by Cambridge University Press "Collaborative Language Learning and Teaching".
The term team / collaborative teaching (literally: “teaching in a team” / “collaboration in teaching”) - in a broad sense, refers to the interaction of a group of teachers with the goal of making teaching more effective. In a narrower sense, the term describes the joint work of two or more teachers in a classroom lesson, and it is this understanding that is most common in foreign language teaching methods.
FORMULATION OF THE PROBLEM
In the domestic methodology, the term “teamwork” is not used either in its broad or narrow sense. Its analogue in the domestic tradition can be the concept of “collaboration” - “educational cooperation”, “pedagogical cooperation”, “pedagogy of cooperation”. As a rule, it refers to the interaction of a teacher with students, although it can also describe the interaction of students in joint learning activities and the interaction of teachers in a system of interdisciplinary connections" (Tyukov, 1988).
So the working definition teamwork in relation to to the activities of teachers could be as follows: the unification of two or more teachers to ensure the effectiveness of the educational process by coordinating the content and methods of teaching during extracurricular time or when conducting classes together, as well as by combining these two ways of organizing work(the most effective examples in the areas of language teaching: bilingual teaching, bimodal teaching, the use of different channels of perception: cooperation between a speech therapist and a foreign language teacher using different working techniques, interdisciplinary training .
FORMULATION OF THE PROBLEM
Teachers working in a team may have different specialties, qualifications, and work experience. The distribution of teachers' functions will be largely determined by the field of study. The better team members understand the goals of teamwork, the more defined and logical the division of their areas of activity, the more effective the team’s work will be.
The reasons for the occurrence of possible difficulties in the team, and the trainings used to train and unite the team are also considered.
IN the project is being considered differences between a work group and a team, types of pedagogical teams, pros and cons of team work, signs of an effective team, signs characterizing a team way of working, the process of creating a team, stages of team development, behavioral styles of team members, team leadership, ways of influencing people during team formation.
PROJECT GOALS
EDUCATIONAL
Introduce:
with the principles of building an effective teaching team;
with various techniques and team building techniques;
with techniques for distributing roles between team members.
MANAGEMENT
create an effective team whose members would have initiative, a sense of responsibility, high efficiency and teamwork technologies for the development and then implementation of innovative projects “School of Self-Determination and Self-Realization” and others.
PROJECT OBJECTIVES
To form an idea of the principles, rules and advantages of team interaction when solving production and professional problems
Develop team interaction skills (combining your own goals and the goals of the group; working on the development and implementation of ideas as part of a group; interaction in a group/pair, result-oriented; turning problems into a resource)
Teach team members to successfully withstand the stressful effects of management activities without compromising mental and physical health
Quickly and effectively restore service life
PROJECT PARTICIPANTS
managers, teachers at various levels;
HR specialists;
other employees;
representatives of parent committees.
KEY CONCEPTS
Team is an autonomous group of professionals created to quickly and effectively solve management problems.
Group- is a community of people united by joint activities, unity of goals and interests, and mutual responsibility.
Team building- team creation process.
THE CONCEPT OF TEAM
The phrase “teaching team” means a group of teachers organized to work together to achieve a common goal and sharing responsibility for the results obtained.
DIFFERENCES BETWEEN WORK GROUPS AND TEAMS
TYPES OF TEACHING TEAMS
Team for operational problem solving. They can be called target teams, task forces. Usually these are short-term groups. The qualifications of team members are related to the specifics of the task being performed: they are invited to jointly study complex or critical situations, to develop recommendations and their implementation.
Improvement Team. As the name implies, these teams are engaged in optimizing the educational process.
Management team. In some schools they are called management teams. But if each member of the administration simply clearly fulfills his duties and does not go beyond the scope of their implementation, then this is not yet a team
Project team. This is a multifunctional group in which teachers of different academic disciplines can work, if necessary for the implementation of a pedagogical project. In order to complete a project, all team members must work closely with each other. Usually such teams are disbanded at the end of the project. But in research work, one project can follow another, which means team members can work for many years.
In the organizational structure of large projects and in their management, three types of project teams can be distinguished:
1. Project team (PT) - the organizational structure of the project created for the period of implementation of the project or one of the phases of its life cycle. The task of the project team management is to develop policies and approve the project strategy to achieve its goals. The project team includes individuals representing the interests of various participants (including stakeholders) of the project.
TYPES OF PROJECT TEAMS
2. Project Management Team (PMT) - the organizational structure of the project, which includes those members of the CP who are directly involved in project management, including representatives of some project participants and technical personnel. In relatively small projects, the PSC may include almost all members of the CP. The task of the PMC is to perform all management functions and work in the project as it progresses.
TYPES OF PROJECT TEAMS
The project management team (PMT) is the organizational structure of the project, headed by the project manager (chief manager) and created for the period of implementation of the project or its life phase. The project management team includes individuals who directly perform managerial and other project management functions. The main tasks of the project management team are the implementation of project policies and strategies, the implementation of strategic decisions and the implementation of tactical (situational) management.
Interpretation of the place and role of the project team
DISADVANTAGES OF TEAMWORK
Time: The team building process is “time-intensive.” It takes a lot of time for a work group to become a team.
Emotional-volitional resource: for group members to become a team, significant efforts are required to develop “team spirit”; Additional training of team members may be required.
"Human factor": in a team, the value of the person, the school director, increases sharply, and each team member needs to be psychologically prepared for this.
Democratic: The administrative-command style of management in a team “does not work.”
"Exclusivity": The team model is not always suitable for “replication”; each new team must be created with special care and care.
Fragility: in a team, much depends on the relationships between its members, on the “team spirit”, value system, and development philosophy.
These categories are subtle and require constant support and accompaniment..
ADVANTAGES OF TEAMWORK
SIGNS OF AN EFFECTIVE TEAM
high results at work;
high satisfaction of team members with belonging to it and working in it;
a large number of proposed ideas and solutions;
a large number of solved problems and high quality solutions;
positive emotional experience.
SIGNS CHARACTERIZING THE TEAM WAY OF WORK
The first letters of each characteristic form a word "PRODUCT", which is key in characterizing the team way of working:
P purpose and values
R effectiveness
ABOUT value and recognition
D her ability
U satisfaction
TO collectivism
T creative approach
FACTORS OF TEAM EFFECTIVENESS
size
TEAM BUILDING PROCESS
TEAM BUILDING PROCESS
REQUIREMENTS FOR A TEAM LEADER
On TV. Svetenko, G.V. Galkovskaya:“Required leadership qualities and skills:
coordinate the team;
to be a moderator, i.e. be able to create a favorable climate in the team;
report results;
represent the team outside of it;
negotiate in the interests of the team"
An important component of the ability to work in a team is human tolerance
According to Valeria Dvortseva, General Director of the Space Agency "VIZAVI Consult", the concept of “teamwork” implies the following skills:
quickly adapt to a new team and do your part of the work in a general rhythm;
establish constructive dialogue with almost any person;
convincingly convince colleagues of the correctness of the proposed solution;
admit your mistakes and accept someone else’s point of view;
delegate authority;
both to lead and to obey depending on the task assigned to the team;
restrain personal ambitions and come to the aid of colleagues;
manage your emotions and abstract from personal likes/dislikes.
VARIABLE TEAM INTERACTION TECHNOLOGIES
PROJECT IMPLEMENTATION PLAN
PROJECT IMPLEMENTATION PLAN
PROJECT IMPLEMENTATION PLAN
EXPECTED RESULTS
Creating a mindset to achieve a common goal
Development of team and personal responsibility for results
Increasing the efficiency of business interaction within the team
Forming cohesion and a sense of belonging to a team
Forming positive expectations among participants from working in a team
Unlocking the creative potential of participants
In addition to purely educational achievements, the professional growth of a novice manager (teacher), since this is precisely the task that is one of the main ones when creating teams of this type
Creating and strengthening a favorable psychological climate in the team
Development and implementation of the innovative project “School of Self-Determination and Self-Realization”
TOOLS
Mini-lecture
Brainstorm
Psycho-gymnastic exercises
Demonstration experiments
Role-playing games
Case Study Analysis Using CD Technologies
Analysis of video samples
Group and individual exercises and tasks
Analysis of current experience in the “here-and-now” format
REFERENCES
T.V. Svetenko, G.V. Galkovskaya . Innovative management in school management M., 2009.
Azimov E.G., Shchukin A.N. Dictionary of methodological terms - St. Petersburg, 2006.
Gerchikova I.N. Management. - M., 2008.
Grayson D., Oedell K. American management on the threshold of the 21st century. - M., 1999.
Meskon M., Albert M., Khedouri F. Fundamentals of Management. - M., 2001.
Vazina K.Ya., Petrov Yu.N., Berilovsky V.D. Pedagogical management (concept, work experience). - M., 2001.
Pedagogical search / Comp. I.N. Bazhenova. - M., 2007.
To form a strong team, you need to become a professional in team building
First the team, then the project
Selecting the right team members is the single most important factor in the success or failure of a project.
Choose team players, not individual superstars
There should be only one leader in the team
Program = command
Keep in touch
Share the reward
Write it down
Kick out lagging team members
SO,
Coming together is a beginning, staying together is progress, working together is success.
Henry Ford
