The influence of organizational culture on the management of the dow team. Forming an organizational culture of a preschool educational institution is a step towards effective management. Achievement drive and entrepreneurial spirit

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Any organization is a complex organism, the basis of whose life potential is culture - values, norms and attitudes accepted and shared by employees. Organizational culture is a fairly powerful source of increasing or decreasing the efficiency of an enterprise. As experience shows, in modern conditions the most effective are corporate relations in an organization, that is, corporate culture.

The issue of organizational culture is relatively new and little studied in our country and abroad. Even in the United States, research into this problem began only in the 1980-90s, and in Russia even later. Therefore, the time has come to seriously study the activities of the organization from the perspective of organizational culture. Interest in this problem is evidenced by requests from managers and specialists, as well as actual orders from organizations to carry out research projects.

In modern Russia, the relevance of research into the internal culture of an organization is due to the fundamental changes in the political and economic spheres that have occurred over the past twenty years. The transition from state to private ownership, a change in the status of enterprises, the elimination of industry dependence, independent entry into the international arena - all this forced the search for more effective organizational structures and the introduction of progressive forms of intra-collective relations.

The problem of studying organizational culture is not new and goes back to the teachings of M. Weber, F. Taylor, A. Fayol, G. Ford, G. Emmerson, which belong to the classical school of management.

Taylor can be spoken of as the father of management science. The focus of his research is the entire organization, and not just the work produced by individual units or members of the organization. This allows us to speak of Taylor’s approach both to the organization as a whole and to organizational culture as mechanistic, where a person is not an individual with certain behavior, needs and motivations, but only a small part of the management mechanism.

A. Fayol's administrative management focuses on managers and the functions they perform. He also argued that successful managers need to apply certain management principles to these functions. Thus, A. Fayol’s administrative management can be spoken of as focusing on the highest level of management, which in turn, through certain principles, shapes the culture of its organization. In these principles, he noted the importance of corporate spirit, encouraging the initiative of workers, and paid attention to fairness and remuneration of the worker for successful work. However, he clarified that the interests of a group of workers should not become higher than the interests of the organization.

Organizational culture is a system of socially progressive formal and informal rules and norms of activity, customs and traditions, individual and group interests, behavioral characteristics of personnel of a given organizational structure, leadership style, indicators of employee satisfaction with working conditions, the level of mutual cooperation and compatibility of employees with each other and with the organization, development prospects. A person’s organizational culture is influenced by habits and inclinations, needs and interests, political views, professional interests, moral values, and temperament. The elements of the components of organizational culture include the following personal qualities: a positive reaction to those in power, a desire to compete, the ability to persuade, the desire to play the role of an informal leader, tolerance for routine administrative work.

An analysis of literary sources shows that this concept emerged only in the 80s of the 20th century. Scientists studying organizational culture have tried to define and distinguish the meanings of two related concepts: “climate” and “culture” in the context of an organization. Most researchers have concluded that culture is a more stable and enduring characteristic of an organization and is more difficult to diagnose and evaluate. While organizational climate can be measured quantitatively by surveying a company's employees using special questionnaires, culture can only be measured qualitatively by applying complex research methods of ethnography and anthropology.

Organizational culture is associated with a sense of belonging to an organization, regardless of the degree of comfort in the daily work environment, and many researchers come to the conclusion that organizational culture is so elusive that even the employees of the company themselves cannot say exactly what it is.

Man forms the basis of any organization, which itself is created for man. The range of organizational culture that a person brings to an organization is very wide, it is determined by the uniqueness of each person.

The peculiarities of a person’s organizational culture are that it is a function of the individual’s individuality and the environment. In addition, behavior, personality and environment mutually influence each other. A person’s organizational culture is influenced by habits and inclinations, needs and interests, political views, professional interests, moral values, and temperament. A stable, permanent character trait of a person is stubbornness. Some people are more stubborn than others. Is it possible to measure this or another personality parameter? Today there are no units of measurement yet, but it is possible to evaluate their manifestation in comparison with other people.

A person’s OK is based on the following personality traits:

positive reaction to those in authority. Power is a necessary phenomenon in organizations. To be effective, a leader must have an approach to the individual to avoid negative reactions to those in power. The individual must respect authority as a mandatory attribute of leadership;
desire to compete. Limited resources are a common occurrence in organizations. Workers at all levels must compete with other similar workers to find the best solution in allocating resources: personnel, materials, budget, equipment. Competition can manifest itself in the sale of products, negotiations, lobbying, debates;
ability to persuade. The role of personality requires that a person often express his thoughts and speak publicly. He must be convinced of his ideas and opinions, this makes it possible to exert influence;
desire to play the role of an informal leader. A person should strive to stand out among others in various fields of activity. A person must play roles. The more roles a person can master, the higher his level of organizational culture;
tolerance for routine administrative work. Management positions of any rank require the individual to devote a certain amount of attention to calculations, paperwork, presentation functions, reading and responding to correspondence, and telephone calls. A person may be dissatisfied with such duties, but must accept them as a necessary duty. A manifestation of a negative personality state can be frustration, i.e. persistent disorganization of human consciousness and behavior (spontaneous aggressiveness), which occurs with prolonged repression of basic human needs. The state of frustration can only be overcome with the help of psychologists.

If an organizational culture has already been formed, then it is very important to ensure its further maintenance. In many cases, this task is entrusted to human resource management services. The selection process, performance evaluation criteria, reward system, personnel training, career development, promotion and rotation activities ensure that the selected candidates will correspond to the organizational culture of the company.

There are many approaches to identifying various criteria that characterize and define culture at the macro and micro levels.

F. Harris and R. Moranpropose to consider organizational culture based on ten characteristics:

Awareness of yourself and your place in the organization(some cultures value employee concealment of his inner moods, others encourage their outward manifestation; in some cases, independence and creativity are manifested through cooperation, and in others through individualism);

Communication system and language of communication(use of oral, written, non-verbal communication, “telephone law”; jargon, abbreviations vary depending on the industry, functional and territorial affiliation of organizations);

Appearance, clothing and self-presentation at work(a variety of uniforms and workwear, business styles, neatness, cosmetics, hairstyle, etc. confirm the presence of many microcultures);

What and how people eat, habits and traditions in this area(organization of meals for employees; people bring food with them or visit a cafeteria inside or outside the organization; food subsidies; do employees of different levels eat together or separately, etc.);

Awareness of time, attitude towards it and its use(degree of accuracy of workers; compliance with temporary schedules and rewards for this);

Relationshipsbetween people (by age and gender, status and power, wisdom and intelligence, experience, rank, religion and citizenship, etc.);

Values (a set of guidelines, what is good and what is bad) and norms (a set of assumptions and expectations regarding a certain type of behavior) - what people value in organizational life (their position, titles, work itself, etc.) and how these values are maintained;

Belief in something and attitude or disposition towards something(belief in leadership, success, in one’s own strength, in mutual assistance, in ethical behavior, in justice, etc.; attitude towards colleagues, towards clients and competitors, towards evil and violence, aggression; the influence of religion and morality, etc. .);

Employee development process(mindless or conscious performance of work; rely on intelligence or strength; informing workers; approaches to explaining reasons, etc.);

Work Ethic and Motivation(attitude to work and responsibility; cleanliness of the workplace; performance evaluation and remuneration; individual or group work;).

These characteristics of an organization's culture, taken together, reflect and give meaningorganizational culture concepts.

There are several mainsigns of organizational cultureby which they differ from each other:

♦ reflection of its main goals in the organization’s mission;

♦ focus on solving personal problems or production problems of the company;

♦ loyalty or indifference of people to the organization;

♦ source and role of power;

♦ management styles, methods of evaluating employees;

♦ orientation towards autonomy, independence or subordination;

♦ preference for group or individual forms of work and decision-making;

♦ the predominance of cooperation or competition, conformism and individualism;

♦ degree of risk acceptance, subordination to plans and regulations;

♦ orientation towards stability or change.

How do employees perceive the ten components of organizational culture?

The answer to this question is of great importance for managers, as it affects the level of job satisfaction. It is useful to analyze whether employees know the organizational culture of their institution, how clear the goals are to them, what the organization expects from them, etc. Job satisfaction is defined as an effective response to the environment. It has to do with what the reward system is, what the conflict resolution methods are, what the employee thinks the organization expects from him and how satisfied he is with it.

Although the concepts of “organizational culture” and “job satisfaction” are interrelated, it should be kept in mind that “organizational culture” is a descriptive term, while “job satisfaction” is an evaluative term, i.e. more measurable.

Organizational culture plays a significant role in the overall scheme of operation, survival and prosperity of an institution. It covers most of the phenomena of the spiritual and material life of a group: the moral norms and values that dominate it, the accepted code of conduct, rituals, quality standards for products or services. Based on the analysis of various studies of organizational culture, various definitions of the concept “organizational culture” were determined: “Organizational culture is the way of its life that has been formed throughout the history of a corporation, its “gene pool,” so to speak. At the same time, the features of the phenomenon of organizational culture are associated not so much with the declaration of values (this was done before), but with the real purposeful inclusion of them in the management system” (A. Ageev, M. Grachev); “organizational culture is a system of ideas, symbols, values and behaviors shared by all team members” (N. Lemaitre); “organizational culture is a system of material and spiritual values, manifestations, interacting with each other, inherent in a given organization, reflecting its individuality and perception of itself and others in the social and material environment, manifested in behavior, interaction, perception of oneself and the environment” (V.A. . Spivak); “the atmosphere in which we are, everything that surrounds us, what (who) we deal with at work; any manifestations of material and spiritual life - everything can be considered as a reflection, a manifestation of organizational culture" (E.L. Katasonova); “organizational culture is the level of development achieved in any branch of knowledge or activity, therefore, the more friendly, responsible, and with great passion the corporation of a preschool educational institution works, the higher the organizational culture, the more attractive this institution becomes for children, parents, educators and invited specialists" (M.A. Aralova).

An analysis of research shows that the concept of organizational culture has uniform, generally accepted interpretations. Organizational culture includes acquired forms of behavior and thinking, general and standardized. Organizational culture changes over time; it is characterized by both continuity (the assimilation of traditions) and variability, the creation of something new.

The organizational culture of preschool teachers is defined as a collective value that ensures the achievement of the quality of preschool education, determining the nature of relationships, communications, the individual style of the teacher and the general corporate image of the educational institution. The definition of the organizational culture of preschool teachers was based on the concept given by V.A. Spivak, that organizational culture is a system of material and spiritual values, phenomena inherent in a given organization, which reflect its individuality, manifested in behavior and interaction.

The organizational culture of teachers is the first step in the management system aimed at achieving the organizational culture of a preschool institution. The organizational culture of a preschool institution is realized in the personal aspect, where individual values under the management system become common and ensure the effectiveness of the educational process. We understand the organizational culture of a preschool educational institution as the result of a management system, which reflects the corporate values included in the management system.

Obviously, we can talk about a pedagogical ensemble only when the team reaches the highest level of development. In this case, his activities will be characterized by:

Focus on a harmonious solution to the problems of achieving high educational results, developing the teaching potential of the school, increasing the professionalism of teachers and self-development of the teaching staff;

Organization, i.e. the ability to form a rational structure of joint actions and flexibly rebuild it in changing conditions. At the same time, the degree of organization of the team is determined by the level of responsibility, teamwork and involvement of its members
to management;

Cohesion, meaning the ability of the teaching staff to resist negative internal and external influences and maintain an optimal structure of interaction. Achieving a high level of cohesion depends on the unity of value orientations, compatibility and potential stability of the team.

The teaching staff is an extremely complex organism that lives according to the laws of synergetics. In other words, like any complex open and constantly developing system, it has the property of self-organization, i.e., the internal ability to grow in itself, “build on” new qualities necessary for survival. This can be not only (and not so much) new creative groups, associations, etc., but, mainly, new relationships, a new understanding by the team of its mission, new systems of values, norms, beliefs, new rituals and rules. In order for these fresh structures and qualities to arise, a number of conditions are necessary, namely:

The crisis of the old system (here we can say with confidence that not only an individual school, but Russian education as a whole is in a permanent state of crisis);

There must be a source of emergence of new qualities within the system, but the mechanism for launching self-organization is additionally reinforced “from the outside” (the teaching staff must be ready for changes, aware of their necessity, have potential opportunities for development, and at the same time, a certain will and support of the administration of the educational institution is required for their implementation);

To achieve sustainability, the new structure must “survive” on its own (new formations must be in demand, viable, and function in reality, and not be supported artificially);

The focus of the new qualities of the system on synergetic principles - cooperation, community, co-creation (and these principles operate not only in conditions of joint educational activities, but also extend to other areas of life - leisure, everyday life, culture).

In functional terms, organizational culture helps to solve the following problems:

Coordinate the professional activities of teachers using established rules and procedures;
- motivate employees’ activities in the right direction and rhythm by demonstrating to them progressive and negative trends in its development;
- profile activities, acquire characteristic differences from other educational institutions (in a positive sense);
- avoid professional illusions.

The organizational culture of an educational institution is capable of implementing many other management functions, but not every preschool institution has the appropriate potential. A low level of organizational culture not only hinders the development of an educational institution, but does not allow the teaching staff to recognize themselves and use their capabilities in the interests of children. Moreover, the team can live in an environment of social and professional illusions that have nothing to do with reality.

One of the most important aspects of the organizational culture of an institution is that teachers and psychologists have the abilities and skills to study the development of a child in various types of activities, and the manager and methodologist have the abilities to study the development of various types of pedagogical activities. The level of organizational culture, naturally influencing the positive development of a preschool institution, in turn, depends on the level of its development. There is no contradiction in this: by improving organizational culture, we improve the professional and organizational abilities of the team, and they, in turn, lead to greater improvement in the organizational culture of the institution.

The modern science of educational management guides managers toward a radical transformation of the organizational and managerial structure and the introduction into it, in order to improve control over the quality of the educational process, of various working groups consisting of specialists capable of realistically assessing many aspects of the institution’s activities and, in particular, the level of its organizational culture. In turn, using this level one can quite accurately determine at what stage of its development an educational institution is. We believe that it makes sense to give a brief description of these stages in relation to the specifics of the organizational culture at each of them.

Design

activities

senior

teacher

preschool

institutions

formation

organizational

culture

team.
Analysis of literature sources shows that basically, researchers describe management through functions. In our opinion, a more productive approach is one in which the management of organizational culture is considered as a process that includes a number of stages: motivational - informational, diagnostic, design and guiding. Let us consider in more detail the content of activities to manage organizational culture at each stage. Let's start with a description of the motivational and informational stage, which includes the senior educator's awareness of external and internal factors of organizational culture. The need for such an analysis is determined by the fact that failure to take into account the strength and nature of the impact of the main factors can lead to the ineffectiveness of measures to manage organizational culture. The leader has a great influence on the organizational culture: his life values, ideas about the ideal organization; the image of an ideal (effective) organizational culture; managerial competence (awareness about the essence of management activities and the implemented management style). Please note that registering this information presents significant difficulties for the manager. The fact is that these ideas are not always conscious and are taken for granted by him. In addition, as K. M. Ushakov notes, in the management dictionary of managers there are no words to denote phenomena related to the culture of the organization. Let's consider the content of the next stage of management activity - diagnostic. It should be noted that there is a wide variety of opinions regarding diagnostic issues
organizational culture. Among them, the most discussed are the issues of determining the criteria (dimensions) that most fully characterize organizational culture and the search for the best ways and tools for assessing it. Various organizational characteristics that researchers propose to use as criteria are reflected in typologies of organizational culture (Cameron - Quinn, T. Yu. Bazarova, V. R. Vesnin, etc.). models that allow us to understand the influence of culture on organizational effectiveness (V. Sathe, T. Peters and R. Waterman, T. Parsons, R. Quinn and J. Rohrbach, etc., indicators that are directly influenced by organizational culture: the level of staff turnover, timing and success of work adaptation, socio-psychological climate, etc. A rich selection of dimensions of organizational culture and methods for its diagnosis, on the one hand, indicates that the problem is well-developed, and on the other hand, there are many situations of uncertainty.Researchers note that all the many dimensions of organizational culture it makes no sense to study - you need to study only those aspects that are relevant to a certain problem, it is also advisable to simultaneously use several assessment tools... Among the possible difficulties for a senior educator are: choosing from a variety of criteria and indicators necessary, significant time costs for conducting diagnostics, the complexity of diagnostic procedures, in some cases there are not always references to adaptation and effectiveness of application in practice, methodological grounds are contradictory, and there are no standardized methods in specific approaches. The senior educator of the organization is well acquainted with the existing culture and some of its aspects are taken for granted by him, and therefore may go unnoticed during analysis. Analysis of the current state of culture allows us to determine a strategy for managing it and make decisions on those actions that will allow us to move
from the current state to the desired one, which corresponds to the design stage of management activity. Three culture management strategies are generally accepted: formation, maintenance (strengthening) and change. The literature also describes the stages of designing organizational culture: the construction of ideological constructs of the senior educator, in which organizational culture is formed; creation of organizational ideology in language and symbols; designing ways to promote strong subcultures, strengthening existing significant aspects of culture; designing ways of changing a specific cultural representation in a broad cultural context over a significant time interval; designing the desired image of organizational culture (idea of mission, goals, operating principles, norms of behavior). To design and successfully implement changes in organizational culture, it is also important to understand what efforts of the senior educator and organizational resources their implementation will require, and what the main directions of change are. Analysis of literary sources allows us to say that the more significant the changes, the more aspects of the educational organization are affected and the greater the amount of resources required (including temporary) for their implementation. When implementing changes, difficulties may arise that are generated by resistance to change. T. Yu. Bazarov notes that it is important for a manager to understand the level of orientation of the organization to change, the degree of its variability. O. S. Vikhansky, among the reasons for resistance to change, notes the perception of change, personal qualities, habits, threat to power and influence, fear of the unknown, economic reasons, limited resources, etc. In this regard, the senior teacher faces the task of designing measures to overcome resistance changes. Successful implementation of changes is facilitated by: identifying the possibility of resistance, competent
leadership (you need to be not only a competent leader, but also have leadership skills), awareness of the need for change by employees of the organization, improved communications and a high level of employee involvement in the change process. Another “critical factor for the success of transformations” is that the company’s management must begin transformations with themselves. Particular attention should be paid to psychological support for the implementation of changes: drawing attention to the need for changes; organizing the process of receiving specific proposals from employees of the organization and supporting active employees submitting such proposals; creation of an informal information network to disseminate information about ongoing changes; taking into account the characteristics and personal characteristics of teachers when preparing information and methods of presenting materials; taking into account productive objections that arise from teachers, adapting the change program taking into account the difficulties that arise. As a result of the execution of the previous stages, the content of the guiding stage arises. This stage turned out to be the least common in the literature, but speculative ideas do not ensure the success of the activity. Of the few works, we can rely on the works of S. A. Belousova, in which the guiding plan includes: organizing joint activities to design organizational culture; organization of social interaction taking into account the norms of subjectogenesis; organization of group training; consolidation of organizational norms by administrative measures. There are two ways to influence the development of organizational culture: “from above,” i.e., when the manager determines what the philosophy of management practice should be, based on this, enterprise managers outline specific methods for creating an effective organizational culture. Another strategy is to actively involve organizational members in the analysis and design of organizational culture, which
contributes to the development of the most effective activities, creates a sense of belonging to what is happening and reduces staff resistance, and also contributes not only to the improvement of the qualifications of each teacher, but also stimulates the development of the entire team. Designing an organizational culture requires organizing joint activities. The most promising for the development of an organization is considered to be the use of a group resource, which manifests itself in joint creative activity, which involves “co-creation” - a type of activity in which everyone is an equal creator of something new. Co-creative activities involve the creation of teams. Recently, teams are considered as an effective way to increase the efficiency of managerial work and the organization as a whole. Command forms of management are implemented in order to solve problems and prepare recommendations, directly produce something, and also manage the process. Team management is based on the process of delegation of authority. The activity of group members is high (the group develops and makes decisions), and the role of the administrator (leader) is reduced to creating the necessary conditions, defining the boundaries of the decision space and giving advice in a difficult situation. With this approach, staff resistance to change is reduced, and decisions made by the participants themselves are more readily implemented. As can be seen from the analysis, organizing joint activities through creating teams has a number of advantages. But it is also possible to identify some possible difficulties for the senior educator: firstly, difficulties in delegating authority (due to fear of poor performance); secondly, according to the remark of K. M. Ushakov, teams must be “correctly selected” and “correctly managed,” and this requires “extremely high and fairly specific qualifications of the leader.” Another component of the guiding stage is the organization of group training - additional training, management training
parents and teachers of an educational institution. Successful implementation of training events involves the implementation of a number of preparatory stages: setting training goals in accordance with the organization’s plans for a certain period; determining the personnel structure and policies for each category (in accordance with the goals of the educational institution); training needs analysis; choice of forms and methods of teaching; selection of training provider (leader). You can train the entire team or individual employees. Training the entire organization can meet with strong resistance and require significant resources from the organization (financial, time), so it is more expedient to train a group of teachers, then disseminating the new throughout the organization, but if the training of this group is carried out outside the organization, then upon the “return” of the teachers it can be leveled out the rest, so it is advisable to conduct training within the institution (on the job). The proposed changes must be reflected in the regulatory documents of the preschool institution.
List of sources used:
1. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”. 2. Antonov Yu.E. Management of preschool organizations: Current dynamics. M.: TC Sfera, 2013. 128 p. 3. Bazarov T.Yu., Eremin B.L. Personnel management: textbook. M.: UNITY, 2014, 324 p. 4. Bueva I.I. Formation of corporate culture of pedagogical communities // World of Education - Education in the World. 2007. No. 3. 5. Bukharina N.V. Managing the organizational culture of a preschool educational institution: problems, searches for solutions. // Innovations in science: materials of the international correspondence scientific and practical conference. 2012. 212 p.
6. Esaulenko G.V., Govorina L.S. Preschool educational institution codes are the first step in changing organizational culture. M.: TC Sfera, 2010. No. 4. 127 p. 7. Cameron K., Quinn R. Diagnosis and change of organizational culture. St. Petersburg: Peter, 2014. 214 p.

Currently, one of the important goals facing the staff of preschool institutions is the education of a versatile, active personality of the child. Raising a multi-talented personality in a child already in preschool age is possible only in a team in which an organizational culture has developed that promotes the development of a creative approach to the work of employees.

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Studying organizational culture as a component of managing the activities of a modern preschool educational institution

I.V. Batakova, head of kindergarten No. 172, JSC Russian Railways, Kemerovo region

Cultural patterns accepted and internalized in a given organization have a significant impact on various aspects of the activities of members of the organization and, in particular, on power relations and control relations; attitudes towards work; interpersonal relationships within groups; intergroup relations; relationships with the external environment, as well as on technology, motivation, etc. From this we can assume that to the extent that the preschool educational institution’s staff accepts and supports the organizational culture of its institution, the psychologically comfortable interaction of employees is organized more productively, which means that the educational process of the preschool educational institution is more effectively organized.

The concept of “organizational culture” is a term that has recently come into use among teachers. The study of organizational culture has recently become interdisciplinary. It is considered in management, social psychology, sociology, economics, anthropology, etc. The concept of “organizational culture” came to pedagogy quite recently from management practice and has an ambiguous interpretation.

In management science there are quite a few definitions of this concept, which, in our opinion, complement each other:

A system of collective basic ideas acquired by a group when solving problems of adaptation to changes in the external environment and internal integration, the effectiveness of which turns out to be sufficient to consider it valuable and transfer it to new members of the group as the correct system of perception and consideration of these problems (E. Schein);

A system of material and spiritual values, manifestations, interacting with each other, inherent in a given corporation, reflecting its individuality and perception of itself and others in the social and material environment, manifested in behavior, interaction, perception of itself and the environment (V.A. Spivak);

The set of values, beliefs, attitudes prevailing in a given team, as well as the general moral climate, helping employees understand the purpose of the organization as a whole (the meaning of the activity, in the name of what they work for), the mechanism of its functioning and thereby create norms of activity and behavior, rules for following them (L.D. Gitelman).

Most definitions reflect the sociological and socio-psychological aspects of organizational culture. The economic side is practically not affected, the managerial side is represented very little.

Of the modern approaches to defining organizational culture, three groups are distinguished according to the frequency of definition signs:

1. The most common features of the concept are behavior, values, and norms. It is these characteristics that make up the first group, which is far ahead even from the second. On the one hand, this means the connection of the concept of organizational culture with the general concept of culture, which is most often characterized as a value-normative system. On the other hand, the highest frequency is characteristic of behavior that is rare in general definitions of culture. Since organizational culture has integrity and autonomy, it may have a different significance of features, and the feature that is usually considered peripheral to general definitions of culture may become core here.

2. The second group included characteristics: beliefs, traditions, group, rules, informal relationships, rituals, expectations, goals, symbols, ideas, action and interaction (relationship), ideas (ideology), external environment. These features, taken from different definitions of organizational culture, turned out to be related to each other. That is why this group of characteristics can be used to operationalize the concept in order to conduct empirical research.

3. The third group includes features that are mentioned relatively rarely in definitions: spiritual life, team, myths, language, adaptation (adjustment), internal integration, attitudes, patterns (behaviors), association, customs, beliefs, personality, decision-making, habits , cooperation, moral climate, knowledge. Some features seem to be attracted to features from the first and second groups. For example, customs are close to traditions, rituals, myths, language - to symbols, moral climate - to informal relationships, etc. But still, according to the dissertation author, this third group has a special meaning, since it reflects the range of individual orientations in a collective environment work.

The importance of organizational culture for the development of any organization is determined by a number of circumstances. Firstly, it gives employees an organizational identity, determines the intragroup perception of the company, and is an important source of stability and continuity in the organization. This creates in employees a feeling of reliability of the organization itself and their position in it, and contributes to the formation of a sense of social security. Secondly, knowing the basics of the organizational culture of your company helps new employees correctly interpret events taking place in the organization, identifying everything that is most important and significant in them. Thirdly, intra-organizational culture, more than anything else, stimulates self-awareness and high responsibility of the employee performing the tasks assigned to him.

Modern management views organizational culture as a powerful strategic tool that allows all departments and employees to be oriented towards common goals. Most authors dealing with problems of organizational culture identify the following components:

the values and norms learned and applied by members of the organization, which at the same time decisively determine their behavior;
worldview that guides the actions of organizational members in relation to other employees, customers and competitors;
characteristics of behavior in human interaction, such as rituals and ceremonies, as well as the language used in communication;
norms accepted throughout the organization;
the psychological climate in an organization that a person encounters when interacting with its employees.

None of these components alone represents the culture of an organization. However, taken together they can provide insight into organizational culture.

The core of organizational culture is undoubtedly the values on the basis of which norms and forms of behavior in the organization are developed. It is the values shared and declared by the founders and most authoritative members of the organization that often become the key link on which the cohesion of employees depends, the unity of views and actions is formed, and, consequently, the achievement of the organization’s goals is ensured.

It is impossible to cite any specific set of values that make up organizational culture, since organizational culture is almost always an original mixture of values, attitudes, norms, habits, traditions, behaviors and rituals unique to a given organization. The pursuit of common values can unite people into groups, creating a powerful force in achieving their goals. This aspect of values is widely used in organizational culture because it allows people to direct their activities towards achieving their goals.

A positive attitude in the employees’ perception of their enterprise, its managers and management decisions is directly related to the organizational culture that has developed at the enterprise.

There are several types of organizational cultures, the most well-known typology: organic, entrepreneurial, bureaucratic, participatory. The distinctive features of these types of organizational cultures are presented in Table 1.

Table 1.

Characteristics of organizational types of culture

Type of organizational culture
Organic	Entrepreneurial	Bureaucratic	Participative
The organization is heading
agreement with the general idea	free initiative	strong leadership	comprehensive discussions
Problems are solved based on
initial consent with goals	individual creativity	clear and focused thinking	open interaction
Leadership is based on
shared views About the direction of general movement	and recognition	power and position	promoting contacts and cooperation
Chronic problems are managed with help
not giving them importance and refusing to discuss them	searching for new creative approaches	strengthening leadership and following the rules	more intense discussion and development of solutions
Daily work
carried out with minimal intervention	each is performed and modified in its own way	depends on the unchanged course and activity of management	Constantly re-tested for greater perfection
Function and responsibility
implemented at almost automatic speed	turn out the way people make them	are prescribed and fixed	separated and replaced as necessary
Desires and interests of individuals
are assessed according to the degree of their consistency with the goals of the organization	are considered more important than the interests of the organization	comply with the interests of the organization	are consistent with the interests of the organization through agreements
Management
sets context and purpose while minimizing other interference	gives people the opportunity to do as they see fit	identifies leaders and possible directions for development	acts as a catalyst for group interaction and collaboration
Disagreements and conflicts
reflect the fact of discrepancies with general goals and objectives	are productive expressions of individual characteristics and differences	threaten the stability of the organization and interfere with work	considered vital for effective problem solving
Communications (communication)
limited and insignificant	vary in intensity and are unpredictable	formal and rule-bound	open and rich
Information and data (usually)
are regarded as shared knowledge that does not need to be externalized	used for individual achievements	are controlled and access to them is limited	are assessed and distributed openly

In conclusion, I would like to emphasize once again that each organization has its own subculture, which is realized through a system of values and norms declared by the team and accepted by each member of the organization.

Thus, organizational culture is a system of socially progressive formal and informal rules and norms of activity, customs and traditions, individual and group interests, behavioral characteristics of personnel of a given organizational structure, leadership style, indicators of employee satisfaction with working conditions, the level of mutual cooperation and compatibility of employees between yourself and the organization, development prospects.

The concept of organizational culture includes a set of ideas about methods of activity, norms of behavior, a set of habits, written and unwritten rules, prohibitions, values, expectations, ideas about the future and present, etc., consciously or unconsciously shared by the majority of members of the organization.

On existing values, norms, staff behavior, etc. The field of activity in which the organization exists has a significant impact. The organizational culture of an educational institution is not reflected in the development of a holistic concept; there are only individual studies, individual research works reflecting the organizational culture of school teams, as well as organizational culture as a separate component of the problem of preschool educational institution management.

Summarizing the available research, we can say that the organizational culture of an educational institution is a social space of interaction between a team of teachers and students within an educational institution of a certain type with its unique goals and values, norms of behavior that determine the living conditions of the subjects of the institution at the personal and social levels.

The main subjects of the organizational culture of an educational institution are both individual people - teachers, children, parents, managers, and group aggregate subjects - study groups, families, management. By regulating the interaction of these subjects, organizational culture makes it more effective.

In the course of studying the birth and development of the organizational culture of an educational institution, most researchers come to the conclusion that a number of conditions are necessary for its harmonious and productive development: the mission of the institution must have a humanistic orientation, and its values must be developed and accepted by all subjects of the organization. The development strategy of an institution should be associated with the construction of an organizational space where individual and group subjects of the organization interact (children, parents, teachers, managers), who bring their subcultures into the organization, the intersection of which and their optimal combination is achieved by providing them with organizational choice and freedom organizational self-determination.

One of the important mechanisms for the development of organizational culture is leadership. The head of an educational institution must carry out the management process on the basis of reflexive mechanisms of self-knowledge, introspection and self-organization and act as a leader-researcher, leader-humanist, leader-creator.

The specificity of the existence of the organizational culture of an educational institution is determined by a number of external factors; political and legal, sociocultural, technological, economic, competition; and internal: personnel composition, goals of the founders. Its harmonious development will be achieved through the balance of these factors.

The organizational culture of a developmental, subjective type accepts each child and builds an individual program for him.

By developing such a child, teachers ensure that the needs for professional and personal development and self-development are met.

The model for the development of organizational culture is based on systemic, anthropological, axiological, synergetic, activity-based and cultural approaches.

The subjective position of all participants in pedagogical interaction will make it possible to transform the organizational space of the community’s life, making it more comfortable, filled with elements of children’s subculture.

It is necessary for all managers of the institution to be prepared for limited control, positive assessment, and the use of incentive measures in the implementation of a management system aimed at increasing the volume of rights and

responsibilities transferred to individual and collective subjects for the development of an adaptive organizational management structure.

Organizational culture must have a wide information field, high-quality human resources and material expression and be based on a team (joint) type of implementation of the basic ideas of the organization.

The organizational culture of an educational institution is largely determined by the socio-educational tasks that the team solves in the process of teaching activities.

The organizational culture of the preschool educational institution team is a problem that requires comprehensive development. To date, there is no clear identification of the components of the organizational culture of preschool educational institutions, on the basis of which it would be possible to conduct a comprehensive analysis of it. Therefore, I will independently try to identify the components of the organizational culture of a preschool educational institution based on an analysis of the main trends in the development of preschool educational institutions and the approaches to the definition and content of organizational culture discussed above.

Recent years in Russia have been characterized by the emergence of new types of educational institutions for children, a variety of pedagogical services that are offered to children and their parents. Along with state ones, there are non-state kindergartens. Most children's institutions solve the problems of the general development of children, but there are already institutions that aim at the early development of special abilities of preschoolers (aesthetic centers, preschool groups and kindergartens at lyceums, gymnasiums, etc.); integration of raising healthy children and children with certain physical development problems; creation of preschool groups working in bilingual conditions, and others. This state of affairs in preschool education is directly related to both the increasing demands of parents who want to raise the general level of development of children, to reveal certain abilities in them, to prepare them for studying in a particular school, and to changes in school education itself. There is every reason to believe that in the future the trend towards diversity in preschool and school institutions will intensify.

The Law of the Russian Federation “On Education” secured the right of preschool institutions to work according to a variety of programs. An appeal to personality-oriented pedagogy and a departure from strictly regulated forms of raising and teaching children characterize the general trends in the restructuring of preschool education. The humanization of modern education is associated primarily with a change in attitude towards education, in the center of which is the child, the formation of his subjectivity. The transition from uniformity of types of preschool institutions to the creation of a flexible multifunctional system, including new types of state and non-state institutions, makes it possible to respond to the diverse educational needs of the population and satisfy them, providing broad educational services.

In this regard, the central component of the organizational culture of the preschool educational institution should be the development of a common view of teachers on the mission of the preschool educational institution, which will determine the value orientations of the team,and building interaction between children and adults.

Teachers’ awareness of the meaning of the ongoing processes in the renewal of preschool education is to a large extent connected with their acceptance of the variability of education, the desire to update its content and technologies, and an understanding of those positions that impede significant reform of the system. The development and education program is a necessary core in the work of a preschool institution. The main priorities of education are: maintaining and strengthening health, ensuring favorable conditions for the development of all children, respecting the child’s right to preserve his individuality while implementing the basic content of education and upbringing. Important components of any program and pedagogical process in accordance with it are the construction of a regime and place of play in kindergarten, hygienic conditions for organizing life, classes and all children's activities, and disease prevention.

Today, preschool institutions operate according to different programs; some, based on existing proprietary programs, develop their own original programs. The development of a unified mission of the preschool educational institution ensures compliance with the basic requirements for work on innovative programs:

compliance with the principle of complexity - the pedagogical process covers all the main areas of child development (physical, familiarization with the outside world, speech development, artistic and aesthetic, etc.), a system of measures is provided to protect and strengthen the health of children;
the use of some partial programs is combined with work in other areas of the pedagogical process;
there is a development of new, non-traditional areas of content for the work of a preschool educational institution, such as teaching choreography and rhythm, a foreign language, new diverse techniques of fine arts, computer training, familiarization with national culture;
greater emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves, encouraging them to have a creative attitude towards the activity being performed, self-expression and improvisation in the process of its implementation;
integration of different types of activities, complexity of content contribute to the emancipation of the educational process in kindergarten;
attempts are being made to emotionally saturate the atmosphere in the learning process, which allows one to successfully overcome educational and disciplinary techniques and methods in the work of a teacher;
mastery of new pedagogical technologies takes place, taking into account personality-oriented interaction - a transition to a new style of communication and play with the child;
new forms and content of cooperation between teachers and parents are emerging, which helps to overcome formalism in continuity in teaching and raising a child in a kindergarten and family;
the use of new models of room design and its equipment ensures the child’s need for joint activities with peers, and at the same time, conditions are created for individual lessons, which is important for the implementation of a real effective individual approach to children.

The main mission of a modern preschool educational institution is to create a unified educational environment that meets the requirements of modern society. The educational environment of preschool educational institutions currently tends to intensive development and transformation. The basis of this process is activity. By organizing activities as the basis for the development of an educational environment, preschool teachers strive to meet the needs of parents as fully as possible and to implement modern technologies for the upbringing and development of children as intensively as possible.

The study of trends in the development of the modern educational environment of a preschool educational institution is relevant due to the fact that the educational environment of a preschool educational institution is a phenomenon that ensures:

productive personal development of the child and professional and personal improvement of teachers;
intensive interaction between children and teachers as a condition for their mutual development;
creating a space for comfortable and promising social partnership in a preschool educational institution.

A particularly significant trend in the development of the educational environment of modern preschool educational institutions is the improvement of the professional competence of teachers as organizers of children’s activities. The professional competence of preschool teachers is defined as the ability to create, test and implement an integrated model of the development of preschool children in their activities. This ability of teachers manifests itself in many aspects, in particular:

as an attitude towards developing a model and implementing it in one’s practical activities;
how to form a technological system for implementing the model;
as an integration of experience in diagnosing achievements in the implementation of an integrated model of development of preschool children.

The main goal of the preschool educational institution team is the comprehensive development of a preschool child, preparing him for independent life in society. Hence, a necessary component of the organizational culture of a preschool educational institution is the awareness by the team of the self-worth of preschool age. What determines:

knowledge and understanding of child development, the ability to apply this knowledge in practice;
observation and assessment of children's behavior when planning lessons and drawing up individual educational plans for children;
creating and maintaining a safe and healthy environment;
planning and implementing an appropriate program that promotes advancement in all areas of learning and development (social, emotional, intellectual, physical);
establishing supportive relationships with children and using developmentally appropriate individual and group guidance techniques;
establishing and maintaining positive and productive connections with families.

Creating conditions for the development of a child and his comfortable stay in kindergarten is impossible without creating a unified subject-development environment.

Solving the problem of creating a developmental environment in preschool institutions is facilitated by creative approaches to the formation of the structure of the building, its free layout, the relationship of internal and external environments, the system of transformable equipment and furniture, the design and placement of functional premises as the basic components of the developmental subject environment.

When creating a subject environment, it is necessary to proceed from the ergonomic requirements for life activity: the anthropometric, physiological and psychological characteristics of the inhabitant of this environment. They are as follows:

the developing nature of the subject environment;
activity-age approach;
information content (variety of topics, complexity, variety of materials and toys);
enrichment, science intensity, the presence of natural and sociocultural resources that ensure a variety of child activities and creativity;
variability;
combination of traditional and new components;
ensuring the constituent elements of the environment, correlation with the macro- and microspace of children’s activities;
ensuring comfort, functional reliability and safety;
ensuring aesthetic and hygienic indicators.

Another aspect of the organizational culture of a preschool educational institution is the communication channels “teacher-teacher”, “teacher-child”, “teacher-parent”.

The internal condition for the emergence of contact between the interacting parties is the manifestation of sincere, genuine respect for each other, empathy and tolerance. The external manifestation of contact is the behavior of interacting subjects, corresponding to the accepted traditions of behavior within the framework of organizational culture, aimed at fulfilling the mission of the preschool educational institution.

The main components of interaction between the teaching staff and the children's team of preschool educational institutions.

dialogue of pedagogical interaction. It is associated with the transformation of the positions of an adult and a child into personally equal ones, into the positions of co-learners, co-educators, co-operating people.
problematization of pedagogical interaction, which is expressed in changing the roles and functions of an adult and a child, a teacher and a student in the process of education and training. An adult does not educate or teach, but actualizes the child’s own research activity, stimulates his tendency towards personal growth, creates conditions for the child to commit moral actions, for him to independently discover and pose cognitive problems and tasks.
Personalization of interaction presupposes, first of all, the rejection of role masks, the adequate inclusion in this interaction of those elements of personal experience (feelings, experiences, emotions and corresponding actions and deeds) that do not correspond to role expectations and standards.
individualization of pedagogical interaction means identifying and cultivating what is individually specific and special in each child. The implementation of this component means the construction of such communication that would be adequate to the age (in terms of development) and individual (personal) characteristics and capabilities, abilities and inclinations of all children.

A specific indicator of the organizational culture of a preschool educational institution is the development of the main characteristics of interaction between participants in the pedagogical process:

By mutual knowledge - objectivity of knowledge of personal characteristics, the best sides of each other, interests, hobbies; the desire to get to know each other better, mutual interest in each other;

By mutual understanding - understanding the common goal of interaction, community and unity of tasks facing teachers; accepting each other's difficulties and concerns; understanding the motives of behavior in various situations; adequacy of assessments and self-assessments; coincidence of attitudes towards joint activities;

In terms of relationships – showing tact, paying attention to each other’s opinions and suggestions; emotional readiness for joint activities, satisfaction with its results; respect for each other’s position, empathy, sympathy; desire for formal and informal communication; the creative nature of relationships, stimulating initiative and independence of children;

In terms of mutual actions - the implementation of constant contacts, active participation in joint activities; initiative in establishing various contacts coming from both sides; teamwork (quantity, quality, speed of work done), coordination of actions based on mutual assistance, consistency; safety net, help, support each other;

By mutual influence – the ability to come to agreement on controversial issues; taking into account each other’s opinions when organizing work; the effectiveness of mutual comments that are justified and correct in form, changes in behavior and actions after recommendations addressed to each other; seeing another as a role model.

In general terms, the development of interaction between participants in the educational process can be judged by the enrichment of the content of their joint activities and communication, methods and forms of interaction, expansion of external and internal connections, and implementation of continuity

Thus, the organizational culture of the staff of an educational institution is determined by the following factors: the mission of the educational institution in society; features of leadership of the teaching staff, promotion of organizational processes; features of relationships and interactions in teams: pedagogical, children's, parental, as well as interactions between teams.

In general terms, the development of the organizational culture of an educational institution can be judged by the enrichment of the content of joint activities of teachers and communication, methods and forms of interaction, expansion of external and internal connections, implementation of generational continuity, style of behavior, management features and leadership system.

In the process of studying the organizational culture of the preschool educational institution team, four of its main subsystems are distinguished:

Information-cognitive (the philosophy of the educational institution, the mission it fulfills; the culture of communication in the institution - verbal and non-verbal; features of social reflection of the main subjects of organizational culture - children, teachers, parents, managers);

Socio-regulatory (values, meanings, the system of motivation and organization of teaching work, making the most important decisions concerning the life of the organization (individually or democratically), a system of sanctions, methods of rewards and punishments, methods of assessing achievements in activities, methods of control);

Psychological and pedagogical (the presence and nature of leadership, the socio-psychological level of development of the teaching and children's staff, the presence of mutual assistance, the acquisition of a sense of “we” by members of study groups, the degree of satisfaction of students with their stay in the institution);

Organizational and technological subsystem (psychological climate in the team, traditions of the organization, design of the premises, its cleanliness and comfort, appearance of staff and children).

The study of the organizational culture of the preschool educational institution team should develop ideas about such important aspects of the life of the organization as:

professionalism of the teacher,
ways of management support for professionalism,
level of professional trust,
vertical and horizontal control system,
ways to show initiative
ways to solve problems,
sources of professional information,
behavior in conditions of innovative activity, etc.

Studying the organizational culture of a team makes it possible to understand how one educational institution really differs from another, and what the uniqueness of the organization is really based on.

Based on the many studies conducted, it is possible to identify at least 9 of those practical aspects of organizational culture on which the researcher’s gaze traditionally focuses. Of course, it is not at all necessary that all these nine variables are present in each specific case of studying the organizational culture of a preschool educational institution team, but the use of at least some of them will make it possible to provide a certain sociological profile of the organizational culture of a particular preschool educational institution. These practical aspects of organizational culture are as follows:

The degree of independence of the employee.

This characteristic of an organization is important not only for determining the characteristics of organizational culture, but also for identifying the very possibility of its existence.

Principles and methods of communication.

Organizational culture is always closely related to the system of informal relations. Informal relationships are built on the basis of frequent communications and constant communication between employees. This is why the way people communicate is so important.

Employee's appearance.

Dress code, as can be seen above, is a significant and very understandable element of organizational culture.

Catering.

The value of informal communication for creating some common cultural values among employees of an organization also determines the value of having special time for communication. This time is traditionally the lunch break.

The degree of punctuality and politeness of the staff.

This aspect is closely related to both national and directly to the management components of organizational culture. Punctuality is often perceived as part of a more general category - politeness. However, staff politeness has its own special characteristics, being one of the central elements of organizational culture.

Relationships in the team.

This characteristic is primarily associated with the traditional degree of conflict in relationships between employees. Organizations vary in the degree of destructiveness of conflicts, in the ability to tolerate conflict situations, and in the extent to which conflict situations impact the overall level of productivity.

Employee development process.

Personnel work is one of the areas of activity of the organization most closely related to the formation of organizational culture. The most important role in terms of the formation of organizational culture is played by the process of employee development - their receipt of additional education and movement within the organization. In recent decades, the implementation of these functions of personnel management has undergone the most significant transformations. There was an awareness of the need for continuous education in the face of rapidly changing technology. The focus on creating universal employees capable of working in a wide variety of areas of organizational activity has become more widespread. Career planning has come to be thought of as a process of simultaneously taking into account the needs of preschool educational institutions and the personal wishes of the employee regarding his career growth.

Rumors and stories from the life of a preschool educational institution.

History, the most outstanding achievements of teachers and students.

Employee motivation.

The very concept of motivation has different cultural interpretations. On the one hand, this is material encouragement for work, on the other, interest and passion for work.

It is well known from practice that despite the fact that the formal structure of the organization, the legal basis for the activities of, for example, two neighboring preschool educational institutions may be the same or very similar, nevertheless they are still very different from each other (not necessarily for the worse or for the better aside, they are just different).

To predict the reaction of teachers to innovations, the level of their resistance, to find out the true cause of many conflict situations.

If the actions of a manager contradict the organizational culture, he will encounter conscious or unconscious resistance because the organizational culture has little dynamics, i.e. cannot be changed quickly.

Studying the organizational culture of the preschool educational institution team will help to obtain a criterion for the applicability of other people's experience (including managerial experience). You can count on the easy implementation of management (or other) innovations if the organization whose experience is being copied has a similar organizational culture.

It is very important for a manager to understand that the culture of an organization has little dynamics, that is, it changes slowly. It cannot be changed by a single, even bright and convincing speech.

A fundamental fact for management activities is that the leader, having the greatest power and freedom (from the point of view of his employees), has the maximum ability to influence the culture of the organization he leads. However, he is also subject to maximum professional aberrations, i.e. When analyzing the organizational state, he often analyzes the desired rather than the actual state of affairs.

The stability of a culture (low dynamism) can pose a number of problems for a manager, especially if he is just starting to work in this organization. The problems and conflicts that occur in these cases are very often diagnosed by the manager as personality problems and conflicts with individuals whose behavior and reactions do not correspond to his expectations.

However, in fact, in this case, he is faced not with the characteristics of the personal behavior of individual members of the organization, but with the phenomenon of group behavior, with the culture of the organization. For example, when coming to a school as a new director, the head expects a high level of independence of people, their ability to see problems, solve problems and take responsibility for results. The director does not give an exact recipe on how to act, setting the task in general terms, but does not get results. Then you can try radical measures (if there are personnel reserves), such as changing deputies, even dismissing the most careless and incapable. However, this kind of action rarely leads to success.
Much more productive may be a personal study of the manager about whether the behavior of employees is a manifestation of a role culture, within the framework of which people are accustomed to accurately and professionally follow clear and precise instructions, are subject to step-by-step control, and see the source of power (in the sense of the right to make decisions and responsibility) in certain people belonging to one or another level of the school hierarchy, etc. If this is so, then practice suggests that the leader must be extremely careful. An attempt to dramatically change the organizational culture leads to the loss of a sense of structure among members of the organization and the disappearance of traditional centers of power. Employees may get the impression that the manager is destroying the organization, which previously, from their point of view, functioned very successfully.

interviews and questionnaires;
indirect methods;
study of oral folklore;
studying documents;

Interview and questionnaire

Key strategic values: What ideas underlie the organization's current management practices? What is the most important thing in this matter? How does this manifest itself in the company's work?

Organizational symbols: Are there any special concepts, terms, words that are understandable only to members of your organization?
Organizational “Heroes”: What types of people are most likely to have a fast career in your organization? What differentiates the people who are most successful in your organization?

Rules and traditions: What rules and traditions do members of the organization adhere to in their work and leisure activities? What events are celebrated in your organization?

Organizational values: What do people value? What causes general condemnation or disapproval? What changes in work organization and attitude would employees like to see?

Indirect methods

Very rich information can be obtained by asking employees of an organization to characterize the features of the existing organizational culture not directly, but indirectly, asking them to select several proverbs or sayings that best characterize the most important vectors of relationships in which prevailing values, attitudes and priorities are manifested. The use of indirect methods allows
employees of the organization better understand the existing organizational culture and how it affects the work and performance of personnel.

Study of oral folklore

Every organization has its own folklore, which is not written down anywhere and is passed on from mouth to mouth. It is in it that the main features of the existing organizational culture are reflected. Values and attitudes that have a decisive influence on the behavior of the organization’s employees are not transmitted through written instructions, orders or instructions. They are mainly transmitted and manifested in informal communication.

The heroes of the stories are those members of the organization (currently working or previously working) whose behavior patterns best promote the values and priorities of the existing organizational culture.
Stories about the “heroes” of the organization perform a number of functions related to the promotion of desirable values: they show the achievability (possibility) of success, provide role models, set work standards, and motivate performers.

At the same time, we should not forget that in the folklore of an organization stories can be stored and transmitted not only about “heroes” who have achieved some outstanding successes, but also about “anti-heroes” - people who are especially clever in deceiving management, bypassing the rules and norms of behavior, established for members of the organization.

The organizational culture that has developed in an organization is often characterized by the use of professional slang, words and expressions used by most of the team. For example, for a non-specialist who came to a company developing software products, the language spoken among themselves
programmers may seem obscure, almost foreign.

The acceptability or impermissibility of using profanity in informal (and sometimes formal!) communication is also one of the characteristics of a given organizational culture.

Document analysis

The culture of the organization is reflected in documents (plans, programs, orders, instructions, regulations). Although lived culture is reflected more in the beliefs and values of employees and managers than in documents, this source of information should not be ignored. Analysis of the information contained in the documentation can help identify management's main ideas - real, not declared - regarding the management process. How bureaucratic is the organization? Is there a discrepancy between word and deed - between the stated principles of doing business?
and real management practice? What values are reflected in the documents?
Attitude towards people? How conscious and purposeful is the work to form or maintain organizational culture? Answering these and other questions will help you take the first step towards creating an organizational culture that will contribute to achieving the organization's strategic goals.

Studying the rules and traditions established in the organization.

The life of any organization is subject to a certain system of formal and informal rules. An example of established formal rules are internal labor regulations. Informal rules relate to communication with colleagues, subordinate-manager relationships, clothing, professional jargon, etc.

Study of existing management practices

An organization's management practices are also an important source of information about the prevailing organizational culture. The extent to which authoritarian management predominates in the company, how decisions are made (by a narrow circle of people or wider participation of workers in the preparation of the most important decisions is allowed), the prevailing control systems, the degree of awareness of employees about the state of affairs in the organization - all these are the most important features of management practice,
influencing the main components of organizational culture.

The second task is to clarify which cultural values will help (or hinder) the implementation of the organization's strategic goals.

The third task is to assess the existing gap, that is, the degree of compliance
the established organizational culture of the development strategy of the organization (business), developed by management.

In research into the problems of pre-school educational institutions, traditionally carried out within the framework of pedagogy and educational psychology, social psychology is increasingly intruding. The whole range of problems of this discipline is presented in the field of education: communication, team functioning, intergroup relations, and socialization issues.

In the foreign and domestic practice of work of psychologists in preschool educational institutions, one can find almost all methods of social psychology, but the leading place is usually occupied by survey methods (questioning and interviewing), special socio-psychological methods (sociometry, rating, etc.), some personality tests (G. Eysenck questionnaire, R. Cattell test, etc.), as well as so-called active methods - situational role-playing games, socio-psychological training, etc.

For example, to study team cohesion, one of the indicators of organizational culture, you can apply R.O. Nemov’s methodology “Indicators of Value-Oriented Unity.”

To study social ideas about organizational culture, the following methods are used: 1) a modified version of the “Semantic Differential” method by Charles Osgood; 2) incomplete sentence techniques; 3) methods for studying the psychological atmosphere of A.F. Fiedler.

The culture that has developed in an organization can be studied in different ways, among which are the following:

interviews and questionnaires;
indirect methods;
study of oral folklore;
studying documents;
studying the rules, traditions, ceremonies and rituals established in the organization;
study of existing management practices.

One way to begin studying culture is to survey the people in the organization. You can start by asking, “Can you describe the culture that exists in your organization?” To gain a more detailed understanding of the organization’s culture, it is also important to get answers to the following questions:

Key strategic values: What ideas underlie the organization's current management practices?
What is the most important thing in this matter?
How does this manifest itself in the company's work?

Organizational symbols:

Are there any special concepts, terms,
words that only members of your organization understand?

"Heroes" of the organization:

What type of people are most likely to make a quick
career in your organization?
What differentiates the people who are most successful in your organization?
Rules and traditions:

What rules and traditions do members of the organization adhere to?
at work and during leisure time?
What events are celebrated in your organization?

Organizational values:

What do people greet?
What causes general condemnation or disapproval?
What changes in work organization and attitude would employees like to see?

Perhaps one of the most famous methods for studying value orientations is the method of M. Rokeach. The Rokeach method and its modifications are based on the ranking method. In the standard Rokeach technique, respondents are required to rank two lists of values (each containing 18 values), placing them in order of importance. For the convenience of respondents, a set of values can be presented on cards.

Ranking, especially of a large number of values, is a difficult task and can confuse any respondent. A more adequate result can be achieved by presenting values for comparison in pairs. The method of paired comparisons underlies the methodology for studying the motivational tendencies of A. Edwards’ personality. In Edwards's technique, which is called the “List of Personal Preferences,” the respondent is asked to compare 15 motivational tendencies in pairs. After processing, a ranked list of these 15 preferences is obtained, which makes it possible to judge the structure of the respondent’s value orientations. The disadvantage of the method is that this questionnaire, consisting of 210 pairs of statements, is probably quite cumbersome from the point of view of the respondent.

The method of choosing from several alternatives lies at the heart of another group of value studies. This method is based on the following procedure. Respondents are presented with stimulus material in the form of questions or situations with several alternative solutions. Every issue or situation represents a value dilemma or conflict of values. The respondent must make a choice, thereby indicating his preferred value.

This method is used in the well-known questionnaire “Study of Values” by G. Allport and others. In the method, the respondent was presented with 120 questions relating to everyday situations. Some questions had two possible answers, while others had four. The respondent was asked to choose the most acceptable one from the alternatives and assign the highest score to it. In this case, the sum of points for questions with two answer options should have been 3, and with four options - 6. In the first case, if the respondent agreed with one statement and disagreed with the other, then he assigned a score of 3 to the first and a score of 0 to the second. if he preferred one to the other, then the statements were assigned scores of 2 and 1, respectively. In the case of four options, the respondent had to assign a score of 4 to the most attractive statement and a score of 1 to the least attractive statement. Next, the final indices of the respondent’s attitude towards a particular value were determined by summation.

Indirect methods. Very rich information can be obtained by asking employees of an organization to characterize the features of the existing organizational culture not directly, but indirectly, asking them to select several proverbs or sayings that best characterize the most important vectors of relationships in which prevailing values, attitudes and priorities are manifested. The use of indirect methods allows employees of an organization to better understand the existing organizational culture and how it affects the work and performance of personnel.

Study of oral folklore. Every organization has its own folklore, which is not written down anywhere and is passed on from mouth to mouth. It is in it that the main features of the existing organizational culture are reflected. Values and attitudes that have a decisive influence on the behavior of the organization’s employees are not transmitted through written
instructions, orders or instructions. They are mainly transmitted and manifested in informal communication. The heroes of the stories are those members of the organization (currently working or previously working) whose behavior patterns are best promoted
values and priorities of the existing organizational culture. Stories about the “heroes” of the organization perform a number of functions related to propaganda
desirable values: show the achievability (possibility) of success, provide role models, set work standards, motivate performers. At the same time, we should not forget that in the folklore of an organization stories can be stored and transmitted not only about “heroes” who have achieved some outstanding successes, but also about “anti-heroes” - people who are especially clever in deceiving management, bypassing the rules and norms of behavior, established for members
organizations.
The organizational culture that has developed in an organization is often characterized by the use of professional slang, words and expressions used by most of the team. For example, for a non-specialist who has come to a company developing software products, the language that programmers speak among themselves may seem difficult to understand, almost foreign. Admissibility
or the inadmissibility of using profanity in informal (and sometimes formal!) communication is also one of the characteristics of this organizational culture.

Document analysis. The culture of the organization is reflected in documents (plans, programs, orders, instructions, regulations). Although lived culture is reflected more in the beliefs and values of employees and managers than in documents, this source of information should not be ignored. Reviewing the information contained in the documentation can help identify key concepts
guidelines - real ones, not declared ones - regarding the process
management. How bureaucratic is the organization? Is there a discrepancy between word and deed - between the stated principles of doing business and actual management practice? What values are reflected in the documents? Attitude towards people? How conscious and purposeful is the work to form or maintain organizational culture? Answering these and other questions will help you take the first step towards creating an organizational culture that will contribute to achieving the organization's strategic goals.

Studying the rules and traditions established in the organization. The life of any organization is subject to some system of formal and informal
rules An example of established formal rules are internal labor regulations. Informal rules relate to communication with colleagues, subordinate-manager relationships, clothing, professional jargon, etc.

In many organizations, employees rigidly follow unwritten rules regarding maintaining a certain level of productivity. Those who “stick their neck out” and set performance records are usually subject to certain sanctions from the team.

Norms and values cultivated by management can be transmitted and reinforced through certain ceremonies, procedures, rituals: for example, ceremonial awards for veterans, the best workers of the month, year, initiation ceremonies into workers, ceremonial farewells to the army, etc.

Study of current management practices. An organization's existing management practices are also an important source
information about the prevailing organizational culture. The extent to which authoritarian management predominates in the company, how decisions are made (by a narrow circle of people or wider participation of workers in the preparation of the most important decisions is allowed), the prevailing control systems, the degree of awareness of workers about the state of affairs in the organization - all these are the most important features of management practice that influence the main components organizational culture.

The result of studying the cultural environment that has developed in an organization should be the solution of three problems:

The first task is to clearly understand (prescribe, formulate) the leading values, priorities, and attitudes designed to support a promising organizational strategy.

The second task is to clarify which cultural values will help (or hinder) the implementation of the organization's strategic goals.
The third task is to assess the existing gap, that is, the degree of compliance of the existing organizational culture with the development strategy of the organization (business), developed by management.

Thus, the study of the organizational culture of the preschool educational institution team should develop ideas about such important aspects of the life of the organization as: the professionalism of the teacher, methods of managerial support for professionalism, the level of professional trust, the system of vertical and horizontal control, ways of showing initiative, ways of solving problems, sources of professional information, behavior in conditions of innovative activity, etc.

Studying the characteristics of the organizational culture of an educational institution allows the leader to create more effective ways to manage the development of the organization. The study of the characteristics of organizational culture, first of all, should be based on the characteristics of the organization of the educational process, depending on the category of students of the educational institution.

The study of the organizational culture of the preschool educational institution team should give an idea of such important aspects of the life of the organization as: the professionalism of the teacher, methods of managerial support for professionalism, the level of professional trust, the system of vertical and horizontal control, ways of showing initiative, ways of solving problems, sources of professional information, behavior in conditions innovation activities, etc.

Studying the characteristics of the organizational culture of an educational institution allows the leader to create more effective ways to manage the development of the organization. The culture that has developed in an organization can be studied using different methods of study, among which the following can be distinguished: interviews and questionnaires; indirect methods; study of oral folklore; studying documents; studying the rules, traditions, ceremonies and rituals established in the organization; study of existing management practices.

Annex 1.

Interview Questions

Tell us what the most significant pedagogical tasks are facing the team.

The most striking distinctive feature of your preschool educational institution, which determines its originality and dissimilarity from other preschool educational institutions.

Is there (or was there) a person in a preschool educational institution about whom we can say: “She was a mentor, she raised a whole galaxy of teachers.”

Do you have a certain style of behavior?

Are there standards for clothing style?

Name the main traditions of your preschool educational institution.

Do you host corporate events?

Do you engage in self-education, if yes, how?

Is there a system of incentives for advanced training?

Thanks for answers.

Appendix 2

Questionnaire.

Dear colleagues, mark with any sign all the statements with which you agree, or rate the proposed statements using a 10-point system.

1. Do you agree that each preschool educational institution should have its own organizational culture?

Yes

Don't know

2. For you, organizational culture is:

Joint holiday with management

Social assistance in preschool educational institutions

Availability of signs, emblems, etc.

Complex of traditions and rituals

Other (specify)__________________________________________________________

4. Do your preschool educational institution have written rules of behavior and etiquette (“Ethics of a teacher”, “Guide to working with parents”, etc.?

Yes

Don't know

If Yes, which ones (specify)__________________________________________

__________________________________________________________________

5. Are there any legends about the activities of your preschool educational institution, about its most prominent people?

Yes

6. What rituals exist in your preschool educational institution (specify)

Rituals for young professionals__________________________________________

Rituals honoring veterans ________________________________________________

Rituals for pupils __________________________________________

Rituals for parents ______________________________________________

7. Do you have a tradition of celebrating the birthday of a preschool educational institution?

Yes

8. How do you keep a chronicle of the main events of the preschool educational institution?

Compiling a book chronicle

Photo reports

Filming on video

Creating presentations

Not maintained

9. Do you organize professional skills competitions among employees?

Yes

10. Do you have a tradition at your preschool educational institution to celebrate employee birthdays?
Yes

11. Does your preschool educational institution have certain symbols?

Logo

Emblem

Coat of arms

Hymn

Other (specify) ___________________________________________________

12. Are there activities for joint recreation?

Yes

If yes what kind?

Employees anniversary

Excursions

Sport competitions

Outdoor trips

Other (specify)

13. Do you agree with the opinion that joint lunches among workers at different levels lead to closer relationships and greater interest in work?

Yes

Not related to work

14. Would you like to have your own uniform that distinguishes your preschool educational institution?
I would like to

I don't care

Doesn't matter at work

Policies of the preschool educational institution and management

1__2__3__4__5__6__7__8__9__10

Leadership style

1__2__3__4__5__6__7__8__9__10

Evaluating your work

1__2__3__4__5__6__7__8__9__10

Wage system

1__2__3__4__5__6__7__8__9__10

Working conditions

1__2__3__4__5__6__7__8__9__10

Organization of work

1__2__3__4__5__6__7__8__9__10

Opportunities for professional growth

1__2__3__4__5__6__7__8__9__10

Career opportunities

1__2__3__4__5__6__7__8__9__10

16. How often do you disagree with your manager’s opinion?

Very

often

Sometimes

rarely

very rarely

17. What type of leader do you prefer to work with?

Autocratic

advisory

What importance do you attach to acceptable working conditions?

1__2__3__4__5__6__7__8__9__10

How important is it to you to work with people who interact well with each other?

1__2__3__4__5__6__7__8__9__10

How important is it for you to have good career opportunities?

1__2__3__4__5__6__7__8__9__10

How important is it for you to be aware of the achievements of pedagogical science?
__1__2__3__4__5__6__7__8__9__10

19. How many years are you willing to work in a preschool educational institution in your current position?

Less than six months

Six months to a year

2-3 years

4-6 years

7 - 15 years

more than 15 years

Another option (write here)_________________________________________________

20. When did you start working at the preschool educational institution?

21. Your age is _______________ years

22. Full name (optional) ___________________________________________

thanks for answers.

Appendix 3.

Test 1

Dear colleagues, rank the following statements in order of importance using a numerical notation.

Kindergarten for me

Place of self-realization

- “Second Home”, the best in our city

A place where friends and colleagues are

A place where you can demonstrate your knowledge, professional skills, and realize your creativity

Source of income

Our kindergarten values

Children, their social well-being and comfort

Order, system, discipline, culture

Knowledge and skills

Personal qualities: intelligence, determination, honesty, communication skills, abilities, creativity, proactiveness, initiative

Teachers (professionalism and responsibility)

Our leaders

Wise, polite, kind, understanding, caring

Competent

Creative, intellectuals

Fair

Democratic

Promoting Innovation

The task of each preschool employee

The task of the methodologist

The task of the head of the preschool educational institution

Must be held from above

Psychological atmosphere

Mutual support and satisfaction

Productivity

Cooperation

Friendliness

Heat

Success

Passion

Agreement

Thanks for answers.

Test 2

Please circle those judgments that seem most suitable to you for the atmosphere of the team in which you work. Do not forget that these judgments must correspond to the entire team or the majority of its members, and not to you personally. Be as clear and objective as possible. Thank you in advance!

List of judgments:

1. They always back up their words with deeds.

2. Condemn manifestations of individualism.

3. They have the same beliefs.

4. They rejoice at each other’s successes.

5. Always help each other.

6. Skillfully interact with each other at work.

7. They know the tasks facing the team.

8. Demanding of each other.

9. All issues are resolved together.

10. Unanimous in assessing the problems facing the team.

11. They trust each other.

12. Share experience of working with team members.

13. Distribute responsibilities among themselves without conflict.

14. Know the results of the team’s work.

15. They never make mistakes in anything.

16. Objectively evaluate your successes and failures.

17. Personal issues are subordinated to the interests of the team.

18. They do the same things in their spare time.

19. Protect each other.

20. Always consider each other’s interests.

21. Replace each other at work.

22. Know the positive and negative sides of the team.

23. They work with full effort.

24. They do not remain indifferent if the interests of the team are affected.

25. The distribution of responsibilities is assessed equally.

26. Help each other.

27. Make equally objective demands on all members of the team.

28. Independently identify and correct deficiencies in work.

29. Know the rules of behavior in a team.

30. Never doubt anything.

31. Don’t quit what you started halfway.

32. There are no norms of behavior accepted in the team.

33. The team’s successes are assessed equally.

34. They are sincerely upset when their comrades fail.

35. The actions of old and new team members are assessed equally objectively.

36. Quickly resolve emerging contradictions and conflicts.

37. Know their responsibilities.

38. Consciously submit to discipline.

39. They believe in their team.

40. The team’s failures are assessed equally.

41. Behave tactfully towards each other.

42. They do not emphasize their advantages over each other.

43. They quickly find a common language with each other.

44. Know the basic techniques and methods of work.

45. Always right in everything.

46. Public relations are placed above personal ones.

47. Support initiatives that are useful for the team.

48. They have the same ideas about moral standards.

49. They treat each other kindly.

50. Behave tactfully towards members of another team.

51. Takes on leadership when required.

52. They know the work of their comrades.

53. They treat the public good in a businesslike manner.

54. They support the traditions that have developed in the team.

55. Personal qualities needed in a team are assessed equally.

56. Respect each other.

57. Collaborate closely with members of another team.

58. If necessary, assume the responsibilities of other team members.

59. They know each other’s character traits.

60. They know how to do everything in the world.

61. Perform any work responsibly.

62. They resist the forces that divide the team.

63. The correctness of the distribution of rewards in the team is equally assessed.

64. Support each other in difficult times.

65. They rejoice at the successes of other team members.

66. Act in a coherent and organized manner in difficult situations.

67. They know each other’s habits and inclinations.

68. Actively participate in social work.

69. They care about the success of the team.

70. The correctness of punishments in the team is equally assessed.

71. They are attentive to each other.

72. They are sincerely upset when members of another team fail.

73. They quickly find a distribution of responsibilities that suits everyone.

74. They know how things are with each other.

Key:

After the survey, data is collected and processed by the researcher. All judgments, except for the control ones 15, 30, 45, 60, show the degree of development of the team, and, consequently, the socio-psychological climate in it. These characteristics are:

responsibility (1, 8, 16, 23, 31, 38, 46, 53, 61, 68);
collectivism (2, 9, 17, 24, 32, 39, 47, 54, 62, 69);
cohesion (3, 10, 18, 25, 33, 40, 48, 55, 63, 70);
contact (4, 11, 19, 26, 34, 41, 49, 56, 64, 71);
openness (5, 12, 20, 27, 35, 42, 50, 57, 65, 72);
organization (6, 13, 21, 28, 36, 43, 51, 58, 66, 73);
awareness (7, 14, 22, 29, 37, 44, 52, 59, 67, 74).

The above data are summarized (for each indicator) and entered into a graph that clearly demonstrates the socio-psychological climate of the group chosen for study:

Organizational culture as a condition for the quality of professional activity..._

20. Shspaikov V.A. Galaguzia M.A. Who is for- 21. ShreyOer Yu.A. Utopia or ustroigel-

protects the rights of the child at school Sh Pedagogy - stvo Global problems and universal humanity - 1994. - No. 5. - P. 42-43. what values - M.. 1990. - P.

L.F M(two (nikova

ORGANIZATIONAL CULTURE AS A CONDITION OF QUALITY TRA PROFESSIONAL KNOWLEDGE OF THE ACTIVITY OF A PRESCHOOL TEACHER

EDUCATIONAL INSTITUTION

Preamble. Based on modern theory and integrative practice, the article reveals issues related to the formation of organizational culture in an institution, the purpose of which is to solve the problem of the quality of professional activity of teaching staff.

In the conditions of the modern sociocultural situation, which considers a person’s personality as one of the decisive factors in the renewal of society, there is a need for new approaches to the formation of an employee as a subject of professional activity. In a preschool educational institution, this should be a teacher who is well versed in the abundance of modern pedagogical methods and innovative technologies, who knows how to develop his own pedagogical strategy, has his own opinion and is able to defend it, and is ready for active professional activity.

Such an approach to understanding a person’s personality in the 21st century - in the era of information and high technology - is associated with the concept of organizational culture as the basic basis of a teacher’s personality, combining a subjectively significant attitude towards teaching work and mastery of professional activities at the individual level. At the same time, as an analysis of the problem of professional and personal development of a modern person shows, the level of organizational culture of a “typical” pedagogical worker of an educational institution does not satisfy the demands of modern society and the requirements of the labor process (V.R. Vesnin, O.S. Vikhan- Skiy, V.S. Dudchenko, Yu.D. Krasovsky, V.A. S-pivak, etc.).

Mastery of organizational culture

a necessary condition for the quality of professional activity of a teacher, ultimately contributes to the success of the entire preschool educational institution as a whole. This allows us to consider the formation of an effective organizational culture of a teacher as a goal to achieve the quality of professional activity in a preschool educational institution and as a current direction of scientific research.

In modern literature there are many definitions of the concept of organizational culture. According to most authors, the culture of an organization is “a complex composition of important assumptions (“often difficult to formulate”), without evidence, accepted and shared by members of a group or organization4.” In a number of works, organizational culture is interpreted as the management philosophy and ideology accepted by the majority of the organization, assumptions, value orientations, beliefs, expectations, dispositions and norms that underlie relationships and interactions both within the organization and outside it. Despite the obvious diversity of interpretations organizational culture, in our opinion, they have common points. In most definitions, the authors refer to examples of basic assumptions that members of the organization adhere to in their behavior and actions, which is associated with the personal vision of the environment by the subject (group, organization, society) and regulating its variables (nature, space, time, work, relationships).

Given the above, organizational culture is “the set of most important assumptions accepted by members of an organization and expressed in the organization’s stated values that give people guidelines

their behavior and actions." These value orientations are transmitted to subjects through symbolic means of the spiritual and material intra-organizational environment.

There are two aspects of organizational culture: objective and subjective. The objective aspect is usually associated with the physical environment created in the organization (the building itself, its design, location, equipment, furniture, color and volume of space, amenities, etc.). The subjective aspect comes from the images, assumptions, beliefs, expectations shared by employees, as well as the group perception of the organizational environment with its values, norms, and roles that exist outside of the individual. This includes a number of elements of symbolism, especially its “spiritual part” (heroes of the organization, myths, stories, ceremonies, rituals, etc.) |4, p. 516].

The scientific and theoretical understanding of the research topic is associated with the analysis of the organizational culture of the teaching staff: from the standpoint of essential, substantive, functional and structural characteristics. Identification of the essential characteristics of organizational culture is based on consideration of the basic basis of the teacher’s personality, which combines a subjectively significant attitude towards the profession and mastery of professional activities at the individual level. Analysis of the structural characteristics of a teacher’s organizational culture is associated with the identification of system-forming elements in the structure of the subject’s personality. The functional characteristics of organizational culture are based on the analysis of qualitative features that characterize the professional activity of a teacher who has an organizational culture, and I allow! him to effectively implement the requirements of the educational process. The structural characteristics of the organizational culture require an easy examination of the dynamic cultural-level aspect, in which individual units (modules, components, system-forming elements) are distinguished.

Organizational culture is formed in the process of overcoming the difficulties of external adaptation and internal integration by people working together. It should be noted that in one organization there can be many “local” subcultures, and one of them can transform into

get along with others and have parts (levels; divisions" professional, regional, national, age, gender and other groups). One or more subcultures in an organization may, by their nature, be in the same dimension as the dominant culture in the organization, or create, as it were, a second dimension in it. Countercultures can also exist in an organization, among which the following types can be distinguished: direct opposition to the values of the dominant organizational culture: opposition to the power structure within the dominant culture of the organization; opposition to the patterns of relationships and interactions supported by the dominant culture.

There are three factors that play a decisive role in the formation and maintenance of organizational culture: personnel selection; the activities of senior management and methods that help employees adapt to the organizational environment in the process of professional activity. Let us consider in more detail the last factor - methods.

Method - (from the Greek sheShoyoB - the path of research or knowledge) - “a set of relatively homogeneous techniques, operations for the practical or theoretical development of reality, subordinated to the solution of a specific “task”.

I distinguish three groups of methods for creating an effective organizational culture. The main groups of methods include: objects and subjects of attention, evaluation, control by managers; management response to critical situations and organizational crises; role modeling, training and coaching; criteria for determining remuneration and status; criteria for hiring, promotion and dismissal; organizational symbols and rituals. In addition to the basic methods, there are additional methods of effective organizational culture: focusing on achieving success rather than avoiding failure; a condescending attitude towards mistakes and defeats; working through involvement rather than coercion. Over time and under the influence of circumstances, organizational culture can undergo changes. To methods of changing organizational

Bulletin of KSU named after. ON THE. Nekrasova, 2007, Volume 13

Organizational culture as a condition for the quality of professional activity

cultures include: changes in objects and subjects of attention on the part of the manager; changing crisis or conflict management style; redesigning roles and changing focus in training programs; changing the incentive criterion; change of emphasis in personnel policy; change of organizational symbols and rituals. The use of methods for forming an effective organizational culture of teachers in the process of professional activity has an impact on the quality of work, plays an important role in the implementation of goals and objectives, and in the ultimate success of the preschool educational institution as a whole.

For theoretical justification and organizational and practical support, we have developed a comprehensive program, which is an interconnected and interdependent complex, within which the target component reflects the logic of mastering the technology of an effective organizational culture; the content component determines the volume and nature of the necessary theoretical knowledge; the operational component sets the dynamics of increasing the complexity of practical skills; the diagnostic component reveals the reality of achieving goals based on a system of specially designed control sections; The effective component is to record the level of mastery of this technology and the maturity of the organizational culture in the institution.

When choosing methods for forming an effective organizational culture of teachers in the process of professional activity, priority was given to the following: objects and subjects of attention, assessment, control by the management of the institution; role modeling, training and coaching; criteria for determining remuneration and statutes; organizational symbols and rituals; concentration on achieving success.

The implementation of a comprehensive program for mastering the technology of organizational culture was carried out on the basis of the MDOU “General Developmental Kindergarten No. 84” in Vologda and included three stages:

At the first stage (2003-2004) of the experimental work, the functioning of the developed comprehensive program was aimed primarily at the development of the motivational component of organizational culture as a basis.

the fundamental basis of the personality of teachers (motives, interests, attitudes, value orientations). This was realized through setting appropriate learning goals and organizing cognitive activities that formed a belief in the importance of organizational culture technology as an effective method in professional activities.

At the second stage (2004-2005), the main emphasis was placed on the development of the operational component of the organizational culture of the pedagogue! *gchess worker, which reflected the substantive level of mastery of its technology. For this purpose, teachers attended a specialized course “Organizational culture in a preschool educational institution.” The methodology of work within the framework of the special course was based on the application of organizational culture in the institution, during which modeling of the professional activities of teachers was carried out.

At the third stage (2005-2006), the work was aimed at developing reflexivity as a significant integrative characteristic in the structure of the teacher’s organizational culture. To this end, effective ways to introduce organizational culture through educational means were outlined: at the same time, in practice, conditions were created for the formation of adequate self-esteem by the teacher as part of the team implementing organizational culture in the institution.

The data obtained during the experimental work reflect the positive dynamics of the development and implementation of organizational culture in a preschool educational institution. Thus, at the final stage of the productive level, 76% of teachers achieved the formation of an effective organizational culture (at the initial stage it was 34%); Satisfaction with training in the special course was 95% of people. This circumstance allows us to recognize the theoretical research and practical implementation as successful, and the feasibility and effectiveness of introducing a comprehensive program for mastering this technology as a condition for the formation of the organizational culture of teaching staff in the process of professional activity has been confirmed.

Cultural patterns accepted and assimilated at the MDOU “General Developmental Kindergarten”

Pedagogy Psychology Social work. Juvenology. Sociokinetics, No. 4, 200"?

No. 84." have a significant impact on the quality of professional activities of teachers and various other aspects (on power relations and control relations; attitude towards teaching work; interpersonal relations within groups; intergroup relations; technology, motivation, etc.) We believe that the criteria for the formation of organizational culture among teaching staff should be considered a) the volume of theoretical knowledge and the complexity of practical skills in mastering the technology of effective organizational culture; b) the nature of the need to apply this technology in practice; c) the adequacy of the teacher’s self-assessment of himself as a subject of professional activity, using the technology of effective organizational culture to implement the requirements of the educational process.

The successful implementation of the comprehensive program was largely ensured by the high degree of compatibility of the strategy and methods for creating an effective organizational culture. At the same time, the management of the institution adhered to the following approaches: the culture that hindered the effective implementation of the chosen strategy was ignored; The management system was adjusted to the existing one in the institution.

research culture; An attempt was made to change the organizational culture in accordance with the chosen strategy. The implementation of this comprehensive program made it possible to achieve significant positive internal and external changes related to the quality of teachers’ professional activities.

Thus, methods for creating an effective organizational culture are an important component of managing a preschool educational institution and are one of the conditions for the quality of professional activities of teachers.

Bibliography

1. Vikhansky O.S. Naumov A.I. Management: Textbook. - 3rd ed. - M.: Gardariki, 1999. - 528 p.

2. Kartashova L.V., Nikonova T.V., Solamandina T.O. Behavior in an organization: Textbook. -M.: INFRA-M, 1999 - 220 p.

3. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary: For students of higher and secondary educational institutions. - M.: Publishing center "Academy", 2000. - 176 p.

4. Personnel management of an organization: Textbook." edited by A.Ya. Kibanov. - 2nd ed. centralized and revised. - M.: INFRA-M - 638 p.

Yu.Yu. Naumov

PEDAGOGICAL DRAWING USING THE GEOMETRIC METHOD BASED ON PROPORTIONATION

Application of pedagogical drawing in art lessons according to the methods of A.E. Terentyeva, N.H. -Rostovtseva A.V. Carlson is the most important component of improving the quality of education. However, mastering the skills of working using this visual method requires constant training from the teacher. Our research on fine art classes in rural schools showed that at the first stages of teaching fine arts, the pedagogical lesson is not very effective, which does not detract from its merits in the future. Children who do not know how to draw and use fundamental lines (horizontal and vertical) in a drawing by hand can analyze the proportional relationships of objects, constructions, execution

done “by eye” using ovals of various shapes and sizes seem difficult, and for some, impossible

To make this method easier for teachers to use and understandable for students, we have modified it. The schematic basis of the pedagogical drawing was simplified to the limit; it was based on the geometric method of construction and the technique - proportioning. Hence the name of the method arose - pedagogical drawing by the geometric method based on proportionation, abbreviated as PRGM.

Unlike traditional pedagogical drawing, with the help of the method we propose, using the technique of proportioning, the teacher can explain the construction of the drawing

Bulletin of KSU named after H.A. Nekrasova 2007, Volume 13

For a short period of time when addressing this phenomenon, sufficient information has not yet been accumulated about the content and specifics of the corporate culture of enterprises, and especially the corporate culture in educational institutions. So what is corporate culture? And how does it manifest itself in preschool educational institutions?

The term “corporate” comes from the Latin corporatio - association, community.

Corporate culture- a set of behavioral models that are acquired by an organization in the process of adaptation to the external environment and internal integration, which have shown their effectiveness and are shared by the majority of members of the organization.

Corporate culture is a system of material and spiritual values, manifestations, interacting with each other, inherent in a given company, reflecting its individuality and perception of itself and others in the social and material environment, manifested in behavior, interaction, perception of itself and the environment

Corporate culture - this is a unique general psychology of the organization (P. Weil).

Despite the obvious diversity of definitions and interpretations of organizational culture, they have common points.

The term “corporate culture” appeared in the 19th century.

Over time, this concept has spread to all areas of activity, and at the moment no one has any doubts about the importance of corporate culture for the successful functioning and prosperity of any organization.

The culture of a corporation represents, as it were, two organizational levels. At the top level, visible factors such as clothing, symbols, organizational ceremonies, and work environment are represented. The top level represents cultural elements that have an external visible representation. At a deeper level, there are values and norms that define and regulate the behavior of employees in the company. The values of the second level are closely related to visual patterns (slogans, ceremonies, business clothing style, etc.).

The values of an organization are the core of organizational culture, on the basis of which norms and forms of behavior in the organization are developed.

Why is corporate culture needed?

Corporate culture includes a whole a number of components:

an idea of the mission (purpose) of the organization, its role in society, the main goals and objectives of its activities;
value systems (concepts of what is acceptable and what is unacceptable), through the prism of which all employee actions are assessed;
behavioral models (response options) in various situations (both ordinary and non-standard);
organization management style (delegation of authority, making important decisions, feedback, etc.);
the current communication system (exchange of information and interaction between the structural divisions of the organization and with the outside world, accepted forms of address “superior-subordinate” and “subordinate-superior”);
norms of business communication between team members and with clients (other institutions, government officials, the media, the general public, etc.);
ways to resolve conflicts (internal and external);
traditions and customs accepted in the organization (for example, congratulating employees on their birthday, joint trips to nature, etc.);
symbols of the organization (slogan, logo, clothing style of employees, etc.).

Moreover, these components must be accepted and supported by all members of the team (or the vast majority of them).

Some leaders view corporate culture as a powerful strategic tool for aligning all parts of an organization and individuals with common goals, mobilizing employee initiative, ensuring loyalty, and facilitating communication.

In pedagogical and sociological studies, corporate culture is defined as a component of a person’s general culture and depends on the manager’s ability to manage the process of its development (N.A. Kapitonov, N.N. Pusenkova, A.L. Chernenko).

How necessary is corporate culture for an educational institution as a competitive organization?

A rapidly changing society requires constant improvement of the education system, starting from its very first stage - preschool institutions. In order to respond to increasing demands and changing conditions, the kindergarten team must be sufficiently united and represent a single organism.

It is possible to improve the quality of an institution’s work only if it has a positive corporate culture, which requires special development over a long period of time.

Research in the field of preschool education management allows us to come to the conclusion that the collective interaction of teachers ensures maximum creativity in professional activities if the team has mutual understanding, unity of goals, trust in each other, and the goals of each team member related to his work activity , coincide with the goals of the preschool educational institution as a whole (K.Yu. Belaya, M.D. Makhaneva, L.V. Pozdnyak, L.I. Falyushina, R.M. Chumicheva, etc.). A team of like-minded people who are ready to integrate their efforts towards achieving the goals of the preschool educational institution has a common vision of the future, understanding of the present, awareness of the need for change and the presence of a well-established corporate culture.

Can you outline an approximate structure of corporate culture?

First level (artifacts).

1) The appearance of the building and other premises in which the organization is located.

2) Appearance of employees (if there is a uniform accepted in the organization).

3) The presence of a special style of the organization: logo, symbols, their use in the design of workplaces and in the preparation of documents. The presence of a kindergarten logo and anthem determine recognition in narrow circles of the public, and also show the main goals of the preschool institution and its philosophy. The logo is posted in the kindergarten premises, is depicted on the badges of each employee, and is also on the kindergarten website.

4) Characteristics of the communication system: type of communication used within the organization (oral, written, electronic); technical means used.

5) Special documents that describe the values of the organization.

The first level embodies the spiritual values of corporate culture and allows you to create the individuality of a particular organization that distinguishes it from others.

Second level (values).

Each of the components of this level is a key category that determines the success, job satisfaction and professional prestige of the organization. Knowledge of the value system and the ability to determine their place and role in the institution allow the manager to combine the ideas of the founders and staff in the mainstream of the organization’s activities. In a preschool institution, first of all, these are moral values - humanity, justice, humanity, empathy, mutual assistance. The high level of self-control of teachers allows the manager to delegate authority and be completely confident in the high-quality and timely execution of assignments. Mutual assistance unites and unites kindergarten employees and creates a sense of belonging to a common cause. The organization of workplaces, modern kindergarten equipment, accessibility to work with it and provision of employees with the necessary materials make the teacher’s work comfortable and makes it easier. Knowledge of business ethics determines respectful, tactful relationships within the team. Real consideration of the merits of each team member in the common cause has become an important value. This fact encourages kindergarten employees to perform high-quality, responsible work.

There are many channels through which you can broadcast and develop the corporate culture of an educational institution. Since a preschool institution is a group of people who coordinate their actions to achieve common goals, one of the important areas in the formation of a corporate culture is working with parents, that is, pedagogical education and development of parents of kindergarten students.

In this regard, as part of the formation of the corporate culture of the kindergarten, various types of events are held:

The formation of the information field of a preschool institution facilitates access to the activities of the kindergarten and determines the place, role and functions of parents as participants in the educational process. For this purpose, activities are being developed, delimited into blocks and aimed at the timely inclusion of parents in the educational process.
Parents are constantly informed about events within the institution. The exchange of information between parents and teachers occurs constantly via e-mail and in local documents.
Building a clear and streamlined communication side of communication, including virtual and non-verbal channels. This communication is carried out through various types of communications. In the process of communication, all participants in the educational process (teachers, children, parents) of a preschool institution exchange knowledge, experience, scientific, methodological, and pedagogical information. By interacting, they reach an agreement on joint activities, establish a unity of ideas, sentiments, and views; achieve a commonality of thoughts, experiences, attitudes towards various events, other people, and themselves. When communicating, manners, customs, and styles of behavior are transmitted, cohesion and solidarity are manifested, which distinguish group and collective activities. An established communication system is a complex, multifaceted process of establishing and developing contacts between all participants in the educational process, generated by the needs for joint activities and including the exchange of information and the development of a unified interaction strategy.
Celebrations of traditional events: Kindergarten birthday, New Year, March 8, where parents take an active part.

All of the above is the result of the purposeful, systematic work of the head of the preschool educational institution. As a result of the established leadership style, these specific values are firmly established among the team and are passed on to new employees. The creation of a code of ethics and the correct choice of leadership style create in employees a sense of belonging to the kindergarten and a sense of pride in it. From disparate people, employees turn into a single collective - a team.

Thus, the presence of a corporate culture in a preschool educational institution is necessary, since it creates the image of the organization and makes the team a single team. The interaction of all elements of corporate culture improves the quality of the kindergarten’s work and makes the preschool institution competitive in the educational services market.

Literature:

Abramova S.G., Kostenchuk I.A. About the concept of “corporate culture”. - M., 1999.
Website wikipedia.org