Ethical rules of communication in the boss-subordinate system. Ethics of communication between leader and subordinate. Functions of managerial communication

Relations between managers and subordinates at NGIEU

The university has developed and approved the "NGIEU Code of Ethics".

The institution clearly understands that success depends entirely on the people working in it.

Employees are a valuable asset, largely thanks to which the efficiency and success of NGIEU is growing. It is important to remember that each employee is the face of the institution, his work and behavior supports his reputation and prestige. In this regard, a code of business ethics was developed and implemented - a set of norms and rules for individual and collective behavior of all employees of the institution without exception.

The Code of Business Ethics is an important tool for creating a sustainable corporate culture and a coherent system of corporate values. We live in a constantly changing world, and it is impossible to foresee all the changes in it. Nevertheless, the code allows to form the "way of the university", it sets the vector of movement, which allows to maintain the unity and integrity of the institution in a changing external situation.

The university employs thousands of people with different levels of education, professional training, work experience, value systems.

The Code of Business Ethics is designed to facilitate mutual understanding and ensure mutual respect for these people.

The Code is designed to create an inspiring working atmosphere in which each employee can feel responsible for the performance and reputation of the institution, and at the same time count on the attention of the institution to his personality in the performance of work duties.

The university staff, working in different cities, is valuable for its diversity. The institution respects and ensures the rights of any worker, no matter what nation, religion or culture he may belong to. The institution ensures real equality of employees, who are given equal opportunities to realize their labor and creative potential.

The institution needs high professionalism of its employees and contributes to its development. It creates all the conditions for those who are not indifferent to the level of their professional training, do not stand still and are ready, keeping up with the times, to master new knowledge and technologies, new forms of labor organization. The university develops the innovative abilities of employees, creates conditions for the exchange and dissemination of best practices, new knowledge, innovative ideas, projects and developments.

The Code is aimed at creating a climate of intolerance in production teams towards corrupt behavior and other illegal actions workers.

Relationships between leaders and subordinates are based on the following principles:

openness of management towards employees;

Providing managers with equal opportunities for all their subordinates to perform their duties;

supporting the initiative of subordinates;

Understanding the specifics of the work of subordinates and sharing responsibility for the results of their work;

impartiality and fair assessment of the results of the work of subordinates.

The relationship between subordinates and managers is based on the following principles:

Respect, discipline and observance of subordination;

conscientious performance, as their direct official duties, as well as other tasks of the manual that are not described in job descriptions, but directly related to the scope and specifics of the institution.

NGIEU takes measures aimed at protecting health, including through the introduction of new technologies that improve working conditions and ensure the safety of workers in conditions of equal rights and opportunities for workers. NGIEU is sympathetic to the participation of employees in public, pedagogical, research and entrepreneurial activity subject to the absence of a negative impact of this activity on NGIEU, as well as directly on the performance of the employee's job duties.

Employees should avoid situations that could lead to damage business reputation institutions.

code of ethics

Nizhny Novgorod State Engineering and Economic University

Accepted at the conference

scientific - pedagogical

workers and others

NGIEU students

Minutes No. 1 dated 19.03.2015

The Purpose of the Code of Ethics

The norms of the NGIEU Code of Ethics are guided by the teaching staff, students and all employees of the Nizhny Novgorod State Engineering and Economics University.

Regulatory relations between teaching staff and students, as well as other employees of NGIEU;

Protecting their human worth and dignity;

Maintaining quality professional activity teaching staff and the honor of their profession;

Creating a culture of NSIEU based on trust, responsibility and fairness.

Scope of the code

Compliance with the principles, norms and rules of conduct established by the EC is the moral duty of every teacher, student and employee of NGIEU.

Knowledge and implementation of the provisions of the EC is a mandatory criterion for assessing the quality of the professional activities of the teaching staff and university staff, as well as the compliance of their moral character with the requirements established by NGIEU.

A citizen of the Russian Federation working or studying at NGIEU, or applying for a job, has the right, having studied the content of the EC, to accept its provisions for himself or refuse to work or study at NGIEU.

Sources and principles of ethics

The ethics standards of NGIEU are established on the basis of universal moral norms, democratic traditions, constitutional provisions and legislative acts of the Russian Federation, as well as on the basis of the provisions of human rights and the rights of the child.

The following basic principles form the basis of the EC norms: humanity, justice, professionalism, responsibility, tolerance, democracy, partnership and solidarity.

Basic norms

The personality of the teacher

1. The professional ethics of the teacher requires vocation, dedication to their work and a sense of responsibility in the performance of their duties.

2. The teacher is demanding in relation to himself and strives for self-improvement. It is characterized by self-observation, self-determination and self-education.

3. The teacher needs constant updating. He is engaged in his education, advanced training and search best practices work.

Responsibility of the teacher

4. The teacher is responsible for the quality and results of the pedagogical work entrusted to him - education.

5. The teacher is responsible for the physical, intellectual, emotional and spiritual protection of students.

6. The teacher is responsible for the functions entrusted to him by the NGIEU administration and the entrusted resources.

7. By his behavior, the teacher supports and protects the historically established professional honor of the teacher.

8. The teacher passes on to the younger generation national and universal cultural values takes an active part in the process of cultural development. He cannot engage in anti-cultural activities either in the performance of his direct duties, or outside the educational institution.

9. In communicating with his students and in all other cases, the teacher is respectful, polite and correct. He knows and observes the rules of etiquette that are appropriate for each individual situation.

11. The teacher educates on his own good example. He avoids moralizing, is in no hurry to condemn and does not demand from others what he himself is unable to observe.

12. The teacher has the right to inviolability of personal life, however, the way of life chosen by him should not lower the prestige of the profession, pervert his relations with students and colleagues, or interfere with the performance of professional duties.

13. Drunkenness and abuse of other intoxicating substances is incompatible with the teaching profession.

14. The teacher values ​​his reputation.

Relationships with others

Communication of teaching staff with students

15. The teacher chooses suitable style communication with students based on mutual respect.

16. First of all, the teacher must be demanding of himself. The exactingness of the teacher in relation to the student is positive and well-founded. The teacher should never lose a sense of proportion and self-control.

17. The teacher chooses methods of work that encourage in his students the development of positive traits and relationships: independence, self-control, self-education, the desire to cooperate and help others.

18. When evaluating the behavior and achievements of his students, the teacher seeks to strengthen their self-esteem and self-confidence, show them the possibilities for improvement, and increase the motivation for learning.

19. The teacher is impartial, equally friendly and supportive to all his students. Having made evaluation decisions that unreasonably belittle the student, the teacher should try to immediately correct his mistake.

20. When evaluating the achievements of students in points, the teacher strives for objectivity and fairness. Tendentious underestimation or overestimation of grades to artificially maintain the visibility of academic performance and correct students' mistakes during written exams and control tests is unacceptable.

21. The teacher constantly cares about the culture of his speech and communication. In his speech there are no curses, vulgarisms, rude and offensive phrases.

22. The teacher observes discreteness. The teacher is prohibited from communicating to other persons the information entrusted to him personally by the student, except as otherwise provided by law.

23. The teacher does not abuse his official position. He cannot use his students, demand any services or favors from them.

24. The teacher does not have the right to demand from his student remuneration for his work, including additional. If the teacher is engaged in private practice, the terms of remuneration for work must be agreed upon at the beginning of work and fixed in the contract.

25. The teacher is tolerant of the religious beliefs and political views of his pupils. He has no right to use indoctrination, imposing his views on the pupils.

Communication between teachers

26. Relationships between teachers are based on the principles of collegiality, partnership and respect. The teacher defends not only his own authority, but also the authority of his colleagues. He does not belittle his colleagues in front of students or others.

27. Teachers avoid unreasonable and scandalous conflicts in relationships. In case of disagreements, they strive for their constructive solution.

28. Teachers of NSIEU avoid competition that interferes with their partnership in the implementation of a common cause. Teachers are united by mutual assistance, support, openness and trust.

29. The right and duty of the teacher is to evaluate the activities of colleagues and administration. Harassment of a teacher for criticism is strictly prohibited. Criticism, first of all, should be internal, that is, it should be expressed within the university between teachers, and not outside NGIEU. It should be spoken face to face, not behind the eyes. There should be no place for gossip in the university.

30. Criticism should only be made public if it is completely ignored, if it provokes persecution by the administration, or if criminal activity is detected.

31. Criticism directed at the work, decisions, views and actions of colleagues or administration should not humiliate the person being criticized. It should be justified, constructive, tactful, inoffensive, benevolent. The most important problems and decisions in pedagogical life are discussed and adopted in open pedagogical discussions.

32. Teachers do not cover up each other's mistakes and misdeeds.

Relationship with administration

33. NGIES is based on the principles of freedom of speech and belief, tolerance, democracy and justice.

34. The university maintains a culture of communication, expressed in mutual respect, goodwill and the ability to find a common language. The rector of the university is responsible for maintaining such an atmosphere.

35. The university administration is tolerant of a variety of political, religious, philosophical views, tastes and opinions, creates conditions for the exchange of views, the opportunity to agree and find a common language. Various statuses of teachers, qualification categories and duties should not prevent all educators from equally expressing their opinions and defending their convictions.

36. The administration cannot discriminate, ignore or persecute teachers for their beliefs or on the basis of personal likes or dislikes. The relations of the administration with each of the teachers are based on the principle of equality.

37. The administration cannot demand or collect information about the personal life of a teacher that is not related to the performance of his job duties.

38. Evaluations and decisions of the rector of the university must be impartial and based on facts and real merits of teachers.

39. The teaching staff has the right to receive from the administration information that is important for the work of the university. The administration has no right to hide or tendentiously distort information that could affect the career of a teacher and the quality of his work. Important decisions for the pedagogical community are made in the institution based on the principles of openness and common participation.

40. Intrigues, insurmountable conflicts, sabotage of colleagues and a split in the teaching community prevent the university from fulfilling its direct functions. The rector, who cannot cope with acute and protracted conflicts, should resign.

41. The university values ​​its reputation. In case of detection of criminal activity of teachers and university administration, as well as gross violations of professional ethics, the rector must resign.

Relations with student parents

42. The teacher (curator) advises parents and guardians on the problems of education, helps to mitigate conflicts between parents and children.

43. The teacher (curator) does not disclose the opinion expressed by students about their parents or guardians or the opinion of parents or guardians about children. It is possible to transfer such an opinion to the other party only with the consent of the person who completed the mentioned opinion to the teacher (curator).

44. Teachers (curators) must respectfully and kindly communicate with the parents of students.

45. The relationship of teachers (curators) with parents should not affect the assessment of the personality and achievements of students.

46. ​​The relationship of teachers (curators) with students and their assessment should not be affected by the support provided by their parents or guardians to the university.

Academic freedom and freedom of speech

50. The teaching staff has the right to use various sources of information.

51. When selecting and transmitting information to students, the teacher observes the principles of objectivity, suitability and decency. Tendentious perversion of information or change of its authorship is unacceptable.

52. The teacher can, at his own discretion, choose the type learning activities and create new teaching methods if they are professionally appropriate, responsible and decent.

53. The teacher has the right to openly (in writing or orally) express his opinion on the university, regional or state policy of education, as well as on the actions of participants in the educational process, however, his statements cannot be tendentiously inaccurate, malicious and offensive.

54. The teacher does not publish confidential official information intended for the internal needs of the university.

Use of information resources

55. Teaching staff and administrative workers should use material and other resources carefully and reasonably. They should not use the property of the university (premises, furniture, telephone, telefax, computer, copying equipment, other equipment, postal services, vehicles, tools and materials), as well as your own work time for personal needs. The cases in which the teaching staff and the university administration are allowed to use things and working time should be regulated by the rules for the safety of the property of the university.

Personal interests and self-withdrawal

56. The teaching staff and the administration of the university are objective and disinterested. Their official decisions are not subject to their own interests, as well as the personal interests of family members, relatives and friends.

57. If the teacher is a member of the council, commission or other working group who is obliged to make decisions in which he is personally interested, and therefore cannot maintain impartiality, he informs the persons participating in the discussion about this and withdraws himself from voting or any other way of making a decision.

58. A teacher cannot represent his institution in a legal dispute with another institution, enterprise or individuals in the event that he is connected with partners in this case by any private interests or accounts, and he may be interested in one or another outcome of the case. He must inform the persons considering the case of his interest.

Gifts and assistance to the university

59. The teacher is an honest person and strictly observes the law. Neither receiving a bribe nor giving it are combined with the professional ethics of a teacher.

60. In some cases, seeing the respect on the part of students, their parents or guardians and their desire to express their gratitude to him, the teacher may accept gifts from them.

61. The teaching staff can only accept gifts that: 1) are presented completely voluntarily; 2) do not and cannot aim to bribe a teacher; and 3) are quite modest, i.e., these are things made by the students themselves, flowers, sweets, souvenirs or other inexpensive things.

62. The teacher does not make hints, does not express wishes, does not agree with other teachers so that they organize students to present such gifts or prepare treats.

63. The rector of the university or a teacher may accept from the parents of students any disinterested help intended for the university. The provision of such assistance must be made known to the public and publicly expressed gratitude on its behalf.

Recruitment and promotion to a higher position

The rector of the university must maintain impartiality when hiring a new employee or promoting his employee in a position.

64. The teacher cannot put pressure on the administration so that a member of his family, relative or close friend is admitted to the university, or that the above-mentioned persons are promoted.

65. It is unacceptable to take remuneration in any form for hiring, upgrading a qualification category, appointment to a higher position, etc.

Student personality

66. The general ethical principles of an NGIEU student are:

honesty, justice, conscientiousness, study not for the sake of a diploma, but for the sake of knowledge, personal responsibility of each for the result, reward is more important than punishment, high demands with maximum respect,

openness of communication while respecting business and official subordination,

· Observance by all of all of their obligations (contracts, contracts, verbal promises), regardless of official and social status.

67. The general moral and ethical standards of an NGIEU student are: objectively accept and express critical remarks, recognize and correct mistakes made, be principled and objective when receiving higher education take care of the image of your university and contribute to its development in every possible way

Student rights

68. NGIEU student has the moral right to: receive all the information he needs for education and professional training. Respect for your human dignity. Benefits established by current legislation Russian Federation, local regulations of NGIEU. Free and open expression of one's opinion regarding the issues of the entire life of NGIEU, without degrading the dignity of other participants in the educational process. Help from teachers in case of various kinds of difficulties in mastering the main course academic discipline. Corporate assistance from other NGIEU students. A variety of own activities to gain knowledge and skills using all the capabilities of NGIEU. sports, participation in public life NGIEU, in association for different interests.

Student Responsibilities

69. A student of NGIEU is morally obligated: to act in all situations for the benefit of the NGIEU team, to take every possible care of the honor and maintenance of the glorious traditions of NGIEU, its established authority. To study and work worthy of the title of "student of NGIEU". Carefully control all his actions and remember that at every moment of his activity he is faced with a choice between good and evil, honor and dishonor, legality and wrongdoing. Guided by this Code, his conscience, make a choice, avoiding everything that can cast a shadow on his honor and make him doubt his moral principles.

70. Before class, turn off mobile phones or put them on silent. Do not use during class mobile phones without the permission of teachers (except in exceptional cases - calling a fire engine, police, ambulance, etc.).

71. On the premises of NGIEU, be dressed and look neat, avoid provocative makeup and style of clothing. It is unacceptable to come to the university in shorts or sportswear (except for physical education classes).

72. Being in practice, a student of NGIEU should be aware that by his behavior he forms an impression about NGIEU as a whole, about the quality of specialists trained in it.

73. In order to maintain order and prevent offenses within the walls of the university, present identification documents at the entrance to the NGIEU building or at any other request of an authorized person.

74. To suppress in every possible way the use and / or distribution of narcotic drugs and / or psychotropic substances on the territory of the university, alcoholic products(including beer); smoking only in specially designated areas.

This Code does not allow a student

75. Skip and be late for all kinds of activities.

76. Write off, use any sources of information on any reporting forms (crib sheets, calculators, tape recorders, Cell Phones, Internet, Bluetooth, etc.) unless the instructor has given permission.

77. Pass off your work as someone else's (plagiarism). You can use other people's thoughts only as properly formatted quotes.

78. Offer teachers and / or staff of the NGIEU any form of remuneration for the sake of receiving an assessment.

79. Another student to stand in for any form of reporting. Make any attempt to use dishonest or dishonorable methods to influence or change an academic grade received.

80. Intentionally harm the work or efforts of another student.

81. Submit for receipt of the reporting form any material that, either in whole or in part, was prepared by someone else or commercial organization("work to order").

82. To enter the audience when late for class, tk. this hinders its implementation.

83. Neglect the rules of etiquette (for example, such as - let teachers, women go forward; be the first to greet the rector, vice-rectors, employees, all teachers, regardless of whether they study with this teacher or not, etc.).

85. Leaving trash on tables, spitting, littering, leaving chewing gum everywhere.

Student Relationships

86. The relationship of NGIEU students with each other, as well as with students of other universities, is built on the principles of trust, decency, courtesy, activity, honesty, conscientiousness, attentiveness, tact, independence, responsibility, democracy, professionalism.

87. Students are obliged to take care in every possible way to preserve the traditions of NGIEU, to provide assistance and assistance in the upbringing and education of students undergraduate students, keep them from possible mistakes. Junior students should be understanding and respectful of the advice of senior students.

88. At the heart of the relationship of students with teachers and staff of the university and other universities is mutual respect, trust and cooperation.

89. Students observe subordination in relations with the staff and teachers of NGIEU, remain correct in their comments and assessments.

90. Students provide all possible assistance in their activities to teachers and other employees of NGIEU who turned to them for it.

Responsibility for violation of the code

For violation of the professional and ethical principles and norms established by the code, the teaching staff, the employee and student of NGIEU bears moral responsibility to society, the team and their conscience.

Along with moral responsibility, a teacher, employee or student who has violated ethical principles, norms and committed an offense or disciplinary offense in connection with this, bears disciplinary responsibility.

The facts of committing such misconduct can be considered at a general meeting of the staff or a meeting of the relevant departments of the university, where the circumstances of the misconduct, its prerequisites and causes, as well as damage caused to the authority of the university are studied in detail.

Having considered the consequences of the committed misconduct, the general meeting of the staff or the meeting of the relevant departments of the university may petition the university administration to take adequate measures against the offender.

The procedure for enacting, amending the Code of Ethics

The EC project is published on information boards and general meetings employees of structural subdivisions of NGIEU, is discussed and corrected for at least two weeks prior to the adoption of the EC. The Code is adopted at the Conference of scientific - teaching staff other categories of employees and students of NGIEU (hereinafter referred to as the Conference), in the presence of more than 50% of the total number of delegates of the NGIEU Conference, by open voting. If it is supported by a simple majority of the employees present, it comes into effect five working days after the vote. After the adoption of the EC, but before it enters into force, university employees get acquainted with its text against signature. Other university employees get acquainted with the EC and certify it with their signature as they return to official duties or when they are hired, the same requirements apply to external part-time workers and persons working under a fixed-term employment contract.

Additions and changes to the EC are being developed structural divisions universities are adopted at the Conference by a simple majority of votes.

Thus, it can be summarized that in the institution under consideration, through the creation of the Code of Ethics, the ethics of communication between managers and subordinates is quite clearly established. The purpose of the Code is to define the principles and rules of business conduct and ethics that are mandatory for NGIEU, its employees and students.

Introduction…………………………………………………2

2. Main body

q The concept of managerial communication and the main approaches to its consideration ... ... 3

q Structure of managerial communication…3-5

q Management Communication Functions….5-7

q Genres of communication between a leader and subordinates ... .7-8

q Leadership speech culture as an ethical management factor…8-1

q Non-verbal means of managerial communication……………………… 11-15

q Organization of the communication system in the management process.15-17

q Overcoming psychological barriers in the communicative behavior of a subordinate. 17-23 pp.

q Table “Overcoming psychological barriers in communicative behavior”………18-23

3. Conclusion………………………………24

4. List of used literature ...

Introduction

I chose this topic because when I graduate from the academy, I will inevitably have to enter into a system of interpersonal relations between the leader and myself, that is, the subordinate. Therefore, already in the process of studying, it is useful to get acquainted with the specifics of the relationship between the manager and the managed, understand how to properly treat your boss, and possibly even with subordinates, how to study your leader, understand what kind of person he is and what requirements he puts forward to subordinates .

Management is created by the peculiarities of the national culture. How many nations - so many styles and types of government. The Russian management style is very different from the American and even more from the Japanese. Each of the styles stands out among the others with a bright cultural identity. The more strongly management is connected with the traditions and customs of its people, the more cost-effective it is. This conclusion is confirmed by the USA and Japan.

At present, in the conditions of the development of market relations, the growth of competition, any enterprise faces the task of increasing the efficiency of its activities. Their successful solution largely depends on the level of personnel management. In this regard, there is a need to improve management, bringing it into line with the conditions and objectives of the activity.

The leader must understand that the better relations he has with subordinates, the more efficient production will be, and the main characteristic of the relationship between the leader and the subordinate is their direct communication. Therefore ethics business communication in management is fundamental. This is what I will try to reveal in my work.

The concept of managerial communication and the main approaches to its consideration

Before proceeding to consider the content and features of communication between a leader and a subordinate, it is necessary to introduce the concept of managerial communication, since the term "business communication" is too broad for this situation. After all, it also covers communication, for example, between a doctor and a patient, a teacher and a student. In communication between the leader and the subordinate, the role character is pronounced, initiatives and duties, responsibilities are unevenly distributed, which determine the dependence of one participant in communication from another.

Thus, managerial communication is business communication between the subject and the object of management in social organizations, carried out by symbolic means, due to the needs of managing their activities.

The subject of analysis in this work will be mainly interpersonal communication, that is, communication between the boss and the subordinate.

Communication between a leader and a subordinate is inextricably linked with managerial activity in general. The idea of ​​"interlaced communication" in management allows us to consider in detail the question of what exactly in the activities of the leader determines communication. In spruce, it can be stated that through communication, management is organized and implemented. Due to its inherent function of influence, communication allows you to coordinate the actions of its various participants.

Structure of managerial communication..

As a rule, three sides are distinguished in communication: communication, understood in the narrow sense of the word as the exchange of information between the subject and the object of management; interaction - their interaction, which implies a certain form of organization of joint activities; interpersonal perception is the process of mutual knowledge of each other by the object and subject of management as the basis for their mutual understanding.

COMMUNICATIVE SIDE.

In the process of communication, the subject and the object of control exchange various kinds of information. No less important is the exchange of moods, interests, feelings carried out in the course of communication. It appears as a communicative process. The complex of signs used in this case (speech, gestures, and so on) is aimed at ensuring the implementation of the decision made.

The specificity of communication processes is manifested in the following features:

q In the nature of the process feedback;

q Presence of communication barriers;

q The presence of the phenomenon of communicative influence;

q Existence of different levels of information transfer.

From the point of view of management efficiency, it is very important for the manager to understand these features and take them into account in daily activities. In addition, it is very important to correctly understand the purpose and appropriateness of the following sign systems:

q Verbal means of communication - speech, para- and extralinguistic systems (intonation, non-speech inclusions in speech - pauses, and so on)

q Non-verbal, or expressive, means of communication - an optical-kinetic system of signs (gestures, facial expressions, pantomimics), a system for organizing space and time of communication, a system of "eye contact".

Each individually sign system is a kind of leverage in establishing the correct (correct), depending on the situation, contact with subordinates, the ability to influence his psyche and his internal state without direct intervention. It is impossible, for example, to create a benevolent and trusting atmosphere in a conversation if one of its participants appearance constantly emphasizes its superiority. As a result, one of the basic principles of conducting a conversation is violated - creating an atmosphere of mutual trust. The intellectual potential of the subordinate in such communication will most likely not be used.

INTERACTIVE SIDE

As a result of the interaction between the object and the subject of control, the decision is made by the latter, that is, the superior. And the task of interaction is complicated by the fact that the control object must perceive it at the level of motivation for action. The communication strategies chosen by the leader (in most cases unconsciously) determine the style of communication and management. . The literature describes five main types of managers, depending on the orientation of the leader to the interests of the business or to concern for relationships with people:

1. “liberal” (maximum attention to people, minimum attention to work);
2. "organizer" (high orientation to efficient work combined with trust and respect for people);
3. "manipulator" (moderate attention to work, little attention to people);
4. "pessimist" (insignificant attention to production and people);

5. "dictator" (maximum attention to work, little attention to people).

PERCEPTIVE SIDE

From the point of view of management efficiency, the process of perception of the object and the subject of management by each other are not equivalent. Each leader understands how important it is to form the necessary image of a subordinate. In management, there is even such a thing as self-presentation of the leader. At the same time, the peculiarity of this particular side of business communication in management is often not taken into account.

Interpersonal perception is the process of mutual knowledge of each other by the subjects of communication as the basis for their mutual understanding. This side of managerial communication includes certain mechanisms of mutual understanding and forecasting of the partner's behavior. An important role is played by communication barriers, mechanisms of psychological protection of the individual.

Functions of managerial communication

The subject of studying the communication of a manager with a subordinate is multilateral and ambiguous. In the process of interaction, the subject and object of management perform hundreds of different functions, which in turn are divided into integral (covering the activities of the organization as a whole) and local (implementing directly specific communication).

For such an aspect of consideration as the ethics of business communication in management, the following functions are most important:

1. The function of socialization. Involving in joint activities and communication, young employees not only master communication skills, but also learn to quickly navigate the interlocutor, situations of communication and interaction, listen and speak, which is also very important both in terms of interpersonal adaptation and for direct professional activities. The acquired ability to act in the interests of the team, a friendly, interested and tolerant attitude towards other employees is of great importance.
2. contact function. The purpose of this function is to establish contact as a state of mutual readiness of the leader and subordinate to receive and transmit messages and maintain the relationship in the form of mutual orientation.
3. Coordination function, the purpose of which is mutual orientation and coordination of the actions of various performers in organizing their joint activities.
4. The function of understanding is not only an adequate perception and understanding of the meaning of the message, but also an understanding of each other by partners (their intentions, attitudes, experiences, states, and so on).
5. Amotive function, the purpose of which is to excite the necessary emotional experiences in the partner (“exchange of emotions”), as well as to change their own experiences and states with their help.

Orientation in these functions and skillful use of them helps to identify the causes of difficulties that arise in the implementation of a specific task of managerial communication. Development theoretical foundations managerial communication aims to increase its effectiveness. Therefore, the question of what managerial communication we will consider effective is not an idle one. Sometimes the effectiveness of managerial communication is considered from the point of view of achieving goals by the participants in communication. But in managerial communication there can be two or more partners, and each of them can have its own goal, different from the goal of the interlocutor, and sometimes the opposite. For example, a leader may aim to convince a subordinate of the need to perform some work, and subordinates, in turn, may seek to refuse this assignment. The goals are opposite and, in the absence of a compromise solution, the solution for one of the participants will be "ineffective".

The effectiveness of managerial communication cannot be considered in isolation from management activities generally. Communication is a condition and element of managerial activity, therefore such managerial communication should be considered effective, which ensures the achievement of the goals of managerial activity through the prompt transfer of the necessary information, optimal psychological impact, mutual understanding between the object and subject of management and their optimal interaction.

Genres of communication between a leader and subordinates

The leader in the process of his activity goes through several stages of behavior: from the most rigid, categorical, where it is necessary to show rigidity and unwillingness to compromise, to the softest, most loyal, where the leader becomes an equal interlocutor without signs of dominance. But one should distinguish between situations where and how one should behave. The following table lists the types of communication identified by functional purpose, or genres of communication, as they are sometimes called.

Functional types of managerial communication.

Type of communication	State of the management decision	Direction of moving information
Order	Management decision made	Information flows from superior to subordinate
	A management decision has not been made, there is a need to develop it. The managerial decision was made and communicated to the executor, there was a need for additional organizational or moral and psychological impact on the subordinate. Circumstances have arisen in which it is necessary to correct a management decision previously made and communicated to the executor.	Information goes in two directions from the subordinate to the boss and vice versa.
meeting	There are several options for management decisions, it is necessary to determine the optimal one.	Information moves in two directions
	The management decision was made and previously communicated to the contractor	Information flows from subordinate to superior
Negotiation	It is necessary to adopt or develop a joint management decision by two or more subjects of management.	Information flows in any direction, according to the number of participants and their status.

This table does not claim to be complete, it requires further development. Moreover, each of the types can be used in practice in various forms. For example, an order may be brought in the form of a request or demand. At the same time, as practice shows, all the variety of tasks of managerial communication can be solved using the listed functional types of communication, the specificity and psychological basis of which must be developed at the theoretical and practical levels.

Leader's speech culture as a psychological factor of management.

The culture of speech is an integrative characteristic that includes three groups of parameters:

1. message content;
2. the form of statements;
3. speech etiquette.

!) Assessing the impact of speech on the content side, the following characteristics are usually distinguished: saturation of speech with information, consistency, accuracy, comprehensibility to its interlocutor, expediency (relevance).

The informativeness of speech depends primarily on the novelty and importance or value for the listener of the reported facts. It increases significantly depending on the speaker's ability to analyze and generalize, which are especially important, since they are always present in the communication of the leader and subordinate. The informativeness of speech essentially depends on the completeness of the disclosure of the main idea, its illustration with the necessary factual data, practical examples. At the same time, it should be remembered that information content decreases if there is extra information in the speech that is not related to the subject of discussion.

While preparing for any type of managerial communication, for example, for a conversation, you need to work out the logic of transferring information, discussing each specific issue. The basis of the logic of speech is the logic of thinking. Therefore, the leader must constantly develop the ability to think clearly. It is also advisable to teach the basic provisions and laws of logic. Logic of speech has a positive effect on the listener's ability to perceive information.

In no case should the leader use words, concepts and terms whose meaning he does not know exactly. They will sound unnatural, and most likely inappropriate, and the speech will lose its exact meaning and this will lead to an inaccurate understanding of it by subordinates. To avoid this, you need to know the following conditions for creating accurate and correct speech:

q knowledge of the subject of speech;

q knowledge of the language;

q possession of speech skills.

Along with these concepts, there is such a characteristic as understandability. It involves, on the one hand, taking into account the intellectual potential of the interlocutor, his prior knowledge of the topic under discussion, and, on the other hand, “simplifying” the material to this level.

2) The second group of parameters associated with the form of the utterance includes the following characteristics: correctness and purity, richness (variety of symbolic means), expressiveness and figurativeness.

Errors in words and expressions, even the smallest ones, lead to an instant focus on them of the interlocutor's attention, and, as a result, the loss of the thread of the conversation. This can have a detrimental effect on the correct understanding by the subordinate of what is subsequently required of him. Accurate, vivid, figurative expressions, on the contrary, make the interested interlocutor delve deeper into the essence of the conversation, additionally, independently, comprehend the aspect that was highlighted in the speech. Therefore, one must be careful here: never highlight secondary information with an original statement. In this case, the subordinate may misunderstand the main goal.

3) an obligatory element of a high culture of speech is speech etiquette. A greeting, an apology, a request, an offer, an expression of joy, admiration, gratitude and much more will be correctly perceived by the interlocutor, subject to the observance of speech etiquette, which can be defined as a set of rules, norms, verbal formulas and rituals that have historically developed in a certain environment. The speech behavior of a person should show his deep, sincere respect for other people. Speech etiquette makes a person's communication with others pleasant, desirable. It helps to establish contact between people, maintain a friendly atmosphere of communication, orients us to such communication rules that contribute to the most effective and meaningful communication. It is expedient for a leader to study and master the norms of etiquette, but in any case, one must remember that the basic requirements of etiquette are politeness, attentiveness, and restraint. Too loud speech, excessive gestures are unacceptable. It is unethical during a conversation to push a person, pull on clothes, pat on the shoulder, whisper in the ear, remind about physical disabilities and the like.

The set of communication circumstances that affect the choice of language means is called a speech situation. To determine it, you need to answer at least three questions: with whom to talk? (one person or several), where? (in formal or informal settings), for what purpose? (informing, influence, management). Depending on the speech situation, the following styles of speech are used: colloquial, scientific, official business, journalistic, artistic. All styles have oral and written forms. The condition for successful managerial communication is mainly colloquial and official business styles. At the same time, the skills of using oral forms of scientific, journalistic and artistic styles significantly increase the communicative qualities of a leader.

Non-verbal means of managerial communication.

The main role in the "expressive repertoire" is played by facial expressions. Due to the high social significance facial expression, which performs the function of establishing contact between people, the face is constantly in the field of view of the partner.

AT certain types managerial communication facial expression is of particular importance. For example, a conversation involves a special spatial organization that allows the interlocutors to notice even minor movements of the facial muscles. In a managerial conversation, the face of the leader is a kind of " calling card»+. A friendly facial expression contributes to the establishment of a trusting working atmosphere. A smile is an indispensable means of establishing contact between interlocutors. At the same time, the desire to smile constantly or as much as possible will be erroneous. There may be times when a smile is inappropriate. It is necessary to control the facial expression so that it corresponds to the semantic side of the information presented or perceived in which the conversation takes place.

To assess the atmosphere of business communication, it is also important to take into account the frequency of exchange of glances, the duration of the delay in looking at the partner, that is, the dynamic characteristics of the gaze or “eye contact”. The movement of the eyes, the orientation of the gaze are associated by many people with the moral and ethical characteristics of a person. The prohibition and permission to "eye contact" are a kind of mechanisms for regulating relations between people. Usually the communication of important information by the communicator, as well as the desire of one of the partners to receive Additional information accompanied by active visual perception. The desire to avoid “eye contact” or looking away from the interlocutor indicate the emergence of communication barriers. A fixed fixed gaze indicates a violation of the feedback. The discrepancy between the characteristics of the look and other communicative means (for example, the combination of an unfriendly look with a verbal statement about the joy of communicating with a partner) shows the insincerity of the interlocutor.

Gestures are also no less important: some help the speaker to more fully display the object of the conversation, others show the interlocutors about each other's mood, internal fluctuations, the next group includes handshakes, patting, stroking, touching clothes and other gestures that include physical contact interlocutors. They are widespread in non-business, intimate communication, where the status-role position of partners is less pronounced, and indicate the closeness of those communicating. For managerial communication, touch gestures are less typical. Here, their choice is greatly influenced by official position, authority, age, gender of those communicating. For example, V. A. Labunskaya emphasizes that the “pat on the shoulder” gesture is possible only if the partners are socially equal. The inappropriate use of this and other gestures - touches in managerial communication can cause a negative reaction of the interlocutor.

Pose - as one of the important non-verbal means of communication, is most subject to regulation, since there are certain canons in business communication. When a person (leader) speaks to a large number of people (subordinates), then undoubtedly he is seized with a kind of embarrassment. At the initial stage, his movements are unnatural, and he himself knows and feels this, even more embarrassed. In this case, training in front of a mirror will be very useful for practicing universal poses.

Sitting in the presence of the interlocutor, lounging on a chair and putting his feet on the table, may be acceptable in the company of close friends during the holidays. But the same posture in business communication will be regarded by us as a manifestation of extreme vulgarity.

In managerial communication, in particular in a conversation, an important practical value has an assessment of the openness of the partner’s posture, because this characteristic, to a greater extent than the words of the interlocutor, indicates the perception of information, agreement or disagreement with the message, a friendly or, conversely, hostile attitude. On the basis of this feature, open poses and closed (protection poses) are distinguished. The openness of the posture, as a rule, is evidenced by open arms, the body of the body tilted towards the partner, moving to the edge of the chair closer to the partner, and an unbuttoned jacket. Experience shows that agreements are reached more often between people in unbuttoned jackets than between those who remain buttoned up. The one who changed his mind in a favorable direction, unclenched his hands and automatically unbuttoned his jacket. Keep it in this position - and it will most likely be easier for you to achieve your goal. Elements of openness in the pose of a communication partner indicate the presence of an atmosphere of trust, which is the main principle of a managerial conversation.

Arms crossed on the chest, clenched hands, slightly raised head speak of a closed posture. Turning the head away from the interlocutor, looking away to the side can also be attributed to the same group. Usually they talk about doubt, disagreement, that the partner does not like the course of the conversation. A posture that suggests a lack of eye contact usually indicates a formality of communication. Turning the body and legs facing the exit (if the interlocutors are standing) shows that the partner has already mentally finished the conversation and is waiting for a convenient excuse to leave. It is obvious that much of what was said to him at the same time will not be perceived, so the continuation of the conversation in such a situation needs to be additionally motivated. A signal about the desire to continue the conversation will be a change in posture.

Non-verbal means of communication usually include the spatial organization of communication, an important component of which is the distance between the interlocutors. Many can probably recall the feeling of discomfort when a communication partner, figuratively speaking, "presses" or "hangs" over you, reducing the optimal distance. On the other hand, it is difficult to imagine an intimate conversation, the participants of which are removed at a distance of more than four meters. There are also certain patterns here. People who are in very close relationships usually communicate at a distance of up to 50 cm, ("intimate communication distance"). They communicate with work colleagues, acquaintances, not very long friends at a distance of 0.5 to 1.5 m (“personal distance”). In boss-subordinate communication, participants are usually separated by 1.5-4 meters from each other, (“official distance”). Public communication with an audience or big group people is carried out at a distance of more than 4 meters, (“open distance”). Such a selection of varieties of distances is conditional, since the distance can vary significantly depending on individual characteristics interlocutors and socio-cultural environment.

To achieve harmony in the use of expressive means of communication, it is necessary to take into account that they are manifested and perceived in a complex way. Without exception, all means are important in the course of a conversation, so at least one type of means should not be overlooked. Contradictions in the use of various means in communication leads to disorganization of the interlocutor's attention, and subsequently there is distrust of the leader and what he says.

Thus, it is possible to make a kind of expressive portrait of the participants in a managerial conversation (primarily the leader), including the preferred expressive means:

q benevolent, attentive facial expression;

q periodic and as long as possible eye contact;

q restrained, non-intense gestures;

q open posture, the body is tilted towards the interlocutor;

Organization of the communication system in the management process.

If the top administration of the organization is focused on constant change, and the absence of changes reveals the stagnation of the enterprise, then it needs to develop such an organization of the “communicative space” so that stability and dynamism, manageability and spontaneity, new and old experience can organically combine. The “communicative space” of the leader turns out to be such an environment in which this dual unity is formulated. On the one hand, the organizational behavior of employees can be focused on search, initiative, innovation (design and technical departments, marketing services, sales departments), on the other hand, to contain innovations ( financial service, especially accounting, supply department).

Depending on the nature of the activity, even the entire enterprise (firm), as a whole, different approaches to management are carried out. The atmosphere prevailing in the organization largely determines the nature of communication both between employees and with management. Allocate a team of the so-called " warship and the football team. If we visualize these two types of organization of production, then it will not be difficult to draw associations into the sphere of managerial activity. The first is the “hard” organization of management, and the second is the “soft” one. To determine which communication system "reigns" in your enterprise, you need to analyze its activities using the following table.

Organizational structure of communications.

"Rigid" organization of communications

"Soft" organization of communications

- "Pyramidal" management structure Each has a strictly defined scope of work The rights, duties and responsibilities for each employee are accurately described External coordination of behavior Predetermined Behaviors Linear thinking as preferred Maneuvering narrowness of interaction Innovative closeness of communication networks Strict information targeting to certain communication points Feelings of disengagement among employees Philosophy of the organization: "People for business".

- "Flat" management structure Each correlating his work with the front of common work Rights, duties and responsibilities are modified depending on situations Self-coordination of behavior in relation to the behavior of others Multiple Behaviors Polymeric nature of thinking as preferred Maneuverable breadth of interaction Innovative openness of communication networks Blurred information targeting, information is used by all employees Feeling of solidarity as necessary "team spirit" Philosophy of the organization: "Business for the person".

After the direction of your future work is determined (but only from the position of interpersonal communication!), it is necessary to develop tactics of behavior with subordinates, or vice versa, with the leader. As can be seen from the table, these systems are diametrically opposed, and therefore the behavior must correspond.

For example, the situation: you go to an appointment with the boss. How would you state your request: orally or in writing?

Decision: Take a look at the leader!

If you find yourself in the position of a subordinate, then you must try to make a good impression on the leader with your work, therefore, you must be able to present it correctly. It turns out that this largely depends on the nature of the leader himself. If the leader is a joker and a merry fellow, then he is an extrovert. That is, he is a person who loves the process of communication. He prefers to receive information not from papers, but from people. Therefore, it is better for him to state his information orally.

A reticent person is an introvert. He prefers papers to live communication. Therefore, when visiting him, it makes sense to submit a written statement of your request.

If you don't know anything about the manager, will you contact him verbally or in writing? In this case, it is best to prepare both versions of the presentation in advance, and then ask the leader himself how it is more convenient for him to obtain the necessary information, and he himself will subconsciously choose the best.

The most important reason for the inadequacy of the perception of information is the presence of communication barriers, due to both the characteristics of the personality of the communicator and the recipient (listener), and the situation of communication. In the most general sense, a communication barrier is a psychological obstacle to the adequacy of information transfer between communication partners. In the event of a barrier, the information is distorted or loses its original meaning, and in some cases it does not reach the recipient at all. Below are the most common occurrences of barriers.

It is very important to work out the model of communicative behavior of the subordinates in relation to the superiors, but especially when the appeal to them is based on the introduction of initiative proposals or when these initiatives capture the sphere organizational management the behavior of workers. It is here that many mistakes can be made in the very appeals of the following to the superior. These mistakes can be summarized in a table that clearly shows how the psychological destruction of the foundations of communicative behavior occurs, why it happens and how these mistakes can be overcome, and also offers strict recommendations developed both in American and domestic practice.

Overcoming psychological barriers in communicative behavior.

Mistakes made by a subordinate employee	Possible psychological barriers in a superior partner	Situational requirements for behavior	Important behavioral acts in this situation
Providing a written report to the manager about innovations without a preliminary oral conversation with him on this issue	The semantic barrier of misunderstanding (unconvincing, doubts, objections) Emotional barrier: fear of personal inconvenience	Oral presentation precedes written The written report takes into account the views of the head	Know in advance the objections of the superior Know in advance the main points of contact between managerial positions Understand the reasons for the manager's objections Involve him in discussing your proposals
The memorandum indicates only the positive aspects of innovations	Alertness distrust of reasoning	In the memorandum on innovations, not only the positive aspect of the proposals is objectively assessed, but also the negative The positive and negative aspects are compared in order to more clearly identify the real problems that the manager has to solve.	Win the favor of the leader in relation to himself as a serious argumentator It is better to prepare the leader for those objections that may be from opponents of innovation Provide yourself with support for the leader in the subsequent discussion of innovations
Having presented a report on innovations, he hurries the head with an answer, shows intolerance, every time he meets, he asks if the report has been read	Discontent Irritation Dislike for the underdog The emergence of an attitude to search for only one shortcomings in the presented report Bias towards possible innovations	It is necessary to give the manager the opportunity to understand the memorandum slowly, when he has enough time and desire for this	Show maximum patience while waiting for a response to your proposals Wait for a favorable situation to correctly remind the manager about waiting for a response to the proposals put forward Avoid reproaches against the head if the memorandum has not yet been read.
Solves the problem as objectively overdue, but subjectively not yet felt by either the management or the team	Alertness Suspicion bewilderment	Before posing and solving a problem, it is necessary to identify “whose” problem it is, who is more interested in solving it.	Reveal the "distribution of forces" in possible solution Problems Find out whose opinion and support you can rely on Represent that not everyone who is interested in solving a problem can actually help in case of need Know people who are neutral in solving the problem, because they can join opponents at a defining moment
Proposals are expressed in a categorical form based on criticism of shortcomings	Discontent Irritation disagreement dislike	Proposals for innovations are expressed to the manager in the form of reflections	Spare the pride of the leader Look for an opportune moment to express your proposals Rely on the opinion of higher management, expressing your opinion Use the opinion of the immediate supervisor in such a way that new proposals somehow resonate with his point of view Remember that the leader always expects competent help from subordinates, and not frontal criticism of his shortcomings.
Tries to attract the attention of the boss to himself, and not to his work, trying to win his sympathy	bewilderment Caution Alertness Internal conflict in the assessments of personal and business qualities subordinate (by type of sympathy-antipathy)	It is necessary to draw the attention of the boss not to his personal merits, but to his work, since he appreciates, first of all, the employee’s attitude to business, the ability to organize it	Know the manager's business interests Submit reports, taking into account the business interests of the boss Give him information on issues of interest to him
Violation of subordination by emphasizing one's friendly relations with the leader during office hours, especially in the presence of subordinates of equal rank	Discontent Irritation (hidden) The desire to put in place the one who abuses friendship	You can't find your friendly relations with the boss during office hours It is necessary to observe strict subordination with the leader so that he is not accused of favoritism	Scrupulously observe office etiquette Do not go beyond your rights and obligations as his subordinate
Appeals to management through the head of his immediate superior	Discontent Irritation resulting from a sense of loss of prestige	It is better to inform your immediate supervisor about meetings with higher management in advance. You can not discredit the official position of your boss in his own eyes and in the eyes of senior management	Obtain permission for such a meeting from your immediate supervisor Inform your supervisor of the results of the meeting with senior management.
Often distracts his boss from work, insisting that he clarify something to him again or correct	Discontent Irritation arising from the fact that he is disturbed over trifles, taking up time	It is necessary to value the time of the boss, constantly emphasizing this with your behavior	Strive to receive all instructions at once, during one meeting Ask him to give only as much as is required to obtain the necessary instructions Offer to help only when it saves him time. Refer to it only when mistakes are made that cannot be determined
Seeks sympathy from the boss about the difficulties in work, wanting the boss to know how much effort he gives to the cause	Discontent Dislike arising from the fact that the boss always expects hard work from his subordinates, setting a personal example	You can not add your worries to the worries of your immediate superior	Show confidence in overcoming adversity
Tries to hide his weaknesses by doing his best to show his strengths to his boss	Disruption of hopes when flaws are discovered employee frustration	It is better if the immediate supervisor knows exactly what his subordinates can and cannot do.	It is good to know your shortcomings and be ready to deal with them. Be honest with the leader, hoping for his help in overcoming them Strengthen his confidence that he helps subordinates overcome shortcomings.

Thus, communication barriers have a decisive impact on the process of perception of information in the course of managerial communication. Knowledge and timely elimination of their causes will increase the efficiency of management by the manager and prevent loss of working time. At the same time, theoretical knowledge in this area requires serious practical development. In the daily practice of managerial communication, the leader needs to develop the ability to anticipate and eliminate obstacles in understanding the interlocutor's message.

Conclusion

Studies show that a manager spends up to 80% of his working time on managerial communication. Consequently, only the leader who knows how to organize effective business communication can work fruitfully. The solution of this problem is impossible without knowledge of the psychological foundations of communication and the ethics of business communication.

The main condition for the effectiveness of business communication is the manager's awareness that the possibility of realizing the goals of the enterprise, firm, organization increases if communication is properly organized, while creating an atmosphere of mutual understanding, trust and cooperation. Taking into account the features of feedback, the use of psychological knowledge to overcome communication barriers, as well as right choice type of communicative influence and some advice on the ethics of communication will significantly reduce the time spent by both the leader and the subordinate.

Throughout life, a person intuitively masters the norms and rules of communication. But for a leader, this is clearly not enough. Therefore, it is necessary to systematically train managers in those aspects of business communication that have a more or less reliable scientific basis. An urgent task is the scientific development of those communication issues that are due to the specifics of managerial activity.

John D. Rockefeller, having reached the pinnacle of success, once said: “The ability to communicate with people is as much a commodity bought for money as sugar or coffee. And I am ready to pay more for this skill than for any other product in the world.”

On the other hand, subordinates also play a big role in interpersonal communication. They help the leader to choose the right communication tactics and correct the flaws of the boss.

Thus, the communication of the object and the subject of management is an inseparable relationship and it must be considered in its entirety, in close proximity.

Bibliography

1. A. L. Poteryahin, "Psychology of management", Kyiv, 1999, 383 pages;
2. Yu. D. Krasovsky, " Organizational behavior”, Moscow, ed. Unity, 1999, 471 pages;
3. Prokofiev, "Management",
4. V. P. Sabat, "Business Etiquette",
5. Morozov, "Business psychology",

A leader is a person who manages, gives direction to the direction of activity. An adviser who observes the work and indicates how best to do any work.

Subordinate - a person who is subject to and dependent on the leader.

A responsible manager spends most of his life at work. In his activities, he often has to rely only on himself; when making decisions, he must be prepared for possible risks and responsibility for personnel, for the organization and its resources. This is not as easy as it seems, so many leaders strive to create a favorable psychological climate at work and improve relations with subordinates so that they are surrounded by people whom they can trust and delegate part of their authority. A warm friendly atmosphere in the team increases the motivation of the staff, unites the team and increases the efficiency of teamwork.

In the etiquette of the relationship between the leader and the subordinate, there are three styles of management. Many parameters distinguish these styles from each other: the nature of decision-making, the degree of delegation of authority, the method of control, the set of sanctions used, and more. But the main difference between them is the preferred management methods.

• · “Authoritarian (hard) - a set of management techniques, using which the leader focuses on his own knowledge, interests, goals. The leader does not consult with colleagues or subordinates, takes tough positions and uses administrative methods of influencing people, imposing his will on them by coercion or reward. This style is most in demand at the initial stage of the formation of an organization, its workforce, when employees do not have the skills to see goals and ways to achieve them. The negative qualities of the authoritarian style include the fact that it helps to reduce the creative initiative of subordinates, worsens the socio-psychological climate, and leads to staff turnover.
• · Liberal - a set of management techniques, the behavior of the leader, based on the transfer of tasks to subordinates, who take on some of the responsibility for their implementation. A leader who prefers this style gives subordinates almost complete freedom of action. This style is designed for managers who are well-versed in situations and are able to recognize the maturity levels of employees, transferring to them only those responsibilities that they can handle. We can talk about a liberal style of management only if these are highly effective teams and if those who are given the right to independently solve the problem are high-class specialists.
• · “Democratic or democratic - a set of management techniques, a leader's manner of behavior based on a combination of the principle of unity of command with active involvement in decision-making, management, organization and control of subordinates. Democratic style involves influencing people with the help of convictions, a reasonable belief in the diligence and skill of subordinates. The democratic style is the most suitable for the formation of team relationships, as it forms goodwill and openness of relationships both between the leader and the subordinate, and between the subordinates themselves. This style to the maximum extent combines the methods of persuasion and coercion, helps each employee to clearly formulate his personal goals, establish effective communication between the manager and the subordinate. The negative consequences of using the democratic style include additional expenses time to discuss the problem, which in extreme conditions can drastically reduce the effectiveness of management.
• The choice of management style depends on the situation.

Consider the situation Order:

“Each leader finds himself in a situation where you need to give some instructions to his subordinates. If this is a thinking person, he involuntarily faces a choice: in what form to complete this task, choosing between an order, an assignment, a “volunteer” and a request.

The order is most often used in emergency situations and in relation to unscrupulous employees.

“It is known that employees, guided by orders, perform their work satisfactorily. If the order is accompanied by the threat of punishment, then the level of labor efficiency is greatly reduced. Therefore, the etiquette of relations recommends avoiding the form of an order in all cases when it can be dressed in the form of a request.

The form of the request (appeal), in which the desire of the leader is expressed, should stimulate the subordinate to work, to do the indicated as best as possible, to be creative in solving the problem. But at the same time, a hasty, urgent, disrespectful form of transferring an order from a subordinate may not arouse such a desire, completely discourage him.

The ability to find the right words, the right form, tone largely depends on the general culture of the leader, his upbringing, authority, and leadership style. The higher the authority of the boss, the better he knows the etiquette of communication, the more diverse, tactful, correct forms of his appeal to subordinates. This can be a wish (“I would like you to check all the prepared documentation again before the meeting ...”), advice (“I would advise you to close the session until the end of December”), a request (“Please, please turn in term papers early so that I can check them and tell you your shortcomings that you will have to correct”), explanation of the tasks (“First - ...; Then - ...”), order (“Proceed to complete the task with tomorrow…”) or the “volunteer” form (“Who wants to take over this job?”; “No one wants to help me carry the documents to the car?” - Suitable for a situation where no one wants to do the job, but it must be done) and others

It should always be remembered that the leader, by virtue of his official role, is obliged to perform functions that will be negatively perceived by employees. “For example, a leader has the right to criticism. Critical analysis of the activities of subordinates is one of the most difficult functional duties. Based on this, subordinates need to more often refer to the principles of perception of criticism and try to use them in their relationship with the leader. The principles of perception of criticism help to objectively and balanced assess the negative aspects in one's own professional activity, as well as to see the positive elements in the critical analysis of one's work and behavior.

It is necessary to try to find favorable points of contact in the relationship between the leader and the subordinate, which are compromise solutions to emerging problems. Finding compromises in the relationship between the leader and the subordinate should not violate the principles of life and create problems for health.

It must be remembered that no leader has the right to use his official superiority outside of working hours. Also, the leader does not have the right to privileges in everyday life, in relation to older and physically weaker people.

In any structure, be it an educational, state or political environment, there are ethical standards. The success and prosperity of the company is determined by many factors, including the observance of corporate ethics. A company is a system with one purpose. It has a large number of employees who perform different tasks and have different competencies. It is not surprising that among them there are subordinates and bosses, and the effectiveness of the work process will depend on how communication is built between these parties.

Peculiarities

Business etiquette is historical in nature, evolving over the centuries, it may vary in different countries because it relies on local traditions, customs and rituals. So, for example, in Japan, business partners do not shake hands as a sign of greeting and respect, but bow slightly with palms folded in front of their chests.

Etiquette is an external form of behavior, a reflection of which is the internal morality of a person, his education and culture. Finally, this is a beautiful display of manners. Corporate ethics is a concept that combines the values, beliefs and norms of behavior of employees of one particular company.

Each company has its own corporate code - a set of rules that defines behavior in different ethical situations, in relations between employees and superiors. It is divided into two parts: ideological - the general goal or mission of the company, its values, and normative - a list of rules and behavioral standards.

Functions of the corporate code:

• reputational - increasing the prestige of the company due to the presence of a code, which increases the trust of customers;
• managerial - determining the standard of behavior of the team.

Thus, the code is designed to improve the corporate culture of the company, sets common ideological goals and values ​​for employees, which, in turn, increases the efficiency of their work and the work of the company as a whole.

Features of ethical corporatism are reduced to the standards adopted within the structure, they include - the rules of communication, behavior, decency, politeness, manners.

Corporate culture

In a company that believes that the customer is always right, employees act according to this principle. They will be unfailingly respectful towards the client, even the most negative one. And they will find a way out of a difficult situation, maintaining a good attitude and calmness.

Science knows many ways to form a corporate culture, we will consider the main ones:

• Articulating the organization's intellectual vision—its values, goals, and ways of doing things—in a way that employees and customers can understand.
• Demonstration by leaders of commitment to organizational culture, to values ​​and goals, thereby setting an example that employees should also accept and support the corporate culture.
• Creating conditions for improving the corporate culture - encouraging teamwork, creative and creative work, mutual assistance and rejection of competition within the team, friendly and positive attitude.
• Taking into account the conditions and principles of the existing culture when selecting new employees - paying attention to their personal qualities. Conflicting or, conversely, too infantile employees can be a weak link in the structure.
• Encouraging compliance with norms and rules of conduct, bringing innovative ideas and constructive solutions.

Behaviors

The behavior of employees in an organization is determined not only by the list and set of internal corporate rules of the organization, but also by a set of its own psychophysical features of a person, the distribution of labor roles, the requirement for the professional activity of an employee, its assessment and control, methods and features management decisions, the peculiarity and speed of adaptation of new employees, the method of hiring them, as well as the procedure for dismissal.

Types of labor behavior:

• Personally conditioned- the labor behavior of a person determines his personal qualities(character, temperament, emotional intelligence), as well as beliefs, ideas and values, his needs and motivations. This type is divided into several subtypes of employee behavior according to the degree of motivation: initiative, formally loyal and deviant, the latter deviating from work, not obeying the rules and superiors.
• Role-based or functionally conditioned- behavior determines the degree of the employee's position. From an ordinary employee to a senior manager, and here their difference is natural, as well as the difference in the standard of their behavior.
• Loyal, moderately loyal and disloyal types of behavior of employees, differing in the degree of commitment to the goals, values, etiquette rules and norms of behavior of the organization.
• Formal labor(in accordance with the rules and regulations), informal labor (determined by real working conditions), informal labor (relations not related to work activities) types of behavior that differ in the degree of participation in activities, different in nature and goals, available in a particular organization.

Business Etiquette

We have already determined that any commercial company has its own corporate code - a set of rules and a standard of business conduct. Consider the universal rules that should be followed in any corporate environment:

• Following the standard of business communication with both employees and customers of the company.
• Loyalty to the company and the team, concern for the reputation of the corporation.
• Teamwork to achieve the common goal of the corporation.
• Compliance with quality control of the services provided or the company's products.
• Responsible and friendly approach to working with clients.
• Observance of subordination.
• Following the established communication system in the team, using verbal, written, non-verbal communication.
• Compliance with work schedule.
• Constructive solutions in a conflict situation.
• Continuous development of employees, participation in trainings, training courses, training and transfer of knowledge to young and new employees.
• Compliance with job duties, encouragement and remuneration of employees, fair career growth.
• Compliance with a business dress code (a classic suit for men, a formal trouser suit for women, or a simple cut sheath dress, a blouse with a skirt below the knees).

But it is necessary to follow ethical rules not only within the framework of the work process, but also at the joint celebrations, that is, at corporate parties.

Employees should watch how they express themselves and avoid excessive consumption of alcoholic beverages. Try not to attract the attention of your superiors, do not fawn and do not try to be too courteous.

It is not welcome to invite your wives or husbands to a party, this is allowed if it has been authorized by management.

Choosing a wardrobe for such evenings is wise, although some freedom in choosing an evening dress is allowed, but it still should not be vulgar or overly open.

Relationship Rules

The relationship between the boss and the subordinate affects the quality of the work of the subordinate and the work process as a whole. Correctly set tasks by the manager are half the success in their implementation by an ordinary employee.

Just like an employee of the lower and middle level, the leader must rely in his work on business ethics, and follow certain rules of relationships.

The success of the relationship between the leader and subordinates lies in the following foundations:

• The manager must be an enterprising leader who will inspire and motivate his subordinates.
• He must know all the necessary information about his employees, when communicating with them, rely on their personal and professional qualities. To be able to find an individual approach to each subordinate.
• Be able to delegate your work, correctly distribute tasks between subordinates.
• To exercise moderate control over the work of a subordinate in such a way that it does not reach the point of "guardianship".
• Be able to give the employee the freedom to complete tasks.
• Be able to thank a subordinate for a job well done.
• Do not be afraid of the higher competence of the subordinate in certain matters or tasks and accept it.
• Do not give empty hopes and promises that you are not going to or cannot keep.
• Motivate subordinates not with the help of punishments, but thanks to material and moral incentives.
• AT contentious issues be able to communicate with subordinates without raising their voices, maintain restraint and calmness. Watch your speech: do not resort to irony in your assessment, do not offend feelings, do not get personal.

• In relation to subordinates, be friendly, but not allow familiarity.
• Criticism and remarks should be fair and only in relation to actions, and not to a person, should be put forward calmly, preferably not in the presence of third parties.
• The leader must be able to perceive criticism from subordinates and analyze their own behavior.
• Be susceptible to flattery, sycophancy and admiration.
• Do not create a circle of "favorites" and especially close ones.
• Be an example for your employees - do not be late for work, dress according to the corporate dress code, and demand this from your employees.

In general, the leader must show justice in judgments and criticism, be attentive and sensitive to his subordinates, to their problems and experiences. He must be responsible for his team and the environment in it, as well as in the work process. AT difficult situations own your emotions, observe restraint, show firmness and calmness.

Deep thought lies in the aphorism of Matthew Arnold: "Culture is the desire for harmony and light, the main thing is for both harmony and light to prevail." And for the leader, the main thing is to create such a corporate culture that both euphony and light prevail in the teaching staff, which forms the new generation of our society. The main goals of the corporate culture are to reflect the specifics of the organization, define its "face", promote its growth and development and ensure the high efficiency and success of the work of the teaching staff in accordance with the duties delegated to them to fulfill the main mission of the school. Obeying the established ethical code of the school, the teacher strictly observes the rules and norms of behavior in the organization, internally fully accepts corporate values. In turn, these values ​​become individual values, occupying a firm place in the motivational structure of his behavior. If, in addition, the leader chooses the style of partnership, takes into account the whole range of organizational and personal problems of employees, the entire school staff takes into account the target settings, has self-discipline and self-control.

View document content
"Code of Ethical Relationship between Leader and Subordinate"

Code

ethical relationship between leader and subordinate

I. General provisions

2. The administration of the educational institution is doing everything possible to fully reveal the abilities and skills of the teacher as the main subject educational activities.

3. The educational institution observes a culture of communication, expressed in mutual respect, goodwill and the ability to find understanding. The director of an educational institution (hereinafter referred to as the MA) is responsible for maintaining such an atmosphere.

4. The administration of the educational institution is tolerant of the diversity of political, religious, philosophical views, tastes and opinions, creates conditions for the exchange of views, the opportunity to agree and find understanding. The different statuses of teachers, qualification categories and duties should not prevent all teachers from equally expressing their opinions and defending their convictions.

5. The administration of the educational institution cannot discriminate, ignore or persecute teachers for their beliefs or on the basis of personal likes or dislikes. The relations of the administration with each of the teachers are based on the principle of equality.

6. The administration of the educational institution cannot demand or collect information about the personal life of a teacher that is not related to the performance of his job duties.

7. Evaluations and decisions of the director of an educational institution must be impartial and based on facts and real merits of teachers.

8. The teaching staff has the right to receive from the director of the school information that is important for the work of the educational institution. The administration has no right to hide or tendentiously distort information that could affect the career of a teacher and the quality of his work. Important decisions for the pedagogical community are made in the institution on the basis of the principles of openness and general participation.

9. The psychological atmosphere of the educational institution should prevent the emergence of intrigues, insurmountable conflicts, sabotage of colleagues and a split in the pedagogical community, and not interfere with the collective of the educational institution from performing its direct functions.

10. The OU values ​​its reputation. In case of revealing the criminal activity of teachers and the administration of an educational institution, as well as gross violations of professional ethics, the principal of the school must resign.

11. Teachers have the right to openly (in writing or orally) express their opinions about school, municipal or regional education policy, as well as about the actions of participants in the educational process, however, their statements cannot be tendentiously inaccurate, malicious and offensive.

12. Teachers do not disclose confidential official information intended for the internal needs of an educational institution.

13. The administration and teaching staff of the educational institution are objective and disinterested. Their official decisions are not subject to their own interests, as well as the personal interests of family members, relatives and friends.

14. The relationship between the administration of the educational institution and teachers is based on the principles of collegiality, partnership and respect. The teaching staff is united by mutual assistance, support, openness and trust. The teacher defends not only his own authority, but also the authority of his colleagues.

15. The administration of the educational institution, teachers avoid competition that interferes with their partnership in the performance of a common cause.

II. Personal interests and self-withdrawal

16. If the teacher is a member of the council, commission or other working group obliged to make decisions in which he is personally interested, and therefore cannot maintain impartiality, he informs the persons participating in the discussion about this and withdraws himself from voting or other way to make a decision.

17. The administration of the educational institution, the teacher cannot represent their institution in a litigation with another institution, enterprise or individuals in the event that they are connected with partners in this case by any private interests or accounts, and they may be interested in either other outcome of the case. They must inform the persons considering the case of their interest.

III. Recruitment and promotion to a higher position

18. The director of the educational institution must maintain impartiality when hiring a new teacher or promoting his teacher in a position.

19. The teacher cannot put pressure on the administration so that a member of his family, relative or close friend is admitted to the school, or that the above-mentioned persons are promoted.

IV. Office etiquette of the head of the educational institution

20. The relationship of the head of the educational institution with subordinates is based on the principles:

openness of management towards employees;

providing the head of equal opportunities to all his subordinates to perform their duties;

supporting the initiative of subordinates;

Understanding the specifics of the work of subordinates and sharing responsibility for the results of their work.

21. The head of the educational institution must be an initiative communicative leader, inspiring and motivating his subordinates; take a responsible approach to activities.

22. Obliged to maintain harmony and balance: versatile aspects must be in balance with each other, ensuring the effectiveness of the OS as a whole, so that work in the OS does not stop in emergency situations.

23. Possess the ability to "generate ideas"; the ability, if necessary, to change the style of management, to manage people, to influence them.

24. Create the necessary conditions for work and leisure, as well as to increase professional qualifications teachers; instill in employees a sense of responsibility for the performance of their duties.

25. Must be responsible for his team and the environment in it, as well as in the work process; take responsibility for the decision made, without shifting it for making the right decision to subordinates. In difficult situations, control your emotions, observe restraint, show firmness and calmness.

26. Obliged to take care of the well-being of the staff of the educational institution: focus on obtaining wealth, satisfaction of needs.

27. Must know all the necessary information about his employees, when communicating with them, rely on their personal and professional qualities. To be able to find an individual approach to each subordinate.

28. Be able to organize business in such a way that job responsibilities subordinates were clearly demarcated and each was responsible for the assigned area of ​​work.

29. Be able to delegate your work, correctly distribute tasks between subordinates.

30. Combine trust in a person with strict control over the execution of assigned tasks and official duties. Be able to give the employee the freedom to complete tasks. Be able to thank a subordinate for a job well done.

31. Do not be afraid of the higher competence of the subordinate in certain matters or tasks and accept it.

32. Clearly keep these promises.

33. Motivate subordinates not with the help of punishments, but thanks to material and moral incentives.

34. In controversial matters, be able to communicate with subordinates without raising your voice, maintain restraint and calmness. Watch your speech: do not resort to irony in your assessment, do not offend feelings, do not get personal.

35. In relation to subordinates, be friendly, avoid familiarity.

36. Criticism and remarks should be fair and only in relation to actions, and not to a person, should be put forward calmly, preferably not in the presence of third parties.

37. The leader must be able to perceive criticism from subordinates and analyze their own behavior.

38. Remember that the ability of a leader to admit his mistakes only adds to his authority.

39. The leader must stop any praise of his merits, flattery and sycophancy.

40. Be an example for your employees - do not be late for work, dress according to the corporate dress code, and demand this from your employees.

41. The head of the educational institution must remember that he is responsible for the work of the team entrusted to him at any time. Therefore, he is obliged to prepare successors for himself, who in his absence (illness, vacation, business trip) could fulfill his duties without prejudice to the case.
42. He is obliged to achieve such relationships in the teaching staff, when subordinates in unforeseen situations immediately inform him of the danger of violating the educational process and take possible preventive measures.

V. Service etiquette of teachers

43. The relationship of subordinates with the leader is based on the principles of respect, discipline and observance of subordination; conscientious performance of their direct official duties, other tasks of the administration that are not described in the job descriptions, but directly related to the scope and specifics of the activities of the educational institution

44. The teaching staff of the educational institution observes the code of professional ethics of teachers, which reflects ethical standards and moral values ​​that ensure the stability and quality of the educational process.

45. Teachers educational organization respect the administration of the educational institution, observe subordination and, in the event of a conflict with the administration, try to resolve it in compliance ethical standards.

46. ​​The teacher does not have the right to publish confidential and proprietary information.

47. The teacher tries to contribute to the correct interaction of all groups in the community. In private and in public life, the teacher avoids strife, conflicts,

Quarrels, ready to anticipate and solve problems, disagreements, has ways to solve them.

48. By their behavior, teachers support and protect the historically established professional honor of the teacher.

50. Teachers are required to be disciplined and proactive, to obey the motivated requirements of the head of the educational institution.

51. Teachers themselves choose the appropriate style of communication with the head of the educational institution, administration, colleagues, based on mutual respect.

52. Observe subordination, courtesy; understand the responsibility of the head of the educational institution for the teaching and student teams.

53. Teachers avoid unreasonable and scandalous conflicts in relationships. In case of disagreements, they strive for their constructive solution.

54. Teachers constantly take care of the culture of their speech and communication. In their speech there are no curses, vulgarisms, rude and offensive phrases.

55. Show courage and firmness in defending their own opinions; irreconcilably relate to manifestations of servility, servility, sycophancy, blind obedience and indifference to the wrong actions of the leader.

56. Teachers, as models of cultured people, are always obliged to greet (say hello)

with a colleague, other behavior may be seen as disrespectful

(neglect) to a colleague. Neglect is unacceptable.

VI. Final provisions

57. When applying for a job educational institution the head of the educational institution is obliged to stipulate that the teacher must act within his professional competence on the basis of a code of ethical relations and familiarize him with the content of this code.
58. Violation of the provisions of the Code of Ethical Relations is considered by the teaching staff and the administration of the educational institution, and, if necessary, by the trade union committee.