The role of children's public organizations in the formation of moral guidelines and leadership qualities of schoolchildren. The role of children's public organizations in the formation of moral guidelines and leadership qualities of schoolchildren The path to leadership in public work
Topic: General topics
In FSUE "RADON", a developmental peer review, the so-called thematic pre-visit, was carried out in several directions of the RPS deployment.
A commission consisting of employees of the RPS software and JSC RPS of the State Corporation, as well as specialists of enterprises with the status of the RPS Leader and the RPS Candidate, headed by the chairman director general JSC "KHIAGDA" Andrey Vladimirovich Gladyshev, assessed the current level of development of RPS at the enterprise. The final assessment of the achievement of the set goals by RADON within the framework of the deployment of the production system by Rosatom will be given six months after the final RPPK.
The audit made it possible to control the deployment of the RPS in the four most important areas: goal decomposition, RPS flows, project management and motivation.
The RPPK team noted that "RADON" has every chance to move to the next level and ultimately be awarded the title of "RPS Leader", the receipt of which is very prestigious, since it distinguishes the company from other organizations in the industry, serves as an example and requires constant confirmation ...
But in order to achieve this high status, the staff of the enterprise still has to do a lot in this direction. Recommendations were received for all directions of deployment. There were significant comments on the quality of the preparation of X-matrices, as well as on the observance of the terms and quality of the implementation of the RPS projects.
As for the direction of RPS-flows, the commission, having examined the sections of MRAO, UP-500 and OKU RAO, gave a positive assessment to the MRAO section and proposed to make it exemplary in the flow of RW management, making unpleasant conclusions about the state of the UP-500 pressing section. The UP-500 section, despite the order for the enterprise to carry out the RPPK, was not ready for verification in many parameters. It was frankly dirty there. And the negative attitude of some employees towards the members of the commission in the situation of the inspection was simply unacceptable. This approach is pulling our company to the bottom.
The incident that occurred indicates insufficient involvement of personnel in the development of the production system "Rosatom" at the enterprise in the work, which is aimed both at increasing the efficiency of the enterprise, and at improving the quality of working conditions for each employee, despite the fact that such organizational issues as the corporate newspaper , information stands, website, email were assessed positively in terms of tools to increase staff engagement, the situation in this area aroused concern among the commission.
Live communication between the members of the commission and people showed that the degree of involvement is characterized by the degree of coincidence of interests of the enterprise and its employees. It was noted that work in this direction should be continued and strengthened, taking into account the objective positions of both sides. Constructive suggestions, comments and recommendations formulated in the Memorandum signed following the audit will help to correctly prioritize, build work to achieve the indicators of RPS deployment in the enterprise and solve the tasks in the best way.
Moreover, at the meeting on the deployment of the RPS at the Federal State Unitary Enterprise RADON, the director for RPS of Rosatom Sergey Aleksandrovich Obozov and the director for state policy in the field of radioactive waste, spent nuclear fuel and decommissioning Oleg Vasilyevich Kryukov, after the advice given by them, approved the correctness of the path of the Radonovites the development of the production system.
The introduction of new methods of work is not an easy process, but it is necessary and interesting, and now it is permanent for the enterprises of the nuclear industry. Only the joint efforts of all employees of the enterprise in the direction of improving the performance at each workplace will make it possible to achieve the goals set for "RADON"!
I Theoretical foundations of the formation of leadership qualities of high school students in the activities of children public organizations
1.1 Leadership personality traits as a subject of research
1.2 Opportunities of children's public organizations in the formation of leadership qualities of high school students
1.3 Pedagogical conditions for the implementation of the possibilities of children's public organizations in the formation of leadership qualities of high school students 59 Conclusions on Chapter I
II Experimental work on the formation of leadership qualities of high school students in the activities of children's public organizations
2.1 Implementation of a complex of pedagogical conditions within the framework of the activities of the Union of Children's Organizations of the Tambov Region
2.2 Criteria, indicators and levels of formation of leadership qualities of senior pupils
2.3 Evaluation of the results of experimental work on the formation of leadership qualities in high school students 147 Conclusions for Chapter II 171 Conclusion 174 Bibliographic list 178 Appendices
Recommended list of dissertations
Pedagogical conditions for the development of leadership qualities of adolescents in a children's public association 2006, candidate of pedagogical sciences Sbitneva, Veronika Borisovna
Socio-pedagogical conditions for the implementation of the leadership potential of older adolescents in temporary children's associations 2004, Candidate of Pedagogical Sciences Pavlova, Oksana Aleksandrovna
Pedagogical foundations for the development of leadership giftedness in senior schoolchildren 2000, Doctor of Pedagogical Sciences Bolshakov, Vladimir Yurievich
Pedagogical support of children's leadership 2004, Doctor of Pedagogical Sciences Umansky, Alexander Lvovich
Pedagogical conditions for the development of leadership qualities of students 2001, candidate of pedagogical sciences Vezhevich, Tatyana Efimovna
Dissertation introduction (part of the abstract) on the topic "Formation of leadership qualities of high school students in the activities of children's public organizations"
The relevance of research. Modern Russian society makes special demands on a growing personality. Today, the problem of finding effective methods of personality development and the formation of leadership qualities of socially active youth, the education of potential leaders, who quickly and purposefully integrate into society, quickly find new ways to solve social problems, is especially acute in pedagogy. To date, in the work of children's public organizations, a certain experience has been accumulated in the formation of leadership qualities, which requires scientific understanding. There is a problem of generalization and systematization of the possibilities of children's movement as a special social institution in the formation and development of the leadership qualities of high school students, on the one hand, and the development of appropriate conditions for their implementation, on the other.
The study of the leadership qualities of high school students are devoted to scientific work a number of domestic researchers (I.P. Volkov, E.A. Gantseva, V.D. Goncharov, A.L. Zhuravlev, E.A. Klimov, I.S.Kon, E.S. Kuzmin, V.N. Knyazev, I.S.Polonsky, B.D.Parygin, A.I. Prigozhiy, A.G. Sorokova, L.I. Umansky, AB Petrovsky, P.JI. Krichevsky). The methodological concepts of the formation of the personality's leadership qualities were developed by V.P. Isaenko, O.S. Gazman, L.I. Umansky, A.L. Umansky, E.V. Tsinarshvili and others. The central place in them is occupied by the phenomenon of children's movement, the problem of creating favorable conditions for the development of the leadership potential of senior schoolchildren in children's public organizations, which are effective tool improving social relations.
Various aspects of leadership are considered in the works of foreign scientists (E. Bogardus, K. Bird, R. Stogdill, G. Homeans, L.
Carter, F. Knickerbocker, R. Bales, F. Fiedler, R. Lord, D. Phillips). s
Currently, great interest is ■ the issue of the effectiveness of pedagogical support and support for children's leadership; special pedagogical technologies for the formation of the leader's personality are being developed. Many scientists are working on the creation of "methods and programs for the formation and development of children's leadership (TE Vezhevich, AG Zalevskaya, ON Kapirenkova, VA Pavlova, T.Sh. Tazhutdinova, A.L. Umansky, etc.). At the same time, the degree of elaboration of this problem remains insufficient, modern humanitarian knowledge needs new psychological and pedagogical approaches to the processes of formation and development of leadership qualities of senior students.
Thus, the relevance of the research topic is due to the presence of contradictions:
Between the increased needs of modern society for effective leaders and insufficient scientific development in pedagogy of the ways of forming the leadership qualities of high school students;
Between the accumulated experience and the significant possibilities of children's public organizations in the formation of the leadership qualities of high school students and the lack of scientific understanding of the pedagogical conditions conducive to their effective implementation.
The revealed contradictions determined the research problem: what are the possibilities of children's public organizations in the formation of leadership qualities; high school students and pedagogical conditions conducive to their effective implementation?
The object of the research is the process of forming the leadership qualities of high school students.
The subject of the research is the process of forming the leadership qualities of high school students in the activities of children's public organizations.
The purpose of the study is to determine the possibilities of children's public organizations in the formation of the leadership qualities of high school students and the pedagogical conditions conducive to their effective implementation.
Based on the formulation of the problem, goal, object and subject, a research hypothesis was put forward, which is based on assumptions:
1) about the significant opportunities of children's public organizations in the formation of leadership qualities of high school students;
2) on the complex of pedagogical conditions that contribute to the realization of the possibilities of children's public organizations in the formation of the leadership qualities of senior pupils, including:
Pedagogical support of the subject-subject interaction of members of a children's public organization, motivating high school students to manifest and develop leadership qualities.
Involvement of senior schoolchildren in activities of different content, allowing them to successfully demonstrate leadership qualities, with constant monitoring of their formation.
To achieve the goal and test the hypothesis, the following tasks were solved during the research:
1. To determine the content, structure of senior pupils' leadership qualities, criteria, indicators and levels of their formation.
2. To reveal the possibilities of children's public organizations in the formation of the leadership qualities of high school students.
3. Theoretically substantiate and experimentally test a complex of pedagogical conditions that contribute to the effective implementation of the capabilities of children's public organizations in the formation of leadership qualities of high school students.
The methodological basis of the research is made up of general philosophical provisions on the relationship, interdependence of social phenomena, social conditioning of upbringing and the essence of the individual; about the leading role of human activity in his personal self-development; the socio-psychological principle of determinism and the psychological and pedagogical concepts based on it, revealing the essence and content of the mechanisms for the formation of personality traits.
The methodological function in the research is realized by the general scientific system approach to cognition and transformation of reality; logical-historical approach to the study of social and pedagogical phenomena; personality-activity approach to education; concepts of teaching leadership incentives.
The theoretical basis of the research is formed by the concepts of systemic (IV Blauberg, EG Yudin and others) and personality-activity approaches to education (IA Zimnyaya, VA Slastenin, etc.); humanistic ideas of personality education (J.-J. Rousseau, ST Shatsky, A.S. Makarenko, V.A. Sukhomlinsky, V.A. Karakovsky, etc.); scientific provisions on the relationship between leadership and leadership (A.G. Kirpichnik, JI.H. Makarova, A.B. Malinovsky, E.H. Sorochinskaya, M.I. Rozhkov, L.I. Umansky, O.D. Chugunova, etc.), about the significance social activities and educational opportunities of children's public organizations in the formation of personality (N.F.Basov, M.V.Boguslavsky, CB Bobryshov, AB Volokhov, V.K. Grigorova, V.T.Kabush, I.A.Kudryashova, Z.I Lavrent'eva , Yu.P. Prokudin, T.V. Trukhacheva and others); the provisions of developmental and educational psychology on the characteristics of the personal development of students of senior school age (L.S.Vygotsky, D.I.Feldstein, G.A.Tsukerman, I.V.Shabelnikov, etc.), issues of pedagogical support of children's public organizations (A. V. Volokhov, E.V. Titova, CB Teterskiy, I.I. Frishman and others).
Purpose, hypothesis; the objectives of the research determined the choice of a complex of complementary and mutually verifying research methods: study and analysis of philosophical, psychological, pedagogical and scientific and methodological literature; pedagogical modeling; observation, conversation, testing, questioning, interviewing; study and generalization of experience; a retrospective analysis of his own pedagogical activity as chairman of the Union of Children's Organizations of the Tambov Region; experimental work, methods of processing experimental data.
The experimental base of the study was children's public organizations of the Union of Children's Organizations of the Tambov Region. The experimental work was organized during the assemblies of children's organizations of the Tambov regional public organization "Union of Children's Organizations" in the period from 2006 to 2010. 690 high school students and 47 teachers took part in the experiment at various stages.
The dissertation research was carried out in three stages.
At the first stage (2005-2006), the analysis of scientific and methodological literature on the research problem was carried out; the hypothesis, objectives, research strategy were determined * the work experience of children's public associations was studied. This made it possible to reveal the level of elaboration of the problem under study and outline the ways of its optimal solution, to determine the possibilities of children's public organizations in the formation of the leadership qualities of high school students.
The second - experimental-experimental - stage (2006-2009): development of methods and conducting of ascertaining and formative experiments; determination and implementation of pedagogical conditions that contribute to the formation of leadership qualities of high school students in the activities of children's public organizations; verification of the selected conditions in the process of experimental work.
The third - generalizing - stage (2009 - 2010): analysis, experimental processing of the results of dissertation research, generalization and systematization of the results of experimental work on the formation of the leadership qualities of senior pupils in the activities of children's public organizations (for example, the Tambov region); formulation of the main theoretical conclusions and methodological recommendations on the research problem; finalization of the results of dissertation work; determination of scientific prospects for further development of the problems of this study.
The scientific novelty of the research lies in the fact that:
1. The content of the leadership qualities of high school students was revealed as a set of personality traits and traits that allow the senior student to stand out in a social group and are expressed in the active manifestation of their position, the ability to quickly navigate situations, adequately respond to challenges and threats of the time, set goals, unite and lead to them people.
2. The structure (organizational and communicative qualities), criteria (motivational-cognitive and activity-practical), the corresponding indicators, as well as the levels (high average, low) of the formation of senior pupils' leadership qualities have been determined.
3. The possibilities of children's public organizations in the formation of the leadership qualities of high school students have been revealed, which consists in the presence of goals, tasks, content, forms and methods of activity in them, the development and implementation of which by high school students contribute to the formation and consolidation of these qualities in the structure of their personality.
4. A complex of pedagogical conditions has been substantiated that contribute to the effective implementation of the possibilities of children's public organizations in the formation of leadership qualities of senior pupils, including:
Development and implementation of a model for the formation of leadership qualities of high school students in the activities of a children's public organization;
Involvement of senior schoolchildren in different types of activities, which allow them to successfully demonstrate leadership qualities, with constant monitoring of their formation;
The gradual complication of the forms of participation of high school students in socially significant activities: from social testing, to social practice and to social design.
The theoretical significance of a study is determined by its contribution to the development scientific foundations the general theory of upbringing, in particular, the theoretical ideas about the formation of the leadership qualities of high school students were clarified: the content of the concepts "leadership qualities of high school students", "formation of leadership qualities of high school students", "the possibilities of a children's public organization in the formation of leadership qualities of high school students" were clarified. The scientific substantiation of the content and structure of the leadership qualities of the personality of a senior pupil - an activist of a children's public organization is given, various aspects of their manifestation are shown. The possibilities of children's public organizations in the formation of the leadership qualities of high school students and a complex of pedagogical conditions that contribute to their effective implementation are theoretically substantiated. The model of the process of forming leadership qualities in the activities of children's public organizations can be used in the activities of institutions additional education children in general education schools. The criterion apparatus and diagnostic tools for determining the levels, the formation of the leadership qualities of high school students, including diagnostic methods, criteria and indicators, are proposed.
The practical significance of the study lies in the fact that it presents a qualitative characteristic of the levels of formation of the leadership qualities of high school students on the basis of the developed criteria and indicators, developed methodological recommendations for children's public organizations to create conditions in them for the formation of leadership qualities of senior students. The author of the thesis has developed and implemented into practice more than 20 programs for the formation of leadership qualities of high school students in the activities of children's public organizations. The research materials can be used in the activities of children's and youth public organizations, in the preparation of teachers for work in these organizations, as well as in the activities of institutions of basic and additional education for children in the process of implementing various directions of education necessary for the full-fledged socialization of the younger generation. A set of recommendations can be applied in the system of training and advanced training of teaching staff.
The main provisions for the defense:
1. Leadership qualities of high school students are a combination of personality traits and traits that allow a senior student to stand out in a social group and are expressed in the active manifestation of their position, the ability to quickly navigate situations, adequately respond to challenges and threats of the time, set goals, unite and lead to him people. The structure of the personality's leadership qualities includes communicative and organizational qualities.
2. The levels of formation of the leadership qualities of senior pupils in the activities of children's public organizations (low - the title of "Tester", medium - the title of "Master", high - the title of "Professional") are determined by following criteria and indicators: motivational and cognitive (the readiness of a high school student to realize himself as a leader, understanding of social activity as personally significant; knowledge of the methods of organizational activity); activity-practical (application of knowledge in practice, the effectiveness and efficiency of activities, the ability to work in a team).
3. The possibilities of a children's public organization in the formation of the leadership qualities of high school students are its inherent goal, tasks, content, forms and methods of activity, the development and implementation of which by high school students contribute to the formation and consolidation of these qualities in the structure of their personality.
4. The complex of pedagogical conditions contributing to the effective implementation of the possibilities of children's public organizations in the formation of the leadership qualities of high school students, includes:
Development and implementation of a model for the formation of leadership qualities of high school students in the activities of a children's public organization, which is a combination of the following interrelated components: the general and leading goals of a children's public organization; orientational (methodological and content-organizational approaches, the principles on the basis of which this process is carried out), content-activity (types, forms and methods of activity), control and analytical (criteria, indicators, diagnostic tools) components and result (high, medium, low levels of formation of leadership qualities of senior students).
Pedagogical support of subject-subject interaction of members of a children's public organization, motivating high school students to manifest and develop leadership qualities;
Involving senior schoolchildren in different types of activities, which allow them to successfully demonstrate leadership qualities, with constant monitoring of their formed ™;
The gradual complication of the forms of participation of high school students in socially significant activities: from social testing, to social practice and to social design.
Approbation and implementation of the main research results. The main ideas of the research were presented in the form of reports, discussed and received approval at the All-Russian scientific and practical conferences: "Educational space of the region: problems, searches, prospects" (Tambov, 2007); “Personal and professional development of a future specialist” (Tambov, 2008); "Pedagogical support of work with youth" (Yaroslavl, 2008); "Children's movement as a socio-cultural and pedagogical phenomenon" (Rostov-on-Don, 2009); parliamentary hearings "On the prospects for the development of children's social movement in the Russian Federation" (Moscow, 2009), at the assembly of the International Union of Children's Public Associations "Union of Pioneer Organizations - Federation of Children's Organizations" (Moscow, 2009); at meetings of the departments of general and social pedagogy, general pedagogy and educational technologies of the Tambov state university named after G.R. Derzhavin (2007-2011). The research results were introduced into the work of the Union of Children's Organizations of the Tambov Region.
Thesis structure. determined by the logic and sequence of solving research problems. The work consists of an introduction, two chapters, a conclusion, a bibliography and annexes.
Similar dissertations in the specialty "General pedagogy, history of pedagogy and education", 13.00.01 code VAK
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Organizational and pedagogical conditions of interaction between educational authorities and children's public associations for the development of the leadership potential of adolescents 2007, Candidate of Pedagogical Sciences Rodionova, Elena Leonidovna
Formation of leadership qualities of adolescents in the conditions of the All-Russian Children's Center "Orlyonok" 2002, candidate of pedagogical sciences Khatskevich, Tatiana Leonidovna
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CONCLUSIONS ON CHAPTER II
Children's public organizations have significant opportunities in the formation of the leadership qualities of high school students.
The concretization of the principles of the educational process and the determination of the most effective forms and methods for the implementation of pedagogical conditions in the system of activities of children's public organizations have proved that the most effective form of developing the leadership qualities of high school students is to hold assemblies of children's organizations. The Assembly of Children's Organizations is viewed as a place where training of the asset takes place, equipping with knowledge, skills, and organizational skills, creating an emotional mood for working in children's public organizations and developing their social activity.
In the course of the assembly, senior schoolchildren develop a culture of communication with each other and with adults, and senior students acquire new knowledge, skills and abilities practical activities, free choice of the communication environment, type of activity, decision-making, the right to join small groups, to a kind, respectful and fair attitude towards the results creative work... A feature of the Assembly is the uniqueness of each program, as well as a certain variability, which provides older students with the opportunity to choose the type, form and object of activity. The Assembly as a form of pedagogical interaction is a powerful tool for the formation of leadership qualities in high school students. The technologies used at the Assembly for working with children, consisting of various business games, training programs, collective creative activities contributes to the successful formation of a leader, awakens in children an interest in self-knowledge and a desire to work on themselves, gain experience successful person, learn the skills of goal setting and decision making.
Pedagogical. an experiment in the development of social activity of a senior pupil's personality and his leadership qualities in the context of children's social organizations was aimed at that; to prove that "the most important pedagogical factor of its formation is the orientation towards the value of social relations and self-development of a person, towards his active involvement in social activity. The most effective process of developing the leadership qualities of an individual occurs when high school students are focused on effective social partnership and are ready to actively participate in society, when they participate in social design and independently show various creative initiatives.
The complex of pedagogical conditions formulated and substantiated by us is implemented at the assembly through the main components, which are constant from Assembly to Assembly, the forms of holding change, modern technologies, methods and means of education are used.
Pedagogical experiment of social development? the activity of the personality of the senior "schoolchild and leadership qualities - in the context of children's public organizations; specifically within the framework of the Assembly, he proved that the most important pedagogical factor in its formation is the setting on the value of social relations and self-development of a senior pupil, on his active involvement in social activities, the development of leadership qualities senior pupils;
We have determined the criteria and levels of the formation of the leadership qualities of senior pupils, on the basis of which the influence of the complex of the revealed pedagogical conditions on the formation of leadership qualities was traced. The use of a complex of pedagogical conditions in the educational process led to an increase in the level of formation of leadership qualities in senior schoolchildren.
In the process of conducting the experimental work, a tiered approach was used, including the following levels of their formation: high (the title of "Professional"), medium (the title of "Master"), low (the title of "Tester").
The levels of formation of the "leadership qualities of high school students are determined by the following criteria and indicators: motivational and cognitive (the readiness of a high school student to realize himself as a leader, understanding of social activity as personally significant; knowledge of methods of organizational activity); activity-practical (application of knowledge in practice, efficiency and efficiency of activity, ability to work in a team).
The result of the pedagogical experiment is the achievement of more than high level the formation of leadership qualities, expressed in the manifestation of his activity in the activities of children's organizations, and proof of the influence of the complex of pedagogical conditions identified by us on the effectiveness of the process of forming leadership qualities in the activities of children's public organizations.
CONCLUSION
For modern Russian society, the problem of expanding the opportunities for active inclusion of the younger generation in social relations and innovative development state. It is in the senior school age the foundations of the social and civic qualities of the younger generation are being formed.
In accordance with the set tasks of the dissertation research of the formation of the leadership qualities of high school students in the activities of children's public organizations, the following results were achieved:
The state of the problem of leadership and leadership qualities of the individual is studied, the history of the development of approaches to this problem is studied, the need for the development of leadership qualities of senior schoolchildren in a children's public organization is determined;
Dan* comparative analysis the main theories of leadership, the terminological apparatus of the research has been clarified and analyzed (concepts: "leadership", "leadership qualities of a person", "children's ^ public organization", "the formation of leadership qualities of senior pupils", "the possibilities of a children's public organization in the formation of leadership qualities of senior pupils"); substantiated the content and structure of senior pupils' leadership qualities as a set of communicative and organizational properties and personality traits; it has been proved that the process of forming the leadership qualities of high school students is a purposeful, organized socio-pedagogical process that ensures the emergence and operation of mechanisms that contribute to the formation and consolidation in the structure of their personality of a set of properties and traits that allow them to have a status
174 to stand out in a social group and expressed in the active manifestation of their position, the ability to quickly navigate situations, adequately respond to the challenges and threats of the time, set goals, unite and lead people to them;
Revealed and substantiated the possibilities of children's public organizations in the formation of the leadership qualities of high school students as their inherent goal, tasks, content, forms and methods of activity, the development and implementation of which. high school students contribute to the formation and consolidation in the structure of their personality of a set of properties and traits that allow them to stand out in a social group and are expressed in the active manifestation of their position, the ability to quickly navigate situations, adequately respond to challenges and threats of time, set goals, unite and lead to him people;
A complex of interrelated pedagogical conditions has been substantiated and experimentally tested, contributing to the effective implementation of the capabilities of children's public organizations in the formation of leadership qualities of senior pupils: development and implementation of a model for the formation of leadership qualities of senior pupils in the activities of a children's public organization; pedagogical support of the subject-subject interaction of "members of a children's public organization, motivating high school students to manifest and develop leadership qualities; involvement of senior schoolchildren in different types of activities that allow them to successfully demonstrate leadership qualities, with constant monitoring of their formation; gradual complication of the forms of participation of senior students in public meaningful activities: from social tryout to social practice and to social design.
The effectiveness of the implementation of this complex of pedagogical conditions is evidenced by the positive dynamic characteristics of the levels of formation of the leadership qualities of the tested schoolchildren, a steady tendency towards leadership growth, obtained in the course of experimental work.
The specificity of educational opportunities and the vector of further prospects for children's public organizations in the formation and development of leadership qualities of high school students is that in the conditions of such organizations it is possible efficient organization creative interaction and partnership between a teacher and a student, taking into account his age and personal (individual) characteristics. The system of joint social activity of teachers of children's public organizations and activists, which provides for the diagnosis of the personal growth of a student and the dynamics of the development of his leadership qualities, ensures the success of the results of experimental work on the formation of leadership qualities of senior students; developed the levels of formation of the leadership qualities of senior pupils in the activity of testimonial public organizations, defined as low (rank "Tester"), medium (rank "Master"), high (rank "Professional"), which are determined by the following criteria and indicators: motivational-cognitive (readiness high school student to realize himself as a leader; understanding of social activity as personally significant; knowledge of the methods of organizational activity); activity-practical (application of knowledge in practice, the effectiveness and efficiency of activities, the ability to work in a team).
It should be noted that the social potential of children's public associations is not fully realized by modern society, but recently, more and more often, parents, teachers, deputies in disputes about the future of children are beginning to consider public associations as a school for the formation of the best human qualities. And this determines the perspective, relevance and the need for further research into the problem of the development of children's leadership in public organizations.
The results of experimental work on the formation of the leadership qualities of high school students in the activities of children's public organizations and the conclusions of the study allow us to conclude that the tasks have been solved.
Concluding the dissertation research, it seems appropriate to outline possible ways for further research of this problem. In theoretical terms, we believe that the prospects lie in clarifying the depth of the pedagogical problem of children's leadership, formulated in the dissertation work. From an experimental point of view, it is of interest to study the pedagogical conditions, forms, methods and means of pedagogical influence that contribute to the development of the leadership qualities of senior students.
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Active school occupation
"The path to leadership"
Goal:Create conditions for the formation of the concepts of "leader", "leadership"
Identify leadership potential
Tasks
- familiarizing children with the basis of leadership theory
- development of leadership skills, logical thinking, self-esteem of children
- the formation of relationships through group forms of work.
Good afternoon, guys and dear guests. I am glad to see you at our today's lesson of the “Path to Leadership” asset school.
Each of those present here is already to some extent a leader: in the classroom, in the children's association, in the student government bodies.
“How little has been lived and how much has been experienced,” says childish wisdom. I think you will agree with me. All our lives, each of us must learn something, “burn” himself and “ignite” others. I suggest that the motto of our meeting today is to take the words
F. Picabia "There is only one way to get people to follow you, and that is to move forward faster than they do."
Guys! Tell me, who is "LEADER"? What associations does this word evoke in you?
(Group discussion - 2 minutes)
Answers of children ………
A LEADER is a person who has high authority among friends, colleagues, comrades due to his personal qualitiesset it apart from other people.
Along with the definition of "LEADER" there is one more concept "LEADERSHIP".
"LEADERSHIP" is the ability to influence other people in such a way that they work to achieve the goals of the activity.
Jeff's Exercise "Do You Need to Be a Leader?"
After a given statement, the guys choose one of the possible answers and come up to the plate with this answer. Answer options: "Yes", "No", "I do not know"
It is prestigious to be a leader.
A leader is the person who does all the work.
Only a young person can be a leader.
Girls have less leadership qualities.
I am a leader.
Guys! The leader is characterized by the presence of organizational skills - such a combination of personality traits that allows a person to quickly, reliably and confidently organize people to do something. I suggest that you confer in groups and write down the qualities that a leader should have on a piece of paper.
(Group discussion - 2-3 minutes)
Competence
You know the business that needs to be organized
Activity
You know how to act assertively, energetically when solving tasks
Initiative
You are creatively active, put forward ideas, suggestions
Sociability
You are open to others, ready (you can and want) to communicate with people
Savvy
You can get to the essence of the phenomena, you see their causes, effects, you know how to determine the main thing.
Persistence
You show willpower, perseverance, you know how to bring things to an end.
Self-control
You can control your feelings, your behavior in difficult situations.
Operability
You are hardy, able to endure hard work, not to get tired for a long time.
Observation
You know how to see, to note in passing the remarkable, to keep details in memory.
Independence
You are not dependent in decisions, you know how to find ways to solve tasks yourself, to take responsibility.
Organization
You are able to subordinate yourself to the necessary mode of work, to plan your activities.
Objective assessment
You know how to note the shortcomings of those people who are attractive to you and the merits of those to whom you are
you are prejudiced.
Ability to obey
By demanding obedience from others, you yourself know how to obey.
Self-criticism
You can objectively, impartially evaluate your work.
Most of the group respects you and your opinion.
Now, guys, write your last name on the pieces of paper. In one column, write down those qualities that you possess, and in the other - those that you would like to develop or acquire in yourself.
(Individual work 2-3 minutes)
Count the number of qualities recorded. If there are more than five of them, then you have leadership potential. And if there are more than ten, then your leadership qualities are well manifested.
Guys, you and I have determined who a LEADER is, what qualities he should have. Now we will find out what functions the leader performs. But we will do it a little unusual. Spring has come, which means that more often you want to smile, give each other smiles and flowers, well, at least one flower. I suggest not buying it, but making it yourself. The heart of our petal will be the word "Leader"
(I attach the core of the flower to a magnetic board)
And now we will attach petals to the core of our flower. Each petal carries a certain type of Leader's activity.
1 Petal "Leader inspires"
As a leader, you can inspire others to succeed and help channel energy.
The task.You have decided to organize, in your opinion, a very interesting business. But the guys don't really want to participate in this. Your task is to inspire the guys, encourage them to take action, and interest them.
(Time 2-3 minutes)
2 Petal "The Leader Involves Everyone in the Work"
Everyone wants to participate in decision-making, leaders choose best options... As a result, trust in each other grows, the right decisions are made.
The task.Teams are given a sheet of paper. Each member of the group, without consulting each other, should draw some element. You should end up with the big picture.
(The discussion of the results)
3 petal "Leader teaches cooperation"
The entire group follows the leader's actions and words. The leader's demeanor creates an atmosphere that encourages everyone to cooperate.
The task. You need to write a mini - story of words starting with one letter: "O", "B", "C"
Discussion of work results
4 petal "The Leader Achieves Results"
The task "Gypsy cart"
You need to build a gypsy cart, consisting of a cart, 1-2 horses, cart walls, wheels, a cab, passengers.
(Time 3 - 4 minutes)
Demonstration of "Gypsy carts"
After the demonstration of the cart, the children are told that the person who has become a cab driver is, as a rule, the leader in this group.
5 petal "A leader knows how to create a good mood"
The task. Perform one verse of the song "A grasshopper was sitting in the grass"
1 group - like children in kindergarten,
Group 2 - as if you have hot porridge in your mouth
(Preparation time 2-3 minutes)
Performing songs
6 petal "The leader makes the right decisions"
Every leader must instantly find the right solutions, choose the best option.
The task. The ship is shipwrecked in the middle of the Pacific Ocean. Due to broken navigation devices, you do not know where you are. Your property is a box of matches and several ten-ruble bills. Nearby uninhabited island. You can use an inflatable raft and bring your essentials with you. You need to choose from the general list of items those that would be most useful to you on a desert island. Write down what items you will take from the ship in the first, second, third…. etc. queue
Shaving mirror
Canister with water
Dry ration
Pacific map
Canister with oil and gas mixture
Radio
Bottle of rum
Chocolate
Fishing tackle
Swimming cushion
(Preparation time 3-5 minutes)
Discussion of group work results
7 petal "Leader compliments team members"
The task. "Let's compliment each other"
Groups need to compliment the other group. (The compliment should be related to the work in our today's school of the asset)
(Preparation time 1-2 minutes)
Guys! So our lesson has come to an end. Let's summarize: what new have you learned today? Did you want to strive to become a leader? What did you particularly like? What caused you trouble?
* Everyone has leadership abilities, but they are all developed to varying degrees, a skillful leader does not put pressure on authority, but raises the rest to his level.
* Don't grab onto everything at once. Let others realize their abilities.
* Everyone can become a leader in what he knows better than others.
* A leader can have many positive qualities, but the main ones are availability and benevolence.
If you are always ahead
In the mass of life, in the thick of things
And others are ready to lead -
So you are a LEADER by nature
Reflection
At the end of the lesson, each child evaluates the lesson, choosing an emoticon of a certain mood
I liked everything, I learned (learned) a lot of new things.
-
It was nice, but it could be better.
I didn't like it at all.
The social movement plays an important role in fostering leadership qualities, allows not only to gain knowledge of managing a team, but also to become its real leader. Young people are rarely involved in representative bodies, both in socio-political self-organization and state power... It is characteristic that about 3% of people under 30 are represented in the State Duma, legislative assemblies of regions, local self-government bodies, political parties and other structures, although, for example, according to statistics, the share of young entrepreneurs in small business is more than 30%. Young people are most often remembered during the period election campaignbecause getting the support of half of the country's voters is the dream of any politician or statesman.
Sociological studies show that about 50% of young people believe that a leading position in society can be achieved through organizational skills, activity, and ambition. It is these positions that are embedded in public service, which is an important factor in the education of a leader.
No public association can do without a leader. The leader protects the interests of his group, acts in the role of its "leader", since the participants shift their concerns onto his shoulders. The leader is the best custodian and representative of the program ideas of the association. Even a leader's appearance can improve the image of the organization and the country as a whole.
At present, for the majority of the population, it is not so much the ideology of the organization that is important as ideas that are easier to associate with a specific person. In turn, the strength of a leader depends on the influence of his ideas. A public association strengthens the positive characteristics of its leader, creates additional situations where these characteristics are clearly manifested, removes, denies negative characteristics that affect public opinion. To support the popularity of a leader, positive results are needed, at least small successes that enhance his authority and influence on the masses, which is ensured, first of all, by the socially significant activities of the members of the organization. Thanks to the public organization, the personal image of the leader is enhanced: a situation of success is created, achieved under his leadership and associated with his name; the power of the organization is personified; there is an opportunity to participate in educational (including international) programs, publish articles, books, join working groups, committees of the Government, Federal Assembly, boards of corporate organizations, etc.
Leadership is controversially assessed in russian society... “I have a negative attitude towards the very phenomenon of leadership. Not least because it is always a sign of some kind of trouble in society. The fact that today there is such a “harvest” for leaders is by no means a sign of the flourishing of democracy, but rather a sign of society's illness ”(DS Likhachev). This point of view is quite common, so it makes sense to pay attention to the various aspects of this phenomenon.
If in the USSR a social leader was considered a person who achieved success in production or social and political activity, then today pop stars, actors, writers, journalists, directors, etc. become leaders. They are professionals of psychological impact on people, not activities and production. IN modern world Leaders of leisure, leaders of consumption, who are created, consciously designed by specific people, become the leading ones. “Press agents rewrite family histories, deal with fan clubs, produce magazines for them with millions of circulations, write for the stars of their“ autobiography ”, find optimal behavior patterns for them. A star is an intense process of creating an image. " Public organizations need to create their own images of the leader of action. Modern society is becoming technologically complex, therefore, people engaged in innovative work-creation must come forward.
Another type of modern leader that has survived from Soviet times is bureaucratic. Typical careerists strive for it. The value of the time of a bureaucratic leader and the value of the time of his entourage do not coincide. His time value is higher, so everyone else needs to adjust to his schedule. Hence - the agonizing wait in the waiting room. The space of such a leader also does not coincide with the everyday life of ordinary people. It is surrounded by expensive furniture, cars, for the movement of which roads are blocked ...
Leadership is the pinnacle of the hierarchy of human needs. And the satisfaction of higher needs is possible only when the needs of a lower level are satisfied. "An individual in need of something constantly yearns for its satisfaction":
Physiology: water, sleep, food, shelter, sex.
Security: the ability to control the situation.
Love: belonging to family, friends, lovers (transition period from individual to social).
Recognition: Admiring others, satisfying ambitious desires.
Self-actualization: refers to the most long-term goals, designed to fully exploit the potential.
There are four stages of the personal development of a leader in a public organization: 1) a leader-agitator; 2) an enthusiastic leader (fanatic); 3) leader-administrator (manager); 4) action leader (politician): “The movement begins with people of word, materializes by fanatics and is consolidated by people of action. The dynamic phase of movement ends on the person of action, he wants not to renew the world, but to take possession of it. "
Leadership (from the English leader - leading) - the leading influence of a group member - a leader - on the group as a whole. There are two main leadership roles associated with different aspects of the group's functioning. The role of a business leader includes actions aimed primarily at solving the task assigned to the group (for example, the implementation of a labor, learning activities). The role of the emotional leader is related to the sphere of the collective's emotional activity and contains actions related mainly to the sphere of interpersonal communication in the group. The set of techniques and methods used by a leader to influence people who depend on him is called a leadership style. In an authoritarian style, the leader in relation to the followers acts imperiously, directively, rigidly distributing roles between the members of the group. The authoritarian leader concentrates almost all the basic functions of management in his own hands, not allowing group members to discuss or challenge his decisions and his actions. The opposite of authoritarian leadership is a democratic style of leadership, in which the leader seeks to manage the group in close cooperation with the rest of its members, giving them a certain freedom of action, decisions, and initiative. With a liberal leadership style, the leader is practically removed from active management of the group, giving its members unlimited freedom of action. A leader is a member of a group who, in significant situations, is capable of significantly influencing the behavior of other participants, practically leading them. However, the concepts of "leader" and "leadership" do not coincide. Unlike the leader, the leader is not officially appointed, is not endowed with any formal powers, and is not legally responsible for the state of affairs in the group. In a group in which the leader simultaneously acts as a leader, the moral and psychological climate is better than in one where the leader does not realize his ability to establish friendly teamwork. A group of children and youth can only be considered a true collective when its formal and informal structures do not contradict, but mutually complement each other, when the official leaders of the collective have a high status in the field of interpersonal relations.
American researchers distinguish between management (as an attempt to lead people from the outside) and leadership (as a desire to give people the ability to govern themselves):
In leadership, a set of characteristics is important that will better affect both the population as a whole and specific social groups... The image of a leader should be woven into human traits that are understandable to the majority, which everyone can recognize as their own. The leader must demonstrate the full range of feelings. When a person's status changes, he also changes outwardly, so it is important for a leader to know what he needs to be in order to fit a new position.
The image of the leader can be discussed with the movement participants using literary works. Gogol's Khlestakov as a leader is not a person of action, but of influence. He is deceitful: “Khlestakov is not always taking the initiative in the course of the dialogue. He most often just tries to say what is expected of him, and to be pleasant "inquiring". From the very beginning, he praises everything - the establishments, the custom of the city, breakfast, the labardan fish. He feels that his praise awaits like manna from heaven - and he does not feel sorry for him: he praises. " Unfortunately, it is just such a “leader” that is prepared by most modern organizations teaching “how to win (!) Friends” (according to D. Carnegie).
Currently, there are a large number of approaches to typing a leader's personal qualities. The modern leader is presented as a person:
An active person who makes serious decisions, who is judged by his deeds, not words;
With a perspective vision that takes action not by chance, but as elements of a plan that assumes the achievement of the good for all;
Got in the management as a legacy of disorder, problems;
Brave, resolute, selfless;
Solving problems significant for the population.
There are three aspects of the image of a modern leader of a public organization in Russia: portrait, professional, social.
The portrait aspect of leadership includes: external data, charisma, intelligence, confidence, energy, dynamism, relative youth, health, openness, sincerity, charm, sense of humor, etc.
The beginning of the popular saying “they meet by their clothes” is true, but its end - “they see them off according to their minds” - is not quite, since only 7% of the general perception of a person is attributed to content. External data is an important trait of a leader. The task of the modern leader as the “face of the company” is not to convince, but to be remembered. Choosing an outwardly handsome leader is a profitable investment: beauty attracts more people, a photogenic, and even more telegenic person is an important condition for any advertisement - the engine of commerce.
A leader should look like a winner - a smiling, confident person, should be able to cheer up, maintain attention.
The current generation is much more emotional than the previous one. "There are hundreds of girls who need an idol in a tactile sense to touch it, even on a TV screen." Charisma - one of the main signs of a leader - is created precisely thanks to the massive attention from fans. “People are excited by legends, including living legends, not by the person himself. Supporters are more attracted to the aura that surrounds the charismatic figure, rather than the figure itself. People who do not look at what is happening on the street will notice when they see the crowd gathered to watch. People worship those who are in the focus of public attention: you will see the legend alive, and you will have something to tell your neighbor about (according to V. Kevin).
The leader is characterized by aggressive traits, which reflects the rather archaic requirements characteristic of a pack of animals: rigidity, assertiveness, courage (courage is an important quality: working with patients with leprosy, syphilis, AIDS - arouses admiration and respect). With the biological basis of communication, the dominance is given to the one who is stronger, who has a commanding voice, a solid age and appearance. “Strength, not intelligence, is recorded in our memory as a sign of kings and padishahs. The mind went rather to their ministers and viziers. A strong leader speaks little, does not need to justify his actions, gives out little information, because he sees no reason to unnecessarily bother himself. Time and knowledge of a strong leader is precious. The strong one constantly demands feedback: is it clear enough what he said? Has he overwhelmed the brains of limited partners? He does not need more detailed response information. Therefore, the strong often does not listen to the partner, does not yield to him the initiative. A strong leader can distance himself from certain problems by not mentioning them, and impose the topic and the rhythm of the conversation on his interviewers. “A true leader must be kind and fair in relation to his own, but ruthless in relation to enemies. He maintains a clear division: “we” are the people and the leader, and “they” are enemies, rivals. All actions of the "archetypal" leader should be assessed as successful and victorious. " The leader of action is based not only on persuasion, but also on coercion, which has a great effect. Besides, keeping informal ties in an organization can only be done by protecting those ties. The difference between the leader of the mass movement of a free society is that he leads people where they want to go.
A male leader should be rigidly sex-oriented, have an elevated male status, it is necessary to cut off everything feminine and in need of patronage. A set of “masculine” qualities of a leader: decisiveness, strength, certain aggressiveness, charm, attractiveness, competence, participation in decision-making, imposingness. “Get in good shape! An apathetic and awkward person will not be able to pretend to be cheerful and healthy in public. Be fit (not skinny) and display the energy you get from nutrition, rest and exercise. " A leader's athletic appearance helps create an image of an organization that can understand and solve the problems of youth.
The professional aspect of leadership presupposes special readiness to perform leadership functions and includes: competence, purposefulness, efficiency, efficiency, experience, knowledge, intellectual, oratorical abilities, etc.
Modern leader:
Harmonizes with the spirit of the times, with the assessments and perceptions of others: quickly makes decisions and is responsible for their implementation;
Has experience in communication, attracting new people, is able to form a team;
Able to lead people along;
Has the ability to communicate directly with its members via the Internet: collect their requests, answer questions, give instructions. Feedback is the key to the effective development of the organization.
The mass consciousness traditionally associates leadership with “scholarship” (hence the candidate and doctoral degrees of most leaders of Russian non-profit organizations): the leader writes texts, goes through papers, speaks competently when others “listen”, clearly answers journalists' questions. At the same time, in terms of the level of intellectual development, the leader cannot differ too much from the average level. “People are not very enthusiastic at the sight of a universally recognized hero. They feel awkward with him. He is above them. And people do not tolerate superiority. " A leader must deliberately underestimate his abilities so that others feel more comfortable and stronger. At the same time, he should be able to give examples from microeconomics, micropolitics, understandable and calculated by everyone. “The leaders of the crowd are not thinkers - they are people of action. They do not have discernment, as it usually leads to doubt and inaction. "
A leader should be ambivalent (be able to anticipate the expectations of a partner, a group), this is a more effective line of behavior that allows you to reach a much larger circle of supporters with your “messages”. Just like a fortuneteller deliberately generates ambivalent texts in order to increase the number of hits.
The leader must have a clear understanding of the goal to be achieved, anticipate obstacles and attract necessary resources to achieve it. At the same time, people who work with the leader should be aware that they are working to implement the task set not by one person, but by the whole team.
The Western leader is taught not to show his anger or confusion, to answer questions as briefly as possible so as not to be edited. Thus, R. Nixon (ex-president of the United States) came out to journalists with a text that did not exceed 100 words. It is important to teach sincerity (no discrepancies between the form and content of messages); it is necessary to demonstrate self-confidence; not give out excitement. Psychologists believe that if the left corner of the mouth is lowered or the left eye is squinted when smiling, then the person has a bad soul, if the right eye is open more than the left, then his mind and logic are not sufficiently developed. A strong person is laconic, a weak person gives out everything to interest a partner.
Oratory ability is one of the conditions for the successful promotion of a leader and his organization. A. Mikhalskaya examines the hierarchy of behavioral factors that affect the popularity of the speaker: appearance (general appearance, demeanor); feminine manner of speech in men and masculine in women; individual personality traits (expressiveness, expressiveness, emotionality). A bright, catchy (but not excessively) detail is obligatory - a tie, a badge, a brooch, a scarf around the neck: the public's gaze must be attracted by something, "caught".
You can evaluate a communicator leader according to the following scales:
- “safety” (kind, pleasant, honest, warm, not bringing evil, calm, patient (low marks - dangerous, hostile, dishonest, inhospitable, cold, uncommunicative, vindictive, excited, impatient);
- “qualifications” (professional, experienced, skillful, informed, qualified, capable, reasonable);
- "dynamism" (aggressive, decisive, sincere, strong, courageous, active, energetic, fast).
Erwin Bettinghouse offers his communicator parameters:
Confidence parameter: successful presentation to listeners.
Notability parameter: listeners should know it from previous activities.
Status parameter: The speaker must be associated with the organization with which he is associated.
Opinion leaders parameter: speech should be structured in such a way as to be directed to the opinion leaders of the given group.
Convergence dimension: The speaker will increase his or her success by highlighting the factors that bring him or her closer to the audience.
The parameter of audience knowledge: age, gender, social environment - all this will help to influence gaining audience support.
The parameter of orientation towards the majority - it makes sense to adapt your message to the largest group.
The Working Book of the participant of the project of the Association of Young Leaders "Malaya Rodina" provides advice to the speaker. Settings when preparing a speech:
I know what they want to hear from me.
I can reduce my point of view to one sentence, and my main thoughts to three.
I have a fascinating beginning, a clear middle, and a thought-provoking ending.
I wrote the main points of the speech in different colors on cards to emphasize the main thing. I have not forgotten to number the cards - it will help me if I drop them.
I have tried my speech on my parents, grandfather, grandmother, dog, cat, neighbor, janitor and mirror. After criticizing them, I took everything into account and tried again.
Pre-performance settings:
I will remember that the performance begins the minute I rise from my seat. I'm going to confidently go on stage and inspect the audience before I start. I will take a deep breath and start out slowly and loudly enough (pointing my voice at the person in the last row) so that everyone can hear the speech that I have worked on so much.
I will look at each listener to convey my performance to them. I will make my hands stick to the surface of the podium or to my pockets so that I do not gesticulate to clarify the things I say.
When finished, I will pause for a moment, then confidently leave the stage.
After the speech, I will find my friend in the hall and ask what went well and what I need to work on in the future.
No matter what happens, I will still discover something new in myself and learn about others. Every time I am in front of an audience, I improve my performance skills.
The social aspect of leadership includes: trust, humanity, compassion, conviction, foresight, caring for people, the ability to clearly formulate the goals of their activities; declare and implement the ideas of social protection. In modern Russian society, which is in a protracted crisis, the one who can become a savior claims to be a leader, since because of the defeat in the Cold War, an inferiority complex has become firmly entrenched in the people (according to C.G. Jung). The real leader is the king of illusions, he translates everything into the plane of the future tense. The leader should develop non-traditional forms of communication, new behavioral techniques. The real position of the leader in society is also important. Who is he? If the main milestones of his biography correspond to stereotypical attitudes about the social "norm", and his social parameters do not raise any questions, he is perceived as "his own" who has pulled ahead due to a turn of fate. The people to whom the leader extends his influence should be clear on what means he lives, his marital status, the circle of people close to him, etc. At the same time, details and details are not important, more often they raise new questions, to which there are not always unambiguously "correct" answers.
Unlike the preparation of leaders only as leaders (without a thorough study of the specifics of the field of activity), leadership in teaching ministry, leadership in ministry is the leader's employment, the upbringing of not a man of his word (tribune), but a man of action (worker), since the leader of a social movement is always busy with business, takes responsibility for solving complex problems, including material ones. There are four stages in the formation of a leader in public service: 1) the leader-author of the idea of \u200b\u200ba social movement - 2) the leader-project manager - 3) the leader-leader of a group of volunteers - 4) the leader-leader of the organization. The times when a leader was brought up only using play methods, modeling, theorizing are gone. Real knowledge of the mechanisms and laws of social development and public policy, research, design, management, analysis of project results - these are tools that allow you to prepare a true, meaningful, responsible leader.
Young leaders generally do not have the same leadership development needs as adults. One of the problems of leadership in ministry is the contradiction between the expectations of adults who “know exactly” what a young leader should be, what qualities he should have, and a real situation that requires one or another leadership approach. Indeed, the most striking examples of leaders in adults are Lenin, Stalin, Martin Luther King, Gandhi. But none of them were leaders at a young age. Consciously or not, adults assume that leadership is something that everyone earns or becomes.
Thus, for most adults (especially in the education system), young people cannot be leaders in the present. They can only prepare themselves to become leaders. Moreover, adults are unwilling to give up their own positions of power and decision making. Power belongs to an adult; young people are limited to business assignments and responsibilities.
In typical situations of dominance of an adult leader, young people are allowed to develop projects, ask for help and support from outside organizations - that is, to carry out business activities. As soon as administrative issues arise, such as spending money or hiring staff, the opinion of the young is usually not taken into account. Adults forget that all steps leading to success or failure must be taken by the young person on his own. Only in this way can he feel like a real builder of his life and the life of the team. Youth has its own style, spirit, aspirations, values. The desire of the mentor to organize the youth movement in such a way as to reproduce the ideas and ideals of adults in it leads to the fact that the whole life of such a “specialist” is spent on raising “ideal” (more precisely, “like”) children. Youth is sacrificed to adulthood, which in turn is sacrificed to youth.
The self-government system "is of undoubted value, because in the given real social conditions it develops elements of personal self-control, recognition of the rights of others and tolerance towards others, respect for law and authority, a sense of the value of order and cooperation as the foundation of all work and success."
The main task of self-government is to develop a legal sense and a sense of responsibility in the individual. In well-organized self-government, adults become senior allies whose authority is recognized. Therefore, specially created child-youth-adult organizing committees (headquarters, centers, etc.) of the social movement should solve those simple issues that correspond to real children's and adolescent life, can be mastered by them independently and in which the personality will be socially tempered. The child should see in service the concentration of his vital interests. It is the social component that makes it possible to foster a sense of duty, responsibility, initiative, respect for law and law. Where there is social life, there is a need and opportunity for self-government. Otherwise, self-government turns into a fiction or a game.
Self-government should be mobile, implemented in a variety of specific forms related to the characteristics of the social environment. In the organizing committee, every young person should be accustomed to the conscientious performance of a certain social function. Youth has its own interests and tasks, therefore the creation of proactive public associations, where life problems are solved collectively and participation in which is voluntary, is a much more important task than "democratic" self-government. It is a social organization that is the true focus of life, and not a place of preparation for life.
Self-government should solve the problems of young people themselves, allowing the individual to grow and develop. Self-government in the process of social movement is youth management, not ministry. Therefore, all issues related to the preservation and transfer of the experience of previous generations, with the organization of work on the assimilation of knowledge and the resulting support for discipline should not be the subject of youth self-government.
The problem of organizing self-government for children and young people does not consist in determining the ways and forms of involving them in managing the project of a social movement. The inclusion of young people in organizing committees is not true self-government, since it presupposes the formal presence of a young person (even a chosen one) among experienced and knowledgeable people... Experience shows that those interested in novelty at the beginning, children soon begin to feel burdened by their unused right to control the process.
The copying of the state system of government (the so-called “school of parliamentarism”) is also not productive: due to frequent elections and parliamentary discussions of minor issues, children quickly cool down to such games. Children develop a desire for debate for the sake of debate, a desire for far from the best students to win elections with the help of "dirty" technologies, etc. Playing with the state or parliamentarianism leads to the displacement of content by form, as a result of which victory for the sake of victory becomes the main driving impulse.
The best structures have multiple leadership positions, so many talented people can simultaneously implement the ideas of the social movement. It also increases the ability to attract more volunteers.
Socially significant activity is always the need to change natural personal goals, to limit your external "I" in favor of the supra-personal. Public service is a long-term goal that limits immediate attraction to the more distant and lasting interests of the whole. Children do this, and not otherwise, not because it prescribes their individual duty, but because everyone does this, which is, as it were, established by nature. In this regard, the authority of the adult is important, which is a transitional stage between the external force to which the child is subordinated and the free submission to the internal law of duty. Above authority is the human mind, submission to authority must be justified by reason that freely accepts the prescription of authority. The ability to do everything according to the prescribed is not the goal of education, obedience is just a means of instilling in a person a sense of duty, satisfied by his free action. A properly organized youth movement fosters in a person the ability to respect the rights of others and to defend their own rights.
Social activities should be organized in such a way as to foster a love of freedom. Children, obeying an adult, must learn to follow the dictates of duty. Any rules of conduct must be justified by the conditions of collaboration. Then they will be clear to adolescents in their motives (this is my goal) and will not cause indignation, which is natural for youth. Moreover, these rules should equally apply to all participants in socially significant activities: children and adults. Admitting by adults that they are wrong in violation general rules only strengthens his authority. In the activities of the organizing committee, public association, the spirit of law should prevail, where everyone has equal responsibilities and observes them unswervingly.
A social movement can help unite initiative young people, young leaders. Adults sometimes think that it is easier to organize events "FOR" students, especially since they are more often passive, indifferent and have no experience in organizing important events and affairs. However, one of the characteristics of the social movement is that it involves the use of the skills and enthusiasm of young people themselves. This is an excellent opportunity for students to plan important social events themselves. Therefore, the ministry is organized for the youth and the youth themselves.
The social movement is an effective means of the struggle for power. The ideas of leadership embedded in it are one of the conditions for the victory of candidates in the election campaign of any level. Unfortunately, the authorities did not come up with a new picture of the elections. Youth agitation takes place "in the Soviet way": explanatory speeches, fundraising, lectures, etc. Elections are dramatic, since the one who is elected is the one who tells the voters the story that the people want to hear at the very moment (160). If you add real activity to this, the chances increase.
Jacques Seguel puts forward eight universal commandments for a successful election campaign. Vote for:
A person, not a party;
Idea, not ideology;
The future, not the past;
The image is social, not political;
A legendary man, not for mediocrity;
Fate, not for routine;
A winner, not a loser;
Values \u200b\u200bare genuine, not imaginary.
Dissemination of new information technologiesallowing young people to communicate with each other and discuss their values \u200b\u200band culture, increase self-esteem, awareness of social responsibility and civic leadership, give hope for leaders of action, not entertainment, to come to power.
The main feature of a social movement is that it does not prepare for life, it creates conditions for an independent, full-fledged real life. Social activity becomes the education of youth for its own sake, the young man's leadership in service makes him the Creator of his own culture.
The structure and stages of development of a social movement (for example, a public organization).
The skills of collective activity, which are so necessary for life in modern society, are most easily acquired by performing various practical activities in the circle of their like-minded people, participating in the activities of a public organization. A child, a young person, being involved in activities that correspond to their interests and needs, but objectively have a social meaning, receives satisfaction not so much from the activity itself, but from the awareness of his need, usefulness for other people.
Choosing or independently developing a project, an initiative group of children and youth takes on a common task, whether it is making toys for an orphanage, laying out a flower garden, a concert for disabled soldiers, caring for a veteran's garden, etc. This work is done together, where each complements his efforts with the efforts of the other, where everyone is concerned with producing a common product. The mentor only sets the task, leads the general work, helping with his advice and work where the work has stalled, but does not provide a model that everyone should repeat. In this case, something new is created, which has not been before.
At present, youth and children's public associations in Russia do not have worthy state support, they are developing chaotically, their activities are poorly covered in the media, but recently numerous movements, foundations, organizations, including a large number of children's and youth public associations. Hundreds of international, all-Russian, interregional, regional and local children's and youth associations are implementing thousands of programs and projects of various directions on the territory of the Russian Federation.
Despite the many associations, statistics show that the majority of children and young people remain aloof from active participation in the public life of the country, do not even know the names of the existing associations.
If we do not delve into the economic problems of ensuring the activities of public associations and do not consider the actual blockade by the Russian mass media of the positive activities of children and youth, then the reasons for adolescents' unwillingness to join the children's and youth organization are, first of all: , more often abstract goals not related to the environment familiar to a child or a young person; 2) tough authority on the part of adults (an adult is always right; a child must obey the teacher (counselor); 3) reluctance of leaders to part with outdated forms of work, the struggle for the number, attendance, "cleanliness" of the ranks; 4) exotic associations, ignorance of Russian traditions; 5) inculcated religiosity, partisanship, extremism; 6) the closeness of the association from the real life of the city, town, village, the prevalence of "contrived" situations over real life.
Becoming a leader is much easier than you think. Take responsibility for what is happening to you, and you will see that everything is in your hands, and you are the full-fledged owner of your life! In order to become number one, you just need to decide to become the best and start doing what all successful people do. Leadership can be learned.
If you are ready for change, follow these simple rules, develop the leadership qualities outlined here, and success will not take long!
Dream
All leaders have a good imagination and started with a dream. What they achieved originally existed only in their imagination. Allow yourself to dream and make bold plans, discarding conventions and limitations. What you think about eventually becomes your reality.
Do what you love
Do only what you really love. This is the main secret to financial well-being. When you do what you love, you do not get tired, but, on the contrary, constantly feel a surge of energy and inspiration. It fills your life with meaning and allows you to work more efficiently.
Plan carefully
An effective leader always plans his activities. Accurate goal setting and planning is what should be prioritized. Remember the 10/90 rule: 10% of the time spent planning before starting the task will save 90% of the time solving it.
Believe in yourself
The leader has no doubts. A person who follows his true goals is confident in the correctness of his choice and quickly makes decisions that allow him to move forward. Self-confidence will help you overcome fears and doubts. Build self-confidence by constantly reinforcing it with successful experiences of your own. If you can once achieve what you want, you can do it over and over again. Protect yourself from communicating with those who doubt your abilities. Remember that you cannot be hindered, you can only not be helped.
Act decisively
Successful people are determined and try more than the average person. Once you've made your decision, take action immediately. Action is the only way to overcome inner fear. Determination brings you closer to success, and the fear of mistakes blocks your development. "Success is on the other side of mistakes," said Thomas Watson, co-founder of International Business Machines (IBM).
Be truthful
Successful leadership is built on the trust of the people who work with you. An invariable component of professional integrity is honesty with yourself in everything. Never say anything unless you are sure it is true.
Own yourself
A person who does not know how to control himself cannot control others. The leader always maintains composure. Be tolerant and loyal to the people you work with. By taking the position of an observer and looking at the situation from the outside, you can always effectively cope with the emotions that have bridled you.
Work more
Successful people work hard, especially at the start of a business. The leader deliberately works more than he demands from his subordinates. Practice the 40+ Formula: Work 40 hours a week to survive, and use the rest of the time to succeed. Every hour worked over the prescribed forty hours is your investment in the future.
Watch yourself
A leader respects himself and others. A neat appearance is one of the manifestations of respect for yourself and others. Subordinates will not respect you if you look untidy. Successful salespeople know that a good suit can increase sales by 20%.
Improve
Successful leadership requires a thorough knowledge of the business. Your life improves when you become better yourself. Make a decision to become the best in your business and improve, hone your skills and abilities every day.
Take responsibility
Responsibility is what separates the leader from the performer. The leader assumes responsibility for financial and other risks, as well as for the mistakes of his employees. Learn to take responsibility for what you and your team do.
Develop collaboration
A successful leader applies the principle of collaborative effort and develops the collaborative skills of his subordinates. The key to successful management is the energy of concerted action. Effective leadership must be built on agreement, not submission alone. Respect for employees and attention to their questions will allow you to become the one who can lead people with you.