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L.L. Portianskaya
STRATEGIC MANAGEMENT IN THE SYSTEM OF MODERN EDUCATION: CONCEPTUALIZATION OF CONCEPTS AND APPROACHES
The article explores topical issues of forming a management strategy for the system Russian education; a number of conceptual concepts and approaches are defined that reflect the current content of strategic management in the education system.
Keywords Keywords: modernization, strategic management.
Significant changes are taking place all over the world national systems education. Against the background of these changes, one of the leading trends in the process of education management is its orientation towards a thinking and creative person. Domestic scientists and practitioners pay attention, as a rule, to such important, but multidirectional aspects of management in the education system as the conservatism of education, the crisis of education, the modernization of education, informatization of education, the quality of education, the effectiveness of the education system, the processes of integration into the world education system, which in totality predetermines the need to develop new approaches to the formation of a new concept of management in this area.
However, even the conceptual apparatus of the concept of strategic management in the system modern education is still in its infancy. Russian system education has entered that stage of reform and modernization, when the lack of a developed strategy hinders its further full development. Therefore, the issues of conceptualization of concepts and approaches in the field of strategic management in the field of education are of great scientific and practical interest.
Revealing the features of strategic management in the education system, first of all, op-
The term "strategy" consists of two Greek words: "stratos" - an army and "ago" - I lead. In military science, strategy means the ability to correctly calculate and organize the movement of troops.
In the economic reference literature, strategy is seen as the art of leadership, overall plan conducting this work, based on the prevailing reality at this stage of development; as a way of using funds and resources aimed at achieving development goals and taking into account the conditions of the external environment, as well as factors such as uncertainty, chance and risk.
Strategy is the main means of achieving the general goal; an integral part of the decision - making process on development directions ; a set of settings, decision-making rules and methods for transferring the system from the old (existing) position to a new (target) state, ensuring the effective fulfillment of its purpose (mission).
Allocate market, innovative, competitive, marketing strategies. The main feature of the strategy is not a temporary, current adaptation to adverse conditions, but a constant and active attitude towards the external environment. The strategy expresses the attitude of the social
but-economic system and its participants to certain aspects of the external environment.
The strategy is not a plan or its equivalent. Strategy - the "course of action" that management will use to achieve the overall goal.
In turn, "management" is the ability to achieve goals using labor, intellect, motives for the behavior of other people; the process of planning, organization, motivation and control necessary in order to formulate and achieve the goals; the process of purposeful influence of the subject of management on the object of management in order to achieve certain results.
Despite the difference in approaches to the definition of the concept of "management", we believe that the main task of management is to guide people, coordinate their activities to achieve a specific goal.
The subject of management is a person, group or specially created body, which is the bearer of managerial influence on social facility(controlled system), which carries out activities aimed at preserving the qualitative specifics, ensuring its normal functioning and successful movement towards a given goal.
The control object is social system(country, region, industry, enterprise, team), to which all types of managerial influence are directed in order to improve it, improve the quality of functions and tasks, and successfully move towards the planned goal.
The development of strategic management problems was devoted to the works of such well-known authors as I. Ansoff, P. Doyle, B. Karlof, G. Mintzberg, T. Peters, M. Porter, M. Starr, A. Thompson, G. Hamel, K. Hofer, E. Chandler, G Steiner, K. Andrews and many others. So, Professor E. Chandler from the Harvard Business School identified three essential components of the strategy: defining the main long-term goals and objectives, adopting a course of action, and allocating resources. A. Thompson and A. Strickland consider strategic management as five main ongoing tasks: defining the scope of activities and the formation of strategic attitudes; formation of a strategy to achieve the intended goals; implementation strategic plan; evaluation of the results of
validity; changing the strategic plan or methods of its implementation .
According to O.S. Vikhansky, strategic management is a dynamic set of processes that logically follow from each other: environment analysis, mission and goal definition, strategy selection, strategy implementation, evaluation and implementation control.
In most works, the concept of strategy as specific process organization management.
But the concept of strategic management in the system of Russian education is radically different from the strategic management of an organization and is determined, first of all, by the state policy in the field of education and the fact that education in Russia is considered as part of the social sphere, which is fundamentally different from the Western European approach, where education is seen as a production industry.
Public policy Russian Federation in the field of education is aimed at creating a new national model of the education system, taking into account the emerging political, economic and socio-legal conditions. Legal basis legislation in relation to education are primarily the provisions enshrined in Art. 43 of the Constitution of the Russian Federation, establishing the right to education. The Constitution of the Russian Federation guarantees the general availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises. Every citizen of the Russian Federation has the right, on a competitive basis, to receive higher education in a state or municipal educational institution and at an enterprise.
According to the Law of the Russian Federation of July 10, 1992 N ° 3266-1 "On Education", the organizational basis of the state policy of the Russian Federation in the field of education is the Federal Target Program for the Development of Education. At present, the process of modernization and development of the domestic education system is carried out on the basis of the provisions enshrined in the Federal Target Program for the Development of Education for 2006-2010 (hereinafter - FTsPRO), approved by Decree of the Government of the Russian Federation of December 23, 2005 No. 9 803 (as amended, out-
As follows from Art. 8 of the Law on Education, the education system is a set of interacting:
Continuity educational programs different levels and orientations, federal state educational standards and federal state requirements;
Networks of educational institutions implementing them and scientific organizations;
Bodies exercising management in the field of education, and institutions and organizations subordinate to them;
Associations legal entities, public and state-public associations carrying out activities in the field of education.
State administration in the field of education is carried out within the limits of their powers by federal state bodies and bodies state power subjects of the Russian Federation. The federal executive authorities exercising public administration in the field of education include federal executive authorities that carry out the functions of developing state policy, legal regulation, control and supervision, managing state property and providing public services in the field of education, as well as federal executive bodies
authorities in charge of educational institutions. In municipal districts and urban districts, management in the field of education is carried out by the relevant bodies local government(Article 37 of the Law "On Education").
Based on this, we can conclude that the federal government bodies are at the top (first) level of management of the education system; the next (second) level is the state authorities of the subject of the Russian Federation; third level - local governments municipal districts and urban districts, the fourth level - institutions and organizations subordinate to them (Fig.).
Thus, the concept of strategic management in the field of education is the result of the interaction of several management entities, the goals and objectives of which may not initially coincide. In addition, these entities have different opportunities (organizational, personnel, financial, informational) for the implementation of strategic programs and projects. That is, in fact, we cannot talk today about the universalization of strategic goals, equal access to education and ensuring its quality for all citizens of the country.
An analysis of the tasks formulated in the FTsPRO, mainly at the upper (federal) level of strategic management, shows that by 2010 there should be:
Education development strategy
Rice. Management levels in education
content of education; updating the content of vocational education; development of modern information technologies in the field of education; creation of a system of continuous education; improving the quality of general secondary education; increasing the competitiveness of Russian education; increasing the accessibility of higher education on social and territorial grounds; improving the structure of the education system; increasing the investment attractiveness of the education sector. However, the task of forming a new strategy for the development of the education system is not set by the developers of the FTsPRO.
The "Concept for the modernization of Russian education for the period up to 2010" for the long term as a general, strategic line for the coming decade, outlined the modernization of education, but the very concept of "strategy for managing the education system" is not disclosed in the Concept.
The main goal of the Concept is to create a mechanism sustainable development the education system of Russia, and on this basis, ensuring the social and economic needs of the country, the individual, society and the state. Expansion of accessibility, improvement of the quality of general and vocational education, improvement of its effectiveness is planned to be achieved on the basis of such management principles as scientific substantiation of the choice of options for solving problems and risk assessment, model and experimental testing of alternative options, a wide discussion in society of the possible consequences of the reform, monitoring the implementation of decisions and the corresponding opportunity to correct actions.
Methodologically, everything is correct, but here again the problem of resource support for the mechanism of sustainable development of the education system in each specific region and country as a whole arises.
The strategic goals of the state policy in the field of education, the expected results of the development of the education system for the period up to 2025 are defined in the National Doctrine of Education in the Russian Federation, approved by the Decree of the Government of the Russian Federation of October 4, 2000 No. 751 "On the National Doctrine of Education in the Russian Federation", but they are only general, declarative in nature:
Creating the basis for a sustainable socio-economic and spiritual development Russia, provision High Quality the life of the people and national security;
Strengthening the democratic rule of law and the development of civil society;
Staffing for a dynamically developing market economy integrating into world economy, which has high competitiveness and investment attractiveness;
Assertion of Russia's status in the world community as a great power in the field of education, culture, art, science, high technology and economy.
How successfully these goals are being realized can be judged, for example, by the international rankings of Russian universities. In the Shanghai ranking (ranking of the Shanghai University (Shanghai Jiao Tong University)) the best of the Russian universities - Moscow State University. M.V. Lomonosov (MSU) - did not rise above 66th place (2004). Also in the fourth hundred of this rating, St. Petersburg State University (SPbGU) is regularly present. In the THES-QS rankings (ranking of the British newspaper Times), MSU could not rise above 79th place in four years.
More than half of graduates of Russian universities work outside their specialty. All surveys of employers show growing dissatisfaction with the quality of university education and the lack of connection between education and the labor market.
Higher education in Russia is still heavily underfunded. Receipts from state and non-state sources account for about one percent of GDP. In Europe, these costs are at the level of two percent, and in the US - three. If we take into account the multiple difference in the absolute value of GDP between Russia and the OECD countries, then we get a tenfold discrepancy in the amount of funding.
If the salaries of professors in the United States range from about $63 thousand to $136.3 thousand (on average, $101.7 thousand) per year, then in Russia the average salary of a professor or doctor of science, calculated according to the Unified tariff scale taking into account bonuses for the position and additional payments for an academic degree, in 2008 amounted to 14,500 rubles per month (or
about $6.3 thousand per year). That is, the gap is at least 10 times.
The conclusion is obvious: the absence of a clearly formulated comprehensive strategy for the development of the Russian education system leads to the lack of an adequate analysis of the past state of the system, to the problems of the present and the uncertainty of the future.
We believe that the features of the strategic management of the education system are determined by its essential features, principles of functioning, mission, the need to perform a special socially significant function in modern society and development directions that meet the needs of society, the state and the individual in the long term, taking into account geographical, cultural, historical and resource regional opportunities.
The Russian education system in terms of strategic management has a number of features. First, it still bears the imprint of the Soviet system. Secondly, it is the focus of a strong and diverse, largely underestimated and unclaimed intellectual resource, characterized, on the one hand, by creativity and receptivity to everything new, and on the other hand, by disbelief in the possibility of implementing new ideas and projects. Thirdly, the responsibility for the development of the system rests directly with the state (represented by educational authorities), whose decisions and actions do not always coincide with expectations. professional community. Fourth, the system of regulation educational activities is based on standards and requirements that rigidly fix educational activities, both in terms of time and content. Fifth, it is a rather heterogeneous system of interests with actively interacting managing and managed systems.
In our understanding, strategic management in the system of modern Russian education should be based on the following fundamental provisions, regardless of the territory:
Recognition of education as the most important social institution and a specific sector of the economy, providing all citizens living in the country with equal conditions for obtaining high level education, as
new well-being of the individual, its social mobility;
Ensuring the dynamics of the development of the education system based on global trends in the development of education, the universality and variability of education, the self-realization of each individual, his positive motivation to receive education, preparedness for choosing a profession, further self-education in accordance with the needs of the individual and society;
Recognition of education as strategic resource sustainable development of the country as a multicultural space that provides a combination of national-regional, interregional, all-Russian and international interests in solving complex problems of education.
We agree with experts that the art of strategic management lies in the creation and debugging of such an educational infrastructure that would set the vectors innovative development preparing people for the economy of the future; responded to changes in the labor market and at the same time solved the problems associated with the transfer of cultural and social norms and standards of public life. At the same time, it is important to avoid the extremes of the “state plan” (centralized distribution of resources and orders for the training of specialists) and the “free market” (education serves the labor market). The innovative approach to education reform is based on the idea that the education system does not so much adapt to the labor market as it is itself a source and incubator of new ideas, innovative solutions, and breakthrough technologies.
Thanks to the works of M. Porter and his followers, a wide range of concepts and techniques appeared, the purpose of which is to develop and maintain competitive advantages by predicting and using the possibilities of the external environment, some of which are quite applicable to the education system if we consider it in a highly competitive market environment with installation on an innovative development trajectory.
The education system management bodies should also be guided by the recommendations of the UN experts, who raised the issue of a fundamental change in approaches to education. state regulation social development. At the XII meeting of experts dedicated to the Pro-
UN gram in the field government controlled and financing, it was proposed to use the “strategy of synergistic selective modular improvement of state potential” when developing state programs. In other words, to carry out strategic planning of socio-economic development, designed for the long term (up to 50 years), broken down into 5-10-year cycles. And, it should be noted that at present such approaches to planning are actively used abroad, in contrast to Russia, which has yet to master a new method of strategic planning, including in the field of managing the education system.
Thus, strategic management in the system of modern education is a new management philosophy, including a dynamic set of interrelated management processes for making and implementing decisions, in order to preserve competitive advantage systems in the long term.
Bibliographic list
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Strategic planning - determines the direction of activity (development) of the school in a changing external and internal environment. A strategic plan is a scientific prediction of the state of an educational institution in the long term. Criteria for a good plan: the plan must meet the needs of the institution and the requirements of the external environment; it must be realistic and achievable with available resources; intended outcomes should be clearly defined; stages or intermediate phases of the plan should generate results that can be assessed quantitatively and qualitatively; the plan should define clear timelines for each phase; a manager, not a performer, should be responsible for each result; good plan should provide for all possible changes in the environment.
The strategic plan is an integral part of the development program of an educational institution The development program is a special kind of school-wide work plan. It is considered as a tool that ensures an effective and economical transition of the school community to a new qualitative state, and at the same time as a tool that ensures the management of this transition. The components of the development program: - analytical justification, - goals and objectives, - means of achieving goals, - planning of the most important actions, actions, events, events that ensure the achievement of the goal within the established time frame, certainty and consistency of these actions, responsible executors.
Program - a description of the model of future activities in general or in one / several areas. Concept - 1) the main point of view, the guiding idea; guiding idea, constructive principle various kinds activities; 2) a relatively complete and complete, structured set, a system of views, ideas, ideas. Description of the main meaning of the activity as a whole. The school development program is the most important strategic document of an educational institution that is transitioning (transitioned) into an innovative mode of life; - a special kind of school-wide work plan, which differs from the traditional focus on solving strategic problems, introducing major innovations, on the implementation of current, promising, expected, predictable educational needs, social order for education.
Objectives of the development program: 1. Determining the place of the school in the system social connections and identification of the achieved level of its development through strategic analysis. 2. Description of the image of the desired future state of the school, its organizational structure and features of functioning. 3. Development and description of the strategy and tactics for the transition of the school from the existing to a new, desired state; preparation of a specific plan for such a transition.
Section 1. School Information Statement is informational text., which summarizes the most important information about the school. Content information note recommended: - indicate the name and status of the school today, the most important stages in the history of the school; - to give brief description the social environment of the school and describe the nature of its influence on the educational institution; - briefly describe the role of the school in society, in the territorial educational system; indicate the most important volumetric data of the school (the number of students, classes - sets, the presence and nature of streams and various types of classes, shifts in classes); - characterize the contingent of students; - characterize the teaching staff of the school; - to characterize the current programmatic and methodological support of educational and educational processes; – describe approaches to diagnosing the results of the educational process;
In the content of the information note, it is recommended: - to characterize the state of the school building, the infrastructure of the educational process, the classroom fund, the educational and material base of the school; – to characterize the normative-legal and documentary support of the work of the school; – briefly describe the system of work with teaching staff; - to provide information about the main results of the educational process (in dynamics over the past few years), the main results of innovative processes, and experimental work at school. In the course of presenting information in the help, it is desirable to use graphs and diagrams with brief comments.
Section 2. The concept of the desired future state of the school is a detailed, although not yet fully specified, idea of the expected result of the development of the school. It prescribes what the school should become as a result of systemic innovations. The concept of school development describes the transition of the school to a new state (part of the concept of the desired future state of the school). The concept of the desired future state of the school assumes the presence of the following interrelated blocks in it: 1. Strategic foundations for the life of the school and the main characteristics of the internal environment of the school; 2. The concept of the educational system of the new school; 3. The concept of the providing system of the new school; 4. Concept control system new school.
1. The strategic foundations of the life of the school and the main characteristics of the internal environment of the school: - the system of values of the school, its philosophy; the main principles of its life; general orientation of the school; - the mission of the educational institution; belonging of the school to one or another type or variety of educational institution (for example, to gymnasiums, lyceums, etc.); – model (models) of school graduates, intra-school education quality standard; - the principles of building the organizational structure of the new school, the main organizational units and the links between them; - characteristic organizational culture new school; - the general mechanism of the functioning of the new school and the mechanism of its transition to the next cycle of development.
2. The concept of the educational system of the new school: - the general principle, the system of organization of the educational process (classroom or other organization system); - the general structure of the educational system, tasks and expected results, models of educational outcomes (graduates) for each substructure (levels, school modules, etc.); - interconnection and complementarity in the educational system of the school of the didactic subsystem and the subsystem of extracurricular educational work; - types of student flows and educational trajectories, types of classes, principles for recruiting students and forming classes and groups; – principles of grouping teachers to work with various categories students;
3. The concept of the supporting system of the new school: - the internal conditions for the life of the school, necessary and sufficient for its successful functioning and further development (social - psychological, organizational - pedagogical, material - material, social - household, sanitary - hygienic, aesthetic, spatio-temporal and etc.); - requirements for the nomenclature, quality and volume of resources necessary for the full functioning of the school and its new educational system, to create the necessary internal conditions for life (for each type of resource - personnel, conceptual, information, regulatory, logistical, financial, etc. .); - general principles construction and expected future state of school structures, services, organizational units involved in providing the school with all the necessary resources (also for all types of resources); - external relations of the school and their contribution to the resource support of its life; - the most important properties and characteristics necessary for the school community to solve educational and supporting tasks (value orientations and goal-setting features, organization, cohesion, involvement in management, harmony, responsibility, compatibility, stability, innovative mobility, etc.); - the nature of group dynamics and relationships in the team.
4. The concept of the control system of the new school: - orientation characteristic, the main properties of the control system (for example, - the main content management activities, the most important functions of the management system (planning, organization, management, control), methods and means of management, basic management technologies; - organizational structure control system, the composition of the main subjects of management and relations between them, functional duties, powers, resource support of the subjects of educational activities; - organizational management mechanisms, constantly operating standardized management subsystems (personnel certification, control, etc.); - the necessary conditions and resources for management activities.
The concept of school development in the program of its development can be stated in the section "Strategy and tactics of transition (transfer) of the school to the desired future". Section blocks: 1. School development strategy; 2. Specific goals for the next development step; 3. Specific tactical - operational action plan for the implementation of the concept.
1. School development strategy: - the main areas of the upcoming transformations (subsystems of the school and their parts, which, more than others, require updating); - the main directions of development in the selected areas (for example, “updating the content of education”, and as directions “integration of the content of education”, “humanization of the content of education”, etc.); - Strategies - general plans for changes by school levels, areas and directions of transformations; - specific tasks for updating the school in all the identified areas and the innovations corresponding to them, along with the expected results; - stages of transformations, sequence and timing of their implementation. 2. Specific goals for the next step in development: - specific, measurable goals and objectives of the educational system of the school (can be formulated in terms of levels, parallels, subjects, highlighting the goals of learning and extracurricular educational work, etc.); - specific, measurable goals of other subsystems of the school, organizational units and divisions. 3. Specific tactical - operational action plan for the implementation of the concept.
Collection output:
STRATEGY FOR THE DEVELOPMENT OF AN EDUCATIONAL INSTITUTION
Zykova Svetlana Ilyinichna
Master of Management BrPK, Bratsk
An organization's strategy is a master plan of action that prioritizes strategic objectives, resources, and a sequence of steps to achieve strategic goals. This definition is formed for industrial enterprises.
Strategy is a complex and potentially powerful weapon with which modern organization can withstand changing conditions. However, this is a difficult weapon. Its implementation and use is not cheap, but there is strong evidence that the implementation of strategic management pays off with a vengeance, especially for an organization that finds itself in an unstable environment.
Strategic management is necessary to achieve performance in a competitive environment. Basically, all textbooks, articles are written for industrial organizations,
while for educational institutions this is also relevant. The relevance lies in the fact that competitiveness in the market educational services is growing and to achieve a high level of performance, a competent approach is needed in the field of strategic management in education. Therefore, it is necessary to adapt strategic management for enterprises to the strategic needs of educational institutions.
There are four main types of strategies.
Concentrated growth strategies - a strategy for strengthening positions in the educational services market, a strategy for developing the system of educational services, a strategy for developing the educational services themselves.
Integrated growth strategies - reverse vertical integration strategy, forward vertical integration strategy.
Diversification growth strategies - centered diversification strategy, horizontal diversification strategy.
Reduction strategies - elimination strategy, "harvest" strategy, reduction strategy, cost reduction strategy.
At its core, a strategy is a set of decision-making rules that guide an organization in its activities. It includes general principles on the basis of which the managers of a given organization can make interrelated decisions designed to ensure a coordinated and orderly achievement of goals in the long term.
There are four different groups of rules:
- The rules used in assessing the performance of the organization in the present and in the future. The qualitative side of the evaluation criteria is usually called a benchmark, and the quantitative content is a task.
- The rules by which the organization's relations with its external environment are formed, determining: what types of activities and technologies it will develop, how to achieve superiority over competitors. This set of rules is called product-market strategy or business strategy.
- The rules by which relationships and procedures are established within an organization. They are often referred to as the organizational concept.
- The rules by which a firm conducts its day-to-day activities, called basic operating procedures.
The formulated strategy should be used to develop strategic projects using the search method. The role of strategy in search is, first, to help focus attention on certain areas and opportunities; second, to discard all other possibilities as incompatible with the strategy.
The need for the previous strategy disappears as soon as the real course of development will lead the organization to the desired events. While formulating a strategy, it is not possible to foresee all the possibilities that will open up when drafting specific activities. Therefore, one has to use highly generalized, incomplete and inaccurate information about various alternatives.
As soon as specific alternatives are discovered in the search process, more accurate information. However, it may call into question the validity of the original strategic choice. Therefore, the successful use of the strategy is impossible without feedback.
The most important strategic goals of an educational institution is to create conditions for increasing its competitiveness in the field of educational services for vocational training of young people.
The levels of strategy in an organization are fundamentally different from the levels of strategy in an educational institution.
The first level is analytical. Here, a phased analysis of all departments and structures of the educational institution is carried out. Identifies shortcomings and positive points previous strategies. Determine whether the set tasks have been implemented, whether the goals have been achieved, etc.
The second level is the definition of a strategic goal. At this level, the direction of development of an educational institution is developed, the meaning of the existence of an educational institution is expressed. The main goal is supposed to be to increase the competitiveness of an educational institution in the field of educational services.
The third is the choice of strategy. At this stage, they determine how to achieve the strategic goal and realize their mission.
The fourth level is execution. It is necessary to properly involve the existing capacity of the educational institution for the implementation of the strategy. This applies in particular to the use of labor potential.
The next levels are the evaluation and control of the implementation of the strategy. They are logically the last process carried out in the strategy of an educational institution. To carry out assessment and control, it is necessary to determine: assessment indicators, assessment and control standards, finding out the reasons for the lack of performance, making adjustments, if necessary and possible. At this level, monitoring and evaluation are aimed at finding out to what extent the implementation of the strategy leads to the achievement of the goals of the educational institution.
The variety of strategies used in strategic management makes it very difficult to classify them. Among the classification features, the most significant are the following:
- decision-making level;
- the basic concept of achieving competitive advantages;
- stage life cycle industries;
- the relative strength of the organization's industry position;
- the degree of "aggressiveness" of the organization's behavior in the competition.
A complicating factor is that most strategies cannot be identified by one of the features. Zabelin P.V. and Moiseeva N.K. They propose to classify all strategies according to three criteria:
- belonging to the five fundamental strategies for achieving competitive advantages (global strategies);
- belonging to the strategies of portfolio management of business areas (portfolio strategies);
- belonging to strategies applied depending on external and internal conditions (functional).
For each strategic advantage find your own weak side or disadvantage: any strategy has its pros and cons related to its content.
1. Strategy sets the direction
Strengths: The main point of the strategy is to show the organization a reliable development course in the existing conditions. Flaws: Strategic course can, like curtains, obscure potential dangers. The direction is of great importance, but sometimes it is more advisable to slow down, slow down, carefully, paying attention to what is happening on the sides, in order to change behavior at the right time.
2. Strategy coordinates efforts
Strengths: The strategy promotes coordination of activities. In the absence of a strategy, chaos reigns in the organization, when management "pulls the cart" in different sides. Weaknesses: Excessive coordination of effort leads to the reign of “groupthink” and the loss of peripheral vision, due to which we often notice new opportunities. The adopted strategy dominates the organization, penetrating every cell of it.
3. Strategy characterizes the organization
Strengths: Strategy outlines the nature of the organization and demonstrates it distinctive features. The strategy provides not only a key to the overall understanding of the organization, but also a convenient way to understand how it "does business." Disadvantages: Defining an organization in terms of its strategy can be too simplistic, to the point of using stereotypes, resulting in the scope and complexity of the system being overlooked.
4. Strategy provides logic
Strengths: The strategy removes uncertainty and provides order. In this sense, it is akin to a theory that simplifies and unifies the world and facilitates the operation of a cognitive structure. Disadvantages: Ralph Waldo Emerson said that “stupid logic is a sign that haunts narrow-minded people ...” Creativity does not tolerate consistency - the creator finds new combinations of phenomena that were previously considered incompatible. Any strategy, like any theory, is a simplification that inevitably distorts reality.
When there is a strong conviction in their actions, as a rule, very good results can be achieved. This is precisely the role of the strategy: with its adoption, the main problems are removed, and people, having decided on the main thing, instead of discussing the choice best offer pay attention to details - the choice of specific goals.
Lack of strategy is not always a negative factor. Thoughtful actions contribute to increasing the flexibility of the organization and in the absence of a unified strategy. Organizations characterized by rigid control systems, adherence to formal procedures and the desire for constancy, lose the ability to innovate and experiment.
Bibliography:
- World economy // Strategic management [electronic resource] - Access mode. - URL: http: www.ereport.ru
- Petrov A.N. Strategic management / Under. ed. A.N. Petrov. - St. Petersburg: Peter, 2010. - 496 p.
Rudnev V.A. Mission, strategy and practical actions. //Head teacher. - 2006. - No. 8.
Strategy is a generalizing model of actions necessary to achieve the set management goals based on selected criteria (indicators) and efficient allocation of resources. Strategic management (management) assumes the presence of five elements: the ability to simulate a situation (to identify problems); the ability to identify the necessary changes (to formulate goals); ability to develop a strategy for change (basic strategies); the ability to use various methods of influence (implementation and implementation of the strategy); ability to make adjustments to the strategy (change management).
Strategic planning is the process of developing a strategic plan by formulating the goals of the organization, analyzing development problems, choosing basic strategies and forecasting socio-economic development in order to ensure effective work organizations in the future.
The strategic planning process is a tool that helps to make long-term decisions in the face of uncertainty about future development and the influence of the external environment. Its mission is to innovate and organizational change in sufficient volume to adequately respond to changes in external environment. Strategy planning does not end with any immediate action or quick results.
The strategic planning process requires both formal and informal procedures for its implementation. In order to understand and correctly assess the interrelationships, interaction, and interdependence of all departments of the organization, its activities and it is enough complex system plans, the planning process needs to be organized and formalized.
The formalization of the planning process and the inclusion in the functional responsibilities of the heads of educational institutions of the preparation of information of a strategic nature ensures that many promising proposals will not pass by the attention of personnel involved in the development of the organization's strategy. It is very important to create a system to stimulate proposals related to the development of new technologies, expanding the range of educational services, developing new markets, etc.
Inclusion in the planning system of modern computer science, economic and mathematical methods and models can significantly raise the average level of planned work in an educational institution and the validity of strategic decisions. Strategic planning makes it possible to involve a wide range of managers and mid-level specialists in strategic thinking.
The process of strategic planning differs significantly from the process of making operational decisions. Here it is necessary to solve problems related to the choice of alternative solutions. This applies to the choice of organization goals, the allocation of resources, the choice of strategic objectives. The search for alternative solutions is largely due to the adaptive nature of strategic planning. Adaptability - an indispensable condition for a strategic plan - is implemented through a situational approach and implies the existence of an alternative plan and strategy that an educational institution can switch to. It is a reaction to the changes taking place in his external environment.
The essence of the strategic planning process is to find answers to the questions:
1. What is the current position of the educational institution?
2. What is the strategic situation in which it is located?
3. In what position does the leadership of the educational institution want to see it in the future?
4. What obstacles may arise on the way to the goal?
5. What and how should be done to achieve the goals of the organization?
Exist different models strategic planning process. On fig. 1. a diagram of the strategic planning process is presented. The steps outlined in the figure make up the strategy planning process.
Rice. one.
The strategy planning process involves a number of difficulties in mastering it. A new strategy, as a rule, destroys the type of relationship that has developed in an educational institution and may come into conflict with the management's policy. The natural response to this is to fight against any innovation that violates traditional relationships and authority structures. Another significant problem is that the introduction of strategic planning leads to a conflict between the old activities (operational management) that provide profit, and new ones. The next problem is that educational institutions usually do not have the information about themselves and the external environment necessary for effective strategic planning, and the available statistics are not enough. As a rule, there are no leaders capable of developing and implementing a strategy, and appropriate structural units(marketing department).
A scenario is a description of a picture of the future, consisting of coordinated, logically interconnected events and a sequence of steps leading with a certain probability to a predictable final state (image of the organization in the future).
Development scenarios are developed for industries, the organization as a whole and their strategic divisions, functional areas of activity, the most important factors environment, markets.
This method is very useful when choosing the mission and goals of an educational institution, determining a development strategy, when forecasting for 10-20 years, when today's achievements lose their significance, the range of new opportunities increases. Scenarios should develop pictures of the future educational institution from the present situation. This work is carried out systematically and taking into account the fundamental principle of strategic management - alternative choice. Therefore, not one scenario is being developed, but several options, which allows the leaders of the organization to see the possible consequences of the choice, which allows the leaders of the organization to see the possible consequences of choosing one or another direction of development. The purpose of scenario methods is to demonstrate a variety of future pictures and development options. Two types of scenarios are possible. The first type contains a description of the sequence of steps leading to the predicted state of the educational institution, as well as the factors and events that have a decisive influence on this process. The second type contains a description of the possible consequences for the organization if it reaches the predicted state.
There are several approaches to scripting, all of which share three common assumptions:
1. The starting point for developing "future scenarios" should always be an accurate assessment of the current strategic situation of the organization. Such an assessment leads to an understanding of the dynamics of influencing factors, the value of which factors decreases and which increases over the entire time horizon.
2. For influencing factors with uncertain development trends, special forecasts must be made and rational forecasts made by qualified experts.
3. Several alternative "scenarios of the future" should be developed, representing a certain logical picture. In this case, a mandatory condition must be observed - alternative scenarios should not contain contradictions, i.e. mutually exclusive steps and events.
Currently, in the activities of educational institutions, more and more attention is paid to the methods of "scenarios of the future":
1. Pessimistic - a situation where there is a deterioration in the state of the social, economic and political systems of society, which leads to a decrease in the quality of life of the population and the level of education in society.
2. Realistic - a situation where the state of the social, economic and political systems of society is stabilizing, the quality of life of the population is improving, and the priorities of education in society are being restored.
3. Optimistic - a situation where there is a significant improvement in the socio - economic situation in the country, an increase in the quality of life of the population and the level of education in society.
Thus, the essence of strategic planning is more predictive and its essence lies in the developments and recommendations for the further development of the management of an educational institution. The development of a development strategy contributes to the competent setting of goals, objectives and ways of developing an educational institution.
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