Стаття на тему «Организационно-психологическое сопровождение повышения психологической готовности руководителей образовательных организаций к управленческому общению»



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Инструкция для семейных людей, Методика исследования корпоративной культуры предприятия, Тема 1. ЗАГАЛЬНА ФІЗІОЛОГІЯ ЗБУДЛИВИХ ТКАНИН , 1, jeez
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Abstract: The system of organizational and psychological support for increasing the psy­chological readiness of educational organizations managers for managerial communication is one of the important factors of effective managerial communication. The considered article gives prominence to the study of the psychological peculiarities of organizational and psychological support for increasing the educational organizations managers psycho­logical readiness for managerial communication. The article reflects the theoretical basis, methodological foundations, the results of an empirical study of the issue. Thus, it presents the system of organizational and psychological support for increasing the educational or­ganizations managers psychological readiness for managerial communication. The article investigates the content of the «managerial communication» concept, analyzes the main approaches to the issue of managerial communication, analyzes the essence and defines the specificity of managerial communication of educational organizations managers. It emphasizes that managerial communication of the educational organizations manager is defined as communication with the aim to manage personnel, that is, to change, shape, sup­port the activities of subordinates in the necessary direction to achieve overall results. We have determined the place of managerial communication in the manager professional activ­ity and developed a model of educational organizations managers psychological readiness for managerial communication. In accordance with the model, the managers psychologi­cal readiness for managerial communication acts as a complexly organized psychological education of a personality, containing four interrelated components: cognitive, operational- regulatory, motivational, and personal. As a result of our empirical study, the managers of secondary schools revealed an insufficient level of development of psychological readiness for managerial communication in general and its individual components (cognitive, operation­al-regulatory, motivational, personal). Analysis of the psychological factors of managerial communication made it possible to distinguish three levels of psychological readiness for managerial communication - high, medium and low. We have established the relationship between the levels of development of educational organizations managers psychological readiness for managerial communication with the personal characteristics (motivational, cognitive, regulatory) and organizational and demographic characteristics (age, gender, to­tal work experience, management experience and region of residence) of managers. It has been established that in order to increase the efficiency of professional activity, it is advisable to introduce a system of organizational and psychological support in the process of profes­sional training of managers of educational organizations - a type of psychological support that helps to solve professional and managerial problems in educational organizations and provides both a productive personal and professional development of separate individuals, and the realization of the resource psychological potential of the organization as a whole. Among the directions of organizational and psychological support there is organizational and psychological support for the process of increasing educational organizations manag­ers psychological readiness for managerial communication as a special professional activ­ity of organizational psychologists, involving a set of organizational actions, determination of the content, organizational and psychological conditions, a set of interrelated activities, forms and methods of developing managers psychological readiness for managerial commu­nication during professional training (higher education) and in the process of postgraduate education (advanced training). Among the components of organizational and psychological support we have highlighted as follows: 1) target (goal, support tasks); 2) organizational (principles, conditions, stages); 3) content (directions, forms, levels); 4) effective (criteria for the support effectiveness, expected results). The article under review determines the direc­tions (organizational, educational and consultative) of the organizational and psychological support of the process of increasing the educational organizations managers psychological readiness for managerial communication, singles out its stages, forms and methods at the level of the organization, group, personality during professional training (higher education) and in the process of postgraduate education (advanced training).
Keywords: managerial communication, development of managerial communication, organizational and psychological support, educational organization manager.

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