List of used abbreviations. The modern concept of anti-crisis management

The textbook discusses the need, relevance of anti-crisis management, its subject, functions and principles. The role of crises in the development and functioning of socio-economic systems is noted, methodological problems of development, application of methods and means of anti-crisis management are analyzed. Much attention is paid to forecasting and assessing crises in management processes, developing an anti-crisis management strategy. The analysis of bankruptcy procedures of enterprises, foreign experience of anti-crisis management are given.
For distance learning students of management specialties, students of business schools, entrepreneurs. The book can be useful for people who independently study the problems of anti-crisis management.

Many active participants in the reform of the social, economic and political structures of Russia did not expect that the result of the reforms would be a crisis. Its appearance has caused the need for a comprehensive understanding and definition of ways and methods of overcoming the crisis, in developing a concept for effective management of the economy, socio-political life at the macro and micro levels.

Practical managers and researchers faced the task of determining the causes of crises and the possibility of their prevention and overcoming. Upon closer examination, it turned out that crises in social, economic and political systems are an objective phenomenon. This is confirmed by the cyclic development of natural and socio-economic phenomena and processes.

Historical experience shows that crises can be predicted, prevented, delayed, minimized and, in some cases, provoked. But the danger of crises always exists. The onset of the crisis is determined by the real trends in the development of production, the economy and society as a whole, the need for their periodic reconstruction.

TABLE OF CONTENTS
From authors 3
Section I Crises in macro- and microdevelopment trends 4
Chapter 1. Anti-crisis management as a scientific and academic discipline 5
1.1. Necessity and relevance of crisis management 5
1.2. Anti-crisis management as a special type of management 8
Chapter 2. The role of crises in the development of socio-economic systems 15
2.1. The concept of "crisis" in the development of socio-economic systems 15
2.2. Causes and typology of crises 17
2.3. Human factor and crises 21
Chapter 3. Socio-political crises 24
3.1. The essence and content of the socio-political crisis 24
3.2. Stages of development of the socio-political crisis 25
Chapter 4 Crises and Development Security 30
4.1. Economic component in the structure of national security 30
4.2. Indicators (indicators) of economic security in relation to a manufacturing enterprise 34
4.3. The main directions of improving the management of the economic security of the country 36
Chapter 5. Crises in the development of the organization 41
5.1. Organization as a structural element of a social system 41
5.2. The emergence and recognition of organizational crises 43
5.3. Stages of the cyclic development of the organization 46
Section II Formation and manifestations of anti-crisis management 51
Chapter 6. Main problems of development and application of anti-crisis management tools 52
6.1. Methodological problems of development, application of methods and means of anti-crisis management 52
6.2. Organizational and managerial problems of preventing and overcoming the crisis 54
Chapter 7
7.1. The concept and criteria for the effectiveness of anti-crisis management 57
7.2. Ways and factors to improve the efficiency of anti-crisis management 58
Chapter 8
8.1. Forecasting and classification of forecasts 63
8.2. Stages of forecasting crisis situations 67
8.3. Principles and methods of crisis forecasting 70
Chapter 9. Restructuring of organizations as an anti-crisis measure 75
9.1. The concept and types of restructuring 75
9.2. Restructuring of organization management systems 78
Chapter 10. Crisis Management Strategy 82
10.1. Methodological approaches to the definition of management strategy 82
10.2. Development of a crisis management strategy 84
Chapter 11 Bankruptcy Procedures 92
11.1. Bankruptcy and its main features 92
11.2. Basic bankruptcy procedures 95
11.3. Bankruptcy of city-forming and agricultural organizations 104
Section III Anti-crisis management mechanism 109
Chapter 12. Innovations in crisis management 110
12.1. The concept of "anti-crisis innovations" 110
12.2. Determining innovation priorities with the firm's environment 113
12.3. Process anti-crisis innovations 116
12.4. Innovations in personnel management 118
12.5. Anti-crisis innovations in the organization of work with customers and suppliers 122
12.6. Product innovations 126
Chapter 13. Improving Organizational Structures in Crisis Management 132
13.1. Trends in the development of organizational structures 132
13.2. Forms of organizational improvement of enterprises in the process of anti-crisis management 137
Chapter 14. Anti-crisis management in conditions of risk 149
14.1. Anti-crisis management and risks 149
14.2. Risk classification in anti-crisis management processes 152
14.3. Ways to minimize losses and damages in the processes of anti-crisis management 156
Chapter 15. Controlling as a system for preventing and preventing crises in an organization 164
15.1. Formation of the controlling system 164
15.2. Principles of controlling 166
15.3. Controlling-specific functions 168
15.4. Controlling service in the organization management system 172
Section IV The human factor of cooperation in anti-crisis management 177
Chapter 16. Human capital of crisis management 178
16.1. Scientific content of the concept of "human capital" 178
16.2. Human capital and management of socio-economic processes 184
16.3. The role of human capital in the system of anti-crisis management 190
16.4. Managing the development of human capital as a factor in the anti-crisis development of an organization 192
Chapter 17. Arbitrator: Requirements, Duties, Rights and Liability 196
17.1. Professional and social and moral requirements to the arbitration manager 196
17.2. Basic rights, duties and responsibility of the arbitration manager 198
17.3. Requirements for the professional abilities of arbitration managers 205
Chapter 18. Corporate governance as a factor in the sustainable development of an organization 208
18.1. Corporation as an object of management 208
18.2. Basic conditions for effective corporate governance 213
18.3. Corporate culture as a need for anti-crisis management 217
18.4. Factors of manifestation and change corporate culture 219
18.5. Principles of formation of corporate culture 222
Section V Crisis Management and Social Development Processes 227
Chapter 19. State regulation and anti-crisis management 228
19.1. The welfare state as a subject of regulation of socio-economic processes 228
19.2. State regulation of environmental and social processes 231
19.3. Activities of the state to improve the legal aspects of anti-crisis management 238
Chapter 20. Social and moral responsibility of anti-crisis management 246
20.1. Features of management as a social and moral institution 246
20.2. The concept of "social responsibility" of the organization's management 248
20.3. Moral responsibility in anti-crisis management 253
20.4. Ways to increase the social and moral responsibility of management 256
Chapter 21 New Deal» F.D. Roosevelt - a program to bring the American economy out of the crisis 259
Chapter 22. Anti-crisis orientation of L. Erhard's reforms 266
Chapter 23 post-war period (1945-1952) 271
Chapter 24. Anti-crisis aspects of public administration in countries with developed market economies 284
Chapter 25. Effective management experience in leading foreign firms 291
25.1. Management principles used in IBM 291
25.2. Activities of Lee Iacocca to create an anti-crisis team of 300

HIGHER EDUCATION

The series was founded in 1996.

State University of Management

ANTI-CRISIS

CONTROL

Under the editorship of Professor E.M. Korotkov

for students of higher educational institutions studying in economic specialties

Moscow INFRA-M 2003

UDC338.24(075.8) BBK 65.290-2ya73

Doctor of Economics Sciences, prof.E.M. A short -

Dr. Philosophy sciences, prof. A.A. Belyaev (Ch. 16, 19); Doctor of Economics Sciences, Prof. D.V. Gross (ch. 2); dr ist. sciences, prof. N.I. Glazunov (ch. 4); Doctor of Economics Sciences, prof.M.R. Efimov (ch. 13);

cand. economy Sciences, Assoc. M.B. Zhernakov (ch. 15); cand. economy Sciences, Associate Professor O.Yu. Kirillov (ch. 17); cand. tech. Sciences, Assoc.K.A. Kirsanov (Ch. 5, 14);

I.P. Kislitsyn (ch. 9);

Doctor of Economics Sciences, Prof. A.V. Tikhomirov (Ch. 8, 11); Doctor of Economics Sciences, prof.E.M. Trenenkov (Ch. 3, 18);

Assoc. T.P. Chekmenev (ch. 12);

cand. economy Sciences, Assoc. HE. Yakovlev (Ch. 7, 10)

Crisis management: Textbook / Ed. EM. Co-

A72 rotkov. -M.: INFRA-M, 2003. - 432 p. - (Series

"Higher education").

ISBN 5-16-000156-5

The modern concept of anti-crisis management of an organization operating in a market economy is presented from the standpoint of a fundamental approach to understanding anti-crisis management. It does not overlook the need practical activities modern manager. The textbook is fundamentally different from similar publications in that it considers the sources, causes and manifestation of crises in all the variety of interrelated trends in the development of the organization. Some problems of anti-crisis management are considered here for the first time. For example, government regulation! crisis situations, crises in the public administration system, the role of trade unions in anti-crisis management, etc.

The textbook can be successfully used by students in the preparation of the specialty "Anti-crisis management", as well as other specialties of the direction "Management". It will be useful to graduate students, teachers and practitioners-managers working in the difficult conditions of the economic crisis in our country.

BBK 65.290-2ya73

Introduction ................................................ ............................................
Part one. CRISES IN TRENDS
MACRO AND MICRO DEVELOPMENT..................................................
Chapter 1. CRISES IN THE SOCIO-ECONOMIC
DEVELOPMENT................................................... ............
1.1. The concept of crisis in the social
economic development
and its causes ...............................
1.2. Typology of crises ...............................................
1.3. Crisis Signs: Recognition
and overcoming ..............................................................
1.4. The human factor of anti-crisis.......................
.........
Chapter 2
AND ECONOMIC PERMISSIONS
CRISES.................................................................. ............
2.1. Essence and patterns
economic crises ...............................................
2.2. Causes of economic crises
2.3. Phases of the cycle and their manifestation ..............................
2.4. Types of economic crises
and their dynamics .................................................. .
Chapter 3. STATE REGULATION
CRISIS SITUATIONS .......................................
3.1. Analytical basis of the state ........
crisis management..............
3.2. The role of the state in the anti-crisis
........
3.3. Types of state regulation
crisis situations ..................................................

Chapter 4 CRISES IN THE SYSTEMS OF THE STATE

.................................
4.1. The mechanism of state power
and crises of the management system ..............................
4.2. Causes and consequences of crises
government controlled....................
4.3. The systemic crisis of the state
management ................................................. .
4.4. Overcoming the crises of the state
management.......................	:..................
4.5. Reforms as a means of anti-crisis
management .................................................
Chapter 5 CRISES IN THE DEVELOPMENT OF THE ORGANIZATION..........
5.1. General and specific, external
and internal factors
risky development of the organization .........
5.2. The emergence of crises
In the organisation............................................
5.3. Cyclic development trends
organizations ................................................
5.4. Danger and likelihood of crises
in cyclic development trends
organizations ...............................................
Part two. OPPORTUNITY, NEED
MANAGEMENT................................................... ...........
Chapter 6 MAIN FEATURES OF THE ANTI-CRISIS
MANAGEMENT................................................... ...
6.1. ManagedUnmanaged
processes of anti-crisis development ..........
6.2. Opportunity, need
and problems of anti-crisis
management............
6.3. Signs and features
crisis management..........
6.4. The effectiveness of the anti-crisis
management............

Chapter 7, DIAGNOSTICS OF CRISES IN PROCESSES
MANAGEMENT................................................... .........
7.1. main parameters
diagnosis ................................................
7.2. Stages of diagnosing a crisis ..............................
7.3. Methods for diagnosing a crisis ..............................
7.4. Information in diagnostics ..................................
7.5. Diagnosing the bankruptcy of an enterprise ......
Swimming MARKETING IN THE ANTI-CRISIS
MANAGEMENT................................................... .....
8.1. Goals and functions of marketing
......
8.2. Formation of marketing
strategies in anti-crisis management
and their classification ...............................................
8.3. Use of marketing tools
Chapter 9. STRATEGY AND TACTICS IN THE ANTI-CRISIS
..........
9.1. The role of strategy in the anti-crisis
management ................................................. .......
9.2. Development of an anti-crisis strategy ...............................
organizations ................................................. .....
9.3. Implementation of the selected anti-crisis
strategies ................................................. ..........
9.4. Organization of implementation
anti-crisis strategy ...............................................
Chapter 10. BANKRUPTCY AND LIQUIDATION
ORGANIZATIONS (ENTERPRISES) ....................................
10.1. Signs and procedure for establishing
bankruptcy of a company ..................................
10.2. The role and activities of the arbitration
courts ................................................. ...............
10.Z. Types and procedure for implementation
reorganization procedures.
10.4. Liquidation of the bankrupt
enterprises .................................................
10.5. Reorganization and liquidation
cooperative .................................................

Part three. KEY FACTORS
ANTI-CRISIS MANAGEMENT ...............................
Chapter 11 RISKS IN CRISIS
MANAGEMENT...................................................
11.1. Nature and classification
managerial risks ...............................
11.2. Anti-crisis risk management.......
11.3. Methods for assessing regional
investment risk ...............................
Chapter 12 INNOVATION IN THE ANTI-CRISIS
MANAGEMENT...................................................
12.1. Innovation process
as a factor of anti-crisis
control .................................................
12.2. Innovative potential
enterprises, their role
in crisis management ..................................
12.3. State innovation
strategy of anti-crisis development......
12.4. Formation of innovative ...............................
infrastructures as an exit condition
out of the crisis ..................................................
12.5. innovative projects,
criteria for their selection ..............................................
Chapter 13 INVESTMENT POLICY
VANTICRISIS MANAGEMENT.............
13.1. State characteristic
investment process as a basis
for making investment decisions
in crisis management ..................................

13.2. Sources of financing investments in conditions of limited

13.4. Methods for evaluating investment
projects .................................................

Chapter 14 TECHNOLOGIES OF ANTI-CRISIS
MANAGEMENT...................................................
14.1. The concept of anti-crisis technology ..........
control ................................................. .
14.2. General technological scheme
management process
in a crisis situation ..........................................
14.3. Technology development of managerial
solutions in the anti-crisis
management .................................................

14.4. Crisis control parameters in anti-crisis technology

control .................................................
Part four. HUMAN FACTOR
Chapter 15 MECHANISMS OF CONFLICTOLOGY
15.1. Conflicts in the development of the organization
15.2. Causes of conflict and role
in crisis management ..................................
15.3. Procedural characteristics
conflict .................................................
15.4. Crisis management
conflicts ................................................
Chapter 16 CRISIS MANAGEMENT
PERSONNEL ORGANIZATION ...............................
16.1. Anti-crisis characteristics
16.2. Anti-crisis management system
personnel .................................................
16.3. Anti-crisis policy
in personnel management ...............................
16.4. Principles of anti-crisis
personnel management ........................
Chapter 17 MANAGER TO ANTI-CRISIS
MANAGEMENT ...............................................
17.1. Purpose and field of activity
manager in anti-crisis
management .................................................

	17.2. Crisis manager model
	control .................................................
	17.3. Role structure of activity
	manager in anti-crisis
	management .................................................
Part five. TRADE UNIONS AND FOREIGN EXPERIENCE
ANTI-CRISIS MANAGEMENT ..............................
Chapter 18 ROLE OF TRADE UNIONS
	VANTICRISIS MANAGEMENT.............
	18.1. Goals and principles of the trade union
	movement and its role in the anti-crisis
	management .................................................
	18.2. Social partnership
	in crisis management ..................................
	18.3. Regulation of social and labor
	relationships in processes
	anti-crisis management .... ...............
	18.4. Social conflicts and conduct
	negotiations with trade unions
	18.5. Main lines of action
	trade unions in times of crisis
Chapter 19 EXPERIENCE IN CRISIS MANAGEMENT
	COUNTRIES WITH DEVELOPED MARKET
	ECONOMY ...............................................
	19.1. Novykurs F.D. Roosevelt-
	American withdrawal program
	economy out of the crisis ..............................
	19.2. Anti-crisis focus
	L. Erhard's reforms..................................
	19.3. Activities of Lee Iacocca in the largest
	American corporation Chrysler .......
	19.4. Anti-crisis aspects
	public administration in countries
	with a developed market economy
Conclusion................................................. ...............................
Glossary................................................. .................................
Applications ...............................................

INTRODUCTION

The term “crisis management” is relatively recent. It is believed that the reason for its appearance lies in the reform of the Russian economy and the gradual entry of Russia into the zone of crisis development. Not many expected that the result of the reforms would be a crisis, but many today understand that only a new type of management can bring the economy out of the crisis. Such management is called "anti-crisis". But the name is the name, and its essence causes great debate. The crisis, no matter how deep it may be, will eventually pass. Story economic development many countries confirm this. And the need for anti-crisis management will disappear? Does this mean that this type of management is temporary or purely pragmatic? Why then study it, create a scientific concept and train specialists in the system of higher education?

Of course, the aggravation of the crisis in Russia has caused the need for effective anti-crisis management. This is the order of practice. But the trends in the development of management science lead us to the need to develop the concept of anti-crisis management. Its prerequisites are the concepts of cyclical development, manageability, resource saving, motivation, saving time, social partnership and many others. Their totality testifies to the real danger of a crisis in any, even the most successful management.

Objectively, the crisis is characterized by many interrelated situations that increase the complexity and risk of management. At the same time, the distance of the crisis and its prevention, the stabilization of the crisis, the development of one into another, the way out of the crisis, which does not exclude it from both the present and the future, are possible. Not only the economy, but also nature functions cyclically, and not only the process of economic development gives rise to crisis situations.

At different stages of the development of public consciousness, the attitude towards crises was different. For example, one position was that a crisis is always a consequence of natural phenomena, and the other is that a crisis is a product of the person himself, his mistakes, prejudices, ignorance, disbelief.

K. Marx argued that the source of crises in social development is an economy based on private property and thus affecting the structure and conflict of interests.

Hence, many short-sighted politicians and ideologists in our country have deduced the position that the socio-economic formation that eliminated private property excludes the very possibility of a crisis. That is why in the recent past the terms "difficulties in growth", "problems of development", "stagnation" were often used, which replaced the concept of "crisis", but essentially reflected the same processes.

However, the onset of the crisis is determined not by what concepts we operate with, but by the real trends in the development of production and the economy as a whole, the needs of their periodic reconstruction. And the depth and nature of the crisis depend on management, that is, the ability to anticipate and mitigate crises in solving problems, and use them for the benefit of development.

It is known that the main need of modern management

and the main factor of its effectiveness is professionalism, which in turn is determined by the training of specialists who are able to foresee, recognize in a timely manner and successfully solve all the problems of development. That's why in preparation managers, there was a need to study a special course "Anti-crisis management".

AT The few existing textbooks and tutorials on crisis management implement various approaches to the concept of crisis management. Or is it viewed as a problem of an exclusively macroeconomic scale and completely overlooked that crises arise in individual organizations and do not always depend on the general economic situation; or only the economic aspects of the crisis are considered and social, political, psychological, organizational, managerial, natural, etc. are left aside.

AT This textbook attempts to consider anti-crisis management in the whole complex of its problems related to the state, the economy, production, organization, and man. At the same time, not only the possible scale of the crisis is taken into account, but also its various forms, content, causes.

and consequences.

The textbook is built according to a logical scheme for deepening knowledge, as well as supplementing, concretizing and detailing it according to individual characteristics that are crucial in understanding all the processes of the emergence and resolution of crises (see diagram).

The concept of crisis management presented in the textbook consists of five parts. The first deals with the essence of the objective phenomenon, which is characterized by the concept of "crisis", presents a description and analysis of economic crises, scientific points of view on their structure and causes. Here

1. Ageev B.C. Intergroup interaction. Socio-psychological problems. - M.: Publishing House of Moscow State University, 2000.

2. Anti-crisis management: Textbook for universities / Ed. prof. EM. Korotkova, D.V. Gross, A.A. Belyaev, E.M. A short. - M.: Infra-M, 2005.

3. Bazarov T.Yu. Human resources management in a developing organization. - M.: IPKGS, 1996.

4. Belyaev A.A., Korotkoe E.M. Systemology of the organization: Textbook / Edited by E.M. Korotkov. - M. : Infra-M, 2000.

5. Vershigora E.E. Management: Proc. allowance. - M.: INFRA-M, 1998.

6. Vesnin V.R. Fundamentals of Management: Textbook. - 2nd ed. - M.: Triada LTD, 2004.

7. Vikhansky O.S., Naumov A.I. Management Textbook. - M: Gardarika, 2000.

8. Vikhansky O.S., Naumov A.I. Management: strategy, organization, process. - M.: MGU, 1997.

9. Galkina T.P. Sociology of management: from group to team. - M: Finance and statistics, 2004.

10. Gerchikova I.N. Management: Textbook. - 3rd ed., Re-work. and additional - M.: UNITI-DANA, 2003.

11. Golubkov E.P. Marketing research: theory, practice and methodology. - M.: Finpress, 2003.

12 History of management: Proc. allowance / Ed. D.V. Gross. - M.: INFRA-M, 1997.

13. Kabushkin N.I. Fundamentals of management. - M.: New knowledge, 2004.

14. Kibanov A.Ya. Personnel management: Workshop. Study guide. - M.: Infra-M, 2001.

15. Short E.M. The concept of Russian management: Textbook for universities. - Ed. 2nd, add., revised. - M.: IKK DeKA, 2004.

16. Short E.M. Shapiro V.D. Mazur NI. Corporate management: Textbook for universities. - M.: Omega-L, 2005.

17. Kotler F. Fundamentals of marketing / Per. from English. - M.: Progress, 2003.

18: Kravchenko A. I. History of management: Proc. allowance for university students. - M.: Academic project, 2000.

19. Croft M. J. Market segmentation. - St. Petersburg: Peter, 2001.

20. Maslova T.D., Bozhuk S.G., Kovalik JI.H. Marketing. - St. Petersburg: Peter, 2002.

21. Bondarenko V.V. Short E.M. Reznik S.D. Management of the organization: Final certification of students, undergraduate practice and graduation design: Textbook for universities / Ed. Korotkova E.M., Reznika S.D. - Ed. 2nd, revised. and additional - M.: Infra-M, 2005.

22. Management: Textbook for universities / Ed. MM. Maksimtsova, A.V. Ignatieva. - M.: UNITI-DANA, 2003.

23. Meskon M., Albert M., Hedouri F. Fundamentals of management. / Per. from English. - M.: Delo, 2004.

24. Fundamentals of Management: Textbook / Ed. D.D. Vachugova. - M.: Higher school, 2001.

25. Fundamentals of control theory. / Ed. V.N. Parakhina. - M.: Finance and statistics, 2004.

26. Pankrukhin A.P. Marketing. - M.: IKF Omega, 2002.

27. Problems of management of the agro-industrial complex of Russia. Materials of the International Scientific and Practical Conference: In 3 volumes. T. 2. - St. Petersburg: Pushkin, 2000.

28. Semenov A.K. Modern management: Lecture course. - Volgograd: Publishing house of the Volgograd cooperative educational and production commercial complex, 1996.

29. Dictionary-reference manager / Pod. ed. M.G. Lapusty. - M.: INFRA-M, 2001.

30. Management of the agro-industrial complex: Proc. allowance / B.V. Kuznetsov, L.E. Zvyagintsev, V.M. Shereshkov and others - M .: IKTs MarT, 2003.

31. Management of the organization: Textbook / Ed. A.G. Porshneva, Z.P. Rumyantseva, N.A. Solomatina. - M.: Infra-2000.

32. Management of the organization: Textbook / Ed. A.G. Porshnev, Z.P. Rumyantseva, N.A. Solomatina. M.: Infra, 2000.

33. Personnel management: Textbook for universities / Ed. T.Yu. Bazarova, B.L. Eremin. M.: UNITI, 2003.

34. Utkin E.L., Kochetkova A.I. Personnel management in small and medium business. - M.: Akalis, 2000.

35. Ushachev I.G. Formation of rational management systems in the agro-industrial complex. - M.: Economics and informatics, 1999.

36. Fayol A., Emerson T., Taylor F., Ford T. Management is a science and an art. - M.: Respublika, 2001.

37. Fatkhutdinov R.A. Management system: Educational and practical guide, 2nd ed. - M.: Business School "Intel-Synthesis", 1997.

38. Fedko V.P., Fedko N.G. Fundamentals of Marketing. - Rostov n / a: Phoenix, 2001.

39. Tsypkin Yu.A., Lyukshinov A.N., Eriashvili N.D. Management: Proc. allowance for universities. - M.: UNITI-DANA, 2001.

Textbook output:

Fundamentals of management. Chernyshev M. A., Korotkov E. M., Soldatova I. Yu., prof. I. Yu. Soldatova., Chernysheva M. A., Ed. prof. I. Yu. Soldatova., Soldatova I., Chernyshov M.A. - editor-compiler, Publisher: ITK "Dashkov and K", SCIENCE / INTERPERIODICS MAIK, Nauka-Press 2006

Crisis management. Ed. Korotkova E.M.

M.: 2003. - 432 p.

The modern concept of anti-crisis management of an organization operating in a market economy is presented from the standpoint of a fundamental approach to understanding anti-crisis management. At the same time, the needs of the practical activity of a modern manager are not overlooked. The textbook is fundamentally different from similar publications in that it considers the sources, causes and manifestation of crises in all the variety of interrelated trends in the development of the organization. Some problems of anti-crisis management are considered here for the first time. For example, government regulation! crisis situations, crises in the public administration system, the role of trade unions in anti-crisis management, etc.

The textbook can be successfully used by students in the preparation of the specialty "Anti-crisis management", as well as other specialties of the direction "Management". It will be useful to graduate students, lecturers and practitioners-managers working in the difficult conditions of the economic crisis in our country.

Format: pdf/zip

The size: 5,1 5Mb

/ Download file

TABLE OF CONTENTS
Introduction 9
Part one. CRISES IN MACRO AND MICRO DEVELOPMENT TRENDS 14
Chapter 1. CRISES IN SOCIO-ECONOMIC DEVELOPMENT 14
1.1. The concept of a crisis in socio-economic development and the causes of its occurrence 14
1.2. Typology of crises 19
1.3. Signs of a Crisis: Recognizing and Coping 24
1.4. The human factor of anti-crisis management 26
Chapter 2. TRENDS IN THE ORIGIN AND RESOLUTION OF ECONOMIC CRISES 29
2.1. Essence and patterns of economic crises 29
2.2. Causes of economic crises 31
2.3. Phases of the cycle and their manifestation 36
2.4. Types of economic crises and their dynamics 39
Chapter 3. STATE REGULATION OF CRISIS SITUATIONS 42
3.1. Analytical basis of state regulation of crisis situations 42
3.2. The role of the state in anti-crisis management 49
3.3. Types of state regulation of crisis situations 55
Chapter 4. CRISES IN THE SYSTEM OF PUBLIC ADMINISTRATION 74
4.1. The mechanism of state power and crises of the management system 74
4.2. Causes and consequences of public administration crises 79
4.3. Systemic crisis of public administration 82
4.4. Overcoming public administration crises 92
4.5. Reforms as a means of anti-crisis management 96
Chapter 5. CRISES IN ORGANIZATION DEVELOPMENT 100
5.1. General and specific, external and internal factors of risky development of the organization.. 101
5.2. The occurrence of crises in the organization 103
5.3. Trends in the cyclical development of the organization 110
5.4. Danger and probability of crises in the tendencies of the cyclical development of the organization 118
Part two. POSSIBILITY, NEED AND CONTENT OF CRISIS MANAGEMENT 125
Chapter 6. MAIN FEATURES OF CRISIS MANAGEMENT 125
6.1. Managed and unmanaged processes of anti-crisis development 125
6.2. Possibility, necessity and problems of anti-crisis management 128
6.3. Signs and features of anti-crisis management 131
6.4. Efficiency of anti-crisis management 1 4 0
Chapter 7, DIAGNOSTICS OF CRISES IN MANAGEMENT PROCESSES 146
7.1. Basic diagnostic parameters 146
7.2. Stages of diagnosing a crisis 150
7.3. Methods for diagnosing a crisis 150
7.4. Information in diagnostics 152
7.5. Diagnostics of enterprise bankruptcy 154
Chapter 8. MARKETING IN ANTI-CRISIS MANAGEMENT 160
8.1. Goals and functions of marketing in crisis management 160
8.2. Formation of marketing strategies in anti-crisis management and their classification 166
8.3. The use of marketing tools in crisis management 172
Chapter 9. STRATEGY AND TACTICS IN ANTI-CRISIS MANAGEMENT 181
9.1. The role of strategy in anti-crisis management 1 8 1
9.2. Development of an anti-crisis strategy for an organization 184
9.3. Implementation of the selected anti-crisis strategy 192
9.4. Organization of the implementation of the anti-crisis strategy 196
Chapter 10. BANKRUPTCY AND LIQUIDATION OF ORGANIZATION (ENTERPRISE) 199
10.1. Signs and procedure for establishing bankruptcy of an enterprise 199
10.2. The role and activities of the arbitration court 200
10.3. Types and procedure for the implementation of reorganization procedures 202
10.4. Liquidation of bankrupt enterprises 208
10.5. Reorganization and liquidation of a cooperative 210
Part three. KEY FACTORS FOR CRISIS MANAGEMENT 213
Chapter 11. RISKS IN CRISIS MANAGEMENT 213
11.1. Nature and classification of management risks 213
11.2. Anti-crisis risk management 221
11.3. Methods for assessing regional investment risk 226
Chapter 12. INNOVATIONS IN CRISIS MANAGEMENT 231
12.1. Innovation process as a factor of anti-crisis management 231
12.2. Innovative potential of the enterprise, its role in anti-crisis management 238
12.3. State innovation strategy for anti-crisis development 243
12.4. Formation of innovative infrastructures as a condition for overcoming the crisis 249
12.5. Innovative projects, criteria for their selection 253
Chapter 13. INVESTMENT POLICY IN ANTI-CRISIS MANAGEMENT 261
13.1. Characteristics of the state of the investment process as a basis for making investment decisions in anti-crisis management 261
13.2. Sources of investment financing in conditions of limited financial resources 264
13.3. Assessment of investment attractiveness of enterprises 2 6 8
13.4. Methods for evaluating investment projects 271
Chapter 14. TECHNOLOGIES OF ANTI-CRISIS MANAGEMENT 283
14.1. The concept of anti-crisis management technology.283
14.2. General technology system crisis management process 284
14.3. Technology for the development of managerial solutions in anti-crisis management 288
14.4. Crisis control parameters in anti-crisis management technology 299
Part four. THE HUMAN FACTOR OF CRISIS MANAGEMENT 309
Chapter 15. MECHANISMS OF CONFLICTOLOGY IN ANTI-CRISIS MANAGEMENT 309
15.1. Conflicts in the development of the organization 309
15.2. Causes of conflicts and their role in anti-crisis management 312
15.3. Procedural characteristics of the conflict 315
15.4. Anti-crisis conflict management 318
Chapter 16
16.1. Anti-crisis characteristics of personnel management 323
16.2. Anti-crisis personnel management system 326
16.3. Anti-crisis policy in personnel management 332
16.4. Principles of anti-crisis personnel management 335
Chapter 17. CRISIS MANAGEMENT MANAGER 345
17.1. Appointment and area of ​​activity of a manager in anti-crisis management 345
17.2. Crisis management manager model 350
17.3. The role structure of the manager's activity in anti-crisis management 355
Part five. TRADE UNIONS AND FOREIGN EXPERIENCE OF ANTI-CRISIS MANAGEMENT 362
Chapter 18. THE ROLE OF TRADE UNIONS IN ANTI-CRISIS MANAGEMENT 362
18.1. Goals and principles of the trade union movement and its role in anti-crisis management 362
18.2. Social partnership in anti-crisis management 366
18.3. Regulation of social and labor relations in the processes of anti-crisis management .... 371
18.4. Social conflicts and negotiating with trade unions 378
18.5. The main directions of action of trade unions in a crisis 386
Chapter 19. EXPERIENCE OF ANTI-CRISIS MANAGEMENT IN COUNTRIES WITH DEVELOPED MARKET ECONOMIES 390
19.1. "New Deal" F.D. Roosevelt - a program to bring the American economy out of the crisis 390
19.2. Anti-crisis orientation of L. Erhard's reforms 394
19.3. Activities of Lee Iacocca in the largest American corporation Chrysler 398
19.4. Anti-crisis aspects of public administration in countries with developed market economies 404
Conclusion 409
Glossary 411
Applications 422

“INTRODUCTION TO THE SPECIALTY OF ORGANIZATION MANAGEMENT Under the general editorship of E.M. Korotkov and S.D. Reznik Recommended by the Educational and Methodological Association of Russian Universities for ... "

-- [ Page 1 ] --

S.D. Reznik

VLA. Igoshin

B.C. Reznik

INTRODUCTION TO THE SPECIALTY

"ORGANISATION MANAGEMENT"

Under the general editorship

universities of Russia for education in the field of management

as study guide for students

higher educational institutions studying in the specialty 061100 "Management of the organization"

Moscow Logos* 2004 UDC 65.08 LBC 65.290-2ya73 R34 Reviewers:

doctor of economic sciences, professor E.A. Neretina (N.P. Ogarev Mordovia State University) Doctor of Sociology, Professor V.V. Markin (Penza State University) P34 Introduction to the specialty "Management of the organization": Textbook for universities / S.D. Reznik, I.A. Igoshina, B.C. Reznik. Under total ed. EM. Korotkov and S.D. Reznik. - M.:

"Logos", 2004. - 320 p.

ISBN 5-94010-265- The system of intensive introduction to the specialty "Organization Management" at junior courses is presented. Special attention paid to the technologies of successful study at the university, management of one's own career, personal organization of students' life.

For students of higher educational institutions studying in the direction of "Management" and the specialty "Management of the organization". It can be used in the educational process in economic, technical areas and other specialties of universities.

BBK65.290-2nd ISBN 5-94010-265-4 © Reznik S.D., Igoshina I.A., Reznik B.C., © Logos,

Preface Introduction Part I. Management, personal career Section 1. How to study at a university Chapter 1. From school to university 1.1. You entered the university 1.2. How to make the time spent at the university as useful as possible 1.3. How to strengthen your conviction in the desire to learn 1.4. Responsibility for education at the university 1.5. Freshman Tips Summary Quizzes Practical task Chapter 2. Work in the semester 2.1. Organization of training in the semester 2.2. How to organize your classes 2.3. How to repeat the material covered Summary Test questions Practical task Chapter 3. Work at the lecture 3.1. How to treat lecturers 3.2. How to take notes Summary Control questions Practical task Chapter 4. Working with literature 4.1. Active reading 4.2. How to master the technique of speed reading 4.3. Rational reading Summary Test questions Practical task 4 Introduction to the specialty "Organization Management"

Chapter 5. Session 5.1. First introduction to session 5.2. Methods for preparing and passing exams Summary Test questions Practical task Section 2. Fundamentals of personal management 8.2. Funchii and technique of personal management Chapter 10. How to effectively use your time 10.1. Time planning, task classification 10.3. Basic rules for saving working time Chapter 11. How to make the right decisions 11.1. Necessity and decision-making technique 11.2. Problem Statement and Identification 11.4. Implementation of the solution and control of results 12.2. How to learn to manage your emotions 13.2. Influence of personal abilities on career 13.3. Definition of professional career Chapter 16. Job interview f. Introduction to the specialty "Organization Management"

19.2. Advanced training Chapter 20. Preparation of the term paper "my career" Chapter 21. Educational and fact-finding practice Chapter 22. Intra-university practical system 22.2. Student educational-scientific-production team 22.5. Rating assessment of practical 24.2. Compliance with the chosen specialty Chapter 26. The content of the manager's training course 26.1. Professional characteristics of a specialist 8 Introduction to the specialty "Organization Management"

FOREWORD

As you know, the high competitiveness of graduates in the labor market is one of the main indicators of the successful operation of universities. The key to such competitiveness of young specialists can only be the high quality of their training.

/ Quite a few higher educational institutions today are still "preparing" potential unemployed. Indeed, in numerous advertising invitations to prestigious positions there is a significant postscript:

The applicant must have practical experience, work experience in the specialty. Where can a student get it?

In the current situation, it is important for universities to be sensitive to the requirements of the labor market for graduates:

be able to independently solve organizational, economic and managerial problems;

be able to present themselves and the results of their work;

possess business communication and personnel management skills.

The problem of teaching a student practical skills in classroom activities cannot be fully solved even with the help of the most modern methodological approaches.

The Educational and Methodological Association of Russian Universities for Education in the Field of Management sees the main opportunities in this direction in the more efficient use of extracurricular work with students, various forms of their participation in real practical affairs.

The textbook “Introduction to the specialty “Organization Management” presented to the reader’s attention is an organic part of the innovative educational program “Comprehensive step-by-step system of continuous practical training and employment of students of higher educational institutions”, developed and implemented under the guidance of Doctor of Economics, Professor S.D. Reznik at the Institute of Economics and Management of the Penza State University of Architecture and Construction.

In a fierce competition with other universities (and economic specialties are open in most of the country's universities), the authors of the innovative educational program see their main task in giving students an initial practical experience during their university studies. All educational, scientific and educational work with students at the institute is subordinated to the key goal - j g Introduction to the specialty "Organization Management"

practical education, the formation of students' skills of real activity in the world of a market economy, sufficient for their employment immediately after graduation.

First-year students are yesterday's schoolchildren with "school" attitudes. Most of them have not yet formed an attitude towards studying at the institute, towards their career, life goals have not been worked out, and their ideas about the chosen specialty are weak.

Therefore, it is important that they find answers to such vital questions as soon as possible, such as why they entered the institute, why they chose this specialty, what goals they set for themselves in life, and by what means they are going to achieve them.

The answers to these questions form the value base of a person, help the student to consciously approach learning, to career planning, form the need for self-improvement and, ultimately, make the most of five years of study at a university to master the chosen specialty.

To assist students in solving these and many other problems, a course has been developed and a textbook “Introduction to the specialty “Organization Management” is being presented. The main goal of such a course is to form a student's worldview that contributes to a conscious attitude to studies, planning his career, to starting its implementation not after graduation, but immediately, from the first year of study. The most important feature of the course is the acquisition by students of practical skills in the field of building their career and self-promotion, in the field of their future professional managerial activity.

Many years of experience in implementing the concept of introduction to the specialty "Organization Management" at the Institute of Economics and Management of the Penza State University of Architecture and Construction has shown its viability, has been repeatedly discussed at meetings of the Educational and Methodological Association for Education in Management and deserves to be widely used in the field of higher education. vocational education.

Educational and Methodological Association of Russian Universities Honored Scientist of the Russian Federation,

INTRODUCTION

Any higher educational institution in Russia, especially in the regions, faces the most acute problems today:

How to bring the nature of student learning closer to the requirements of modern life, reduce the duration of postgraduate adaptation of a graduate;

How to give him not only deep theoretical knowledge, but also the skills of real activity in the world of a market economy;

How to make him able to immediately engage in serious practical activities and get a job in his specialty.

To help students in solving these problems, the Institute of Economics and Management of the Penza State University of Architecture and Construction has developed and has been implementing an innovative educational program "Comprehensive step-by-step system of continuous practical training and employment of students of higher educational institutions" for a number of years.

The concept of this system is characterized by a number of distinctive principles:

the complexity of using various factors and forms of work with students;

The continuity of the student's inclusion in the learning processes by the method of "immersion" in the future economic space;

the intensity of the impact on the student;

inclusion of the student in the real processes of practical activity;

taking into account and using the vital interests of the student, graduate student, teacher and employer;

expanding the influence of the university on the pre-university stage of student training;

a clear connection and consistency of extracurricular work with the program of theoretical training;

» the constant focus of all levels of education at the university on the ultimate goal of the project - the employment of a graduate in the specialty;

A sharp increase in the role of the graduating department and its head at all stages of continuous practical training of students - from pre-university training to graduate employment;

12 Introduction to the specialty "Management of the organization"

continuous monitoring and stimulation of the quality of practical training of students at all its stages;

t resource self-sufficiency of the system, an active role in the implementation of the program of the student environment itself.

The main objectives of the stage "Introduction to the specialty":

Creation of conditions for the conscious choice by first-year students of the direction of their further specialization in the process of university education;

their awareness of their life goals, place and tasks in the new economic conditions;

Development of a real program of personal actions to achieve employment and secure one's own career;

deep understanding by students of the content and prospects of their specialty.

These goals for this stage are achieved by solving the following tasks:

1. Teach the technology of choosing a career and life goals.

2. Teach university education technologies.

3. Teach how to use your time effectively.

4. Instill a modern organizational culture.

5. Give students an objective and complete picture of the specialty.

In view of the foregoing, a special program of intensive introduction to the specialty "Organization Management" has been developed and is being implemented in the first years of study at the university.

This program is based on specially designed courses "Personal Career Management" and "Professional Fundamentals" taught in the first two semesters and is implemented in the following forms:

Individual interview of the director of the institute and the head of the graduating department with the applicant before the entrance exams;

study of lecture courses "Personal Career Management" and "Fundamentals of the specialty";

preparation and public defense of the term paper "My Career" by each freshman;

passing a special educational and familiarization business practice "Technology of Career" in companies;

formation of creative groups with the obligatory participation of first-year students and graduate students;

Work in creative groups, for example, practical participation in business events commissioned by enterprises (sociological and marketing research for firms); study of literary sources and preparation of reviews under the guidance of a graduate student; participation in the work of advertising and sales agencies; preparation for the creation of student business firms.

This takes into account mutual interests:

The first-year student is attracted by the respect shown to him, attention, patronage from the graduate student, a sense of belonging, the opportunity to prove himself already at an early stage of education and immediately get involved in the study and development of key problems of his specialty;

The graduate receives for his work a conscientious assistant and an additional training ground for managerial practice.

Almost any student not only receives something for himself from an older, more experienced, qualified project participant, but also transfers his experience and knowledge to a younger, less experienced one.

The authors are convinced that the course "Personal Career Management" in the first semester of study at a university is necessary for a student of any specialty, and this approach has been implemented at the Penza State University of Architecture and Construction for several years.

An important component of all classroom work with students is their participation in student self-government structures. Previously, all this useful student activity was carried out without a system, without clear goals, and, consequently, not efficiently enough. An ongoing pedagogical project that has a relatively independent value in the developed integrated system continuous practical training of students, received the figurative name "Institute of Student Leaders".

The purpose of such an institute, where all the roles are played by the students themselves, is to train the leadership of the student body as an elite part of the youth, leaving for the complex world of real practical activity.

The specific tasks of the Institute of Student Leaders are:

creation of a self-governing system for the formation, training and self-realization of student leaders;

Creation and constant maintenance of a favorable psychological climate in the student environment at a high level, strengthening 4 Introduction to the specialty "Organization Management"

horizontal and vertical links between students of different courses, groups and in the groups themselves, between students and teachers;

Creation of organizational conditions for the formation of student interest firms that meet certain needs of society;

Creation of real practical business grounds, allowing students to practice teamwork skills, as well as the skills of future practical activities in order to subsequently move into a real field of activity.

Accumulated by students practical experience is taken into account during the entire period of the student's education at the university by the rating assessment of practical training, is reflected on the activity screen and, in the future, in the student's practical training record book.

"An important element of the pedagogical project is the formation of a modern organizational culture in the student environment, the ability to behave in society in various situations. This problem is seriously dealt with by a special student firm within the framework of the Institute of Student Leaders.

Starting from the first year, all students, graduate students and teachers in the classroom have their own badge. This allows the teacher to address each student by name, and the student to monitor his appearance, to give him a certain respectability.

Already in the first year, a student learns to develop a professional resume for himself, with which he goes to both the employer and the teacher for any exam. In fact, for all five years, the future manager, economist or marketer, with a resume, constantly finds himself in a situation of viewing from the perspective of a potential employer, gets used to the idea that the main thing in his university life is not the diploma itself, but the willingness to practically work in a particular position constantly improve their skills.

The necessary organizational culture is formed in our student environment by the real participation of students in practical matters, and together with graduate students and teachers. For example, the ability to behave in society, to speak in public is formed due to the fact that we constantly pay attention to the appearance of the student, and from the first year to the defense of the graduation project, we give him the opportunity, train him and demand speeches from him without text. Not a single one of our graduate students speaks at the defense of his graduation project according to the text, “on a piece of paper”.

Such a system of continuous practical training of students requires that all participants, starting with the director of the institute (dean), set a personal example, demonstrate real respect and understanding of the student. Impulses coming from the directorate of the institute, heads of graduating departments, should be powerful, dynamic factors in the implementation of the system.

Of course, the personal example and authority of the head of the graduating department as the leader of the specialty are important here. But the management system is also important. It covers all stages of the educational process. In its orbit are students, and graduate students, and teachers. The director of the institute organizationally manages the system (specialties) through the heads of the graduating departments, drawing their attention to all aspects of the project. Through a system of full-time (or on a voluntary basis) deputy directors and heads of graduating departments, the management of functional components is carried out. In addition, the most active teachers organize cultural, educational and sports work in the student and teaching environment, work in hostels and much more.

The structure and content of the course. Course "Introduction to the specialty"

is divided into four structural blocks: "How to study at a university", "Fundamentals of personal management", "Technology of a career", "Fundamentals of a specialty", each of which is aimed at a certain help to the student.

Consider the content of these blocks in more detail:

1. "How to study at the institute"

At the very beginning of training, students are invited to master some elements of the technology of study at the institute. This block of the course is designed to quickly adapt students to their new life at the institute. As you master this part of the course, the student must answer for himself a number of questions, namely:

how to organize your classes in the most efficient way;

how to get the most out of a lecture, from a practical lesson;

how to work with literature;

how to work during the semester in order to successfully pass the session at the end of it;

how to gain practical training experience while studying at the institute.

| Introduction to the specialty "Organization Management"

Studying at the institute is different from schooling, so the information provided should help students to quickly integrate into public life institute, get acquainted with the basic rules of education and adopt the appropriate culture of behavior at the university. Within the framework of this block of classes, there is an acquaintance with the directorate of the institute, graduating departments, libraries and other structural divisions.

2. "Fundamentals of personal management"

Within the framework of this block of classes, students get an idea about the basics of personal management, about:

how to set professional and life goals;

how to turn goals into plans;

how to properly organize and control their implementation.

This block also discusses the issues of planning your working time, ways of making decisions and a number of other issues that help increase the efficiency of personal work.

3. Career Technology

In this part of the course, students will find answers to the following questions:

how to choose the right profession and make a career;

which career is best for whom; where to look for a suitable job;

w how to “submit yourself” to a potential employer;

how to succeed in a new job and move to the next rung of the career ladder.

4. "Basics of the specialty"

This block is introductory course in a specific specialty, in particular "Management of the organization", and plays a professionally orienting role in the course "Introduction to the specialty". Indeed, many students, unfortunately, entered the specialty not by vocation, not meaningfully, but due to a number of other reasons. In addition, this part of the course will help the student to get an idea about the subjects and disciplines that he should study throughout his studies at the institute, about the knowledge and skills that he will have to possess as a representative of his specialty. And most importantly, in this part of the course, we introduce students to representatives of management and business who have achieved success, reveal the psychology and technology of success.

As part of the "Introduction to the specialty" course, the student writes the term paper "My Career" in the first semester. In it, he reflects the concrete results of the work done on planning his future career.

The educational practice "Technology of career", which is also part of the course "Introduction to the specialty", takes place during the second semester. Its main purpose is to familiarize the student with the practice of various enterprises and organizations, with existing professions, positions, types of work. In addition, it is aimed at creating conditions conducive to the student's conscious choice of his area of ​​specialization.

Methodological features of the course. First and the most important feature course "Introduction to the specialty" is that it has a practical focus. This means that everything learned in this course the student must immediately put into practice.

The knowledge gained in the first part of the course "How to study at the institute" will help students to quickly adapt to university life. The knowledge acquired during the study of the "Fundamentals of Personal Management" block will help in writing the term paper "My Career". The block "How to manage a personal career" and the knowledge that is given in it are aimed at helping you complete the "Technology of Career" internship. The study of the block "Fundamentals of the specialty" should help the student to quickly navigate the understanding of the specialty, in the subjects studied and approach their development more consciously. But in general, the course "Introduction to the specialty" should help the student develop a strategy for the time of study at the institute.

The second feature of the course concerns the term paper "My Career". Usually term paper does not have a single, identical structure for all, its content and structure are determined by the chosen topic and the literature used. Usually term paper is aimed at testing the student's knowledge in any discipline.

Coursework is aimed at testing not knowledge, but creative possibilities each student and is aimed at planning his future career. The structure of the course work "My career" for each student is the same (Appendix 2).

Thirdly, the peculiarity of the course is that the practice of "Technology of Career" does not have a strict time frame. It is advisable to start the internship in the first semester, in early November, and to coincide with the end of the summer, doing it in your free time from study. This form of practice is aimed at the fastest entry into the specialty "Organization Management"

student's future profession, to develop job search skills, to acquire contacts among potential employers. This practice should also facilitate the search for places for further training practices (economic, managerial, undergraduate) and future employment.

Fourthly, the course "Introduction to the specialty" involves the formation of a comprehensive understanding of the subjects and disciplines that they should master during their studies at the university.

All this should help students from the very beginning to take an active position in relation to learning, to turn the learning process from passively following the requirements and instructions of teachers into a conscious independent activity to build their successful career.

The team of authors is grateful to the graduates of the Institute of Economics and Management of the Penza State University of Architecture and Construction Elena Karpova, Irina Ogorodnova, Tatiana Zlobina, Oksana Ryabova, Tatiana Malakhova for their help in preparing materials for individual sections of the textbook.

The team of authors expresses their sincere gratitude to the reviewers of this textbook: the head of the department "Management" Mordovian State University. N.P. Ogarev, Doctor of Economic Sciences, Professor E.A. Neretina and the head of the department "State and municipal government”, Director of the Institute public service and Administration of the Penza State University, Doctor of Sociological Sciences, Professor V.V. Markin.

The authors express their special gratitude to the Deputy Chairman of the Educational and Methodological Association of Russian Universities for Education in the Field of Management, Vice-Rector of the Moscow State University of Management, Honored Scientist of the Russian Federation, Doctor of Economics, Professor E.M. Korotkov for constant attention to the problem under consideration, help and support in the work, for the general revision of the materials of this textbook.

How to study at a university Fundamentals of personal management Career technology 1.1. You entered the university 1.2. How to make the time spent at the university as useful as possible 1.3. How to strengthen your conviction in the desire to learn 1.4. Responsibility for education at the university 1.5. Tips for a freshman You have entered a university, and from the first days of study, each of you thinks about how to make your time at the university as useful as possible. This chapter will help you quickly adapt to student life and get involved in the hectic activities of higher education.

So the last school bell rang. Behind school, school problems. And yesterday's high school students face another problem - the choice of a future profession.

Here are some tips for the graduate school:

you are young, and therefore you need to go to study, and not go to work;

human abilities for mass professions are exactly the same;

an educational institution can be chosen based on the most practical considerations;

don't overestimate what you learned while in school;

the human mind is quite universal;

The vocation found in a person is not the result of his natural predisposition to the chosen kind of activity, but the result of his concentrated work;

If you have chosen a university and entered it to study, then study with all your might, work so that perspiration comes out;

do not scatter;

in any profession there is a prosaic and rough side, but there is also a romantic one;

think not about what profession to choose, but about the place of work:

will you work with people or alone, what tasks are you going to solve - operational-executive, tactical, strategic, political;

become a first-class specialist - happiness itself will find you.

After analyzing your capabilities, desires and preferences, you have chosen the current university. Passed the entrance exams. According to their results, they were enrolled in the first year.

But here, too, there are problems:

how to study at a university;

how to make the time spent at the institute as useful as possible;

How to strengthen your conviction in the desire to learn.

Studying at a university is different from school, so you will have to overcome a number of difficulties associated with getting used to new methods of the educational process. The main recommendation for overcoming difficulties at the beginning of training is “help yourself”.

This help consists primarily in changing the attitude towards the nature of the training sessions. Curators and teachers will help you forget the stereotypes of school behavior and learning.

However, remember that this will happen much faster and more painlessly if you make your own efforts.

To quickly overcome the difficulties associated with orientation in the space of the university, and the good organization of your study and personal time, there is a very simple but effective recommendation: you need to rewrite the schedule for yourself, obligatory also last names, first names, patronymics of leading teachers. This will help you quickly establish a professional, personal connection. Remember not only the face of the teacher, but also his name, patronymic. This will save you from a number of small but significant misunderstandings.

At first, you will have great difficulties with the schedule, in which there are often columns divided by the numerator and denominator. For example:

Higher Mathematics / Physics Usually there is a table next to the schedule, where the numbers of even and odd weeks are indicated, all numerators correspond to odd weeks (i.e. 1, 3, 5, ...), and all denominators correspond to even ones (i.e. 2, 4, 6,...) This situation arises when there are a number of subjects, classes for which are held not weekly, but every other week, i.e. You will have classes in higher mathematics and physics once every two weeks. On an even week you will be taught physics, and on an odd week you will be taught advanced mathematics. There are usually 16-17 weeks per semester.

1.2. How to make time spent at the university The main direction of increasing the effectiveness of studying at the university is the development of the student's ability to conscious self-management, when studying gives the most useful result for personal development and formation as a specialist.

At the same time, the methods of educational activity themselves acquire particular importance, i.e. methods of reading, understanding, memorization, work on lectures, study of educational material, etc. These methods can be productive, allowing you to more quickly, deeply and efficiently assimilate the educational material, and unproductive, when the effort and time costs are large, and the beneficial effect is small.

Studying at the university is extremely complex view human activity, which requires mastery of methods for solving many emerging problems, for example, how to understand, how to determine the main thing, how to remember, how best to report on what you have learned, etc. Not every first-year student has productive methods for solving these problems. Identification of difficulties will allow you to determine ways to overcome them and, thus, move more quickly towards the goal of your studies at the university.

The ability to usefully build one's learning activity can be formed spontaneously and unconsciously in the process of mastering various academic disciplines, but significantly greater effect provides targeted development of such skills.

For this you should:

find out external and especially internal reasons that hinder the achievement of the goal, causing difficulties;

The one who builds his training in this way, i.e. will achieve the greatest success. in the form of formation and solution of problems.

It is necessary to consciously relate to learning at a university, set yourself the tasks of self-learning and solve them. It's much more efficient. Those who actively go towards information, looking for it, will get much more.

It is best and most firmly assimilated that which is discovered independently, although later, perhaps, you will meet it in other sources.

The principles, methods, and generalizations you discover will forever remain the most active part of your intellectual capital.

Before starting any major and responsible business (preparing for a session, writing a course project, etc.), you should first think about how to do it most effectively.

It is useful to look for methodological literature specifically dedicated to the implementation of this activity. After all, the final result depends not only on what to apply efforts and how much to apply them, but also on how exactly to apply.

It is also useful to think about small, but often recurring activities. It is necessary to look for the most rational methods of their implementation. Labor will not be lost - the power of small things is that there are many of them.

The main thing is to think about any method in such a way as to understand what is strong and what is weak in it, and choose the method that, under given conditions, reveals exactly the strength.

Skill first of all involves isolating the main link of the situation, i.e. that information or those actions that most allow you to get closer to the goal. The habit of constantly highlighting the main link turns out to be useful, in any activity disturbing oneself with the question: “What is the main thing here?”.

If something does not work out for you in your studies, do not rush to blame the teacher, the dean's office and various external circumstances, but be critical, first of all, of yourself and the methods of your work, see what exactly you could do.

Human time is measured not by seconds and minutes, but by the useful product that a person managed to produce during this time (including mental labor).

If you want to accustom yourself to some business, for example, regularly follow useful recommendations, you can write out the main ones on cards that you place in a prominent place so that they remind you of yourself all the time.

You should not go to bed before you say to yourself: “What exactly did I learn during the day?”.

You need to plan your activities. At the same time, lists of upcoming cases for the day, week, month are preliminarily compiled and their rational sequence and duration are carefully thought out.

The plan will only be realistic if you know exactly what and how your time is actually spent. The most convenient for students is the system of visual registration of their time.

Constantly try to carefully study yourself, for example, in the following areas:

what types of information are remembered better, and what are worse;

what and how is best remembered - visually, by ear, while recording, etc .;

at what hours of the day this or that mental work is most and least effective and under what conditions;

Chapter 1. From school to university, when and where you can be attentive, and when not;

when and what material is understood and assimilated easily, what is difficult;

What are the effective individual methods of rest and recuperation in the process of mental work.

1.3. How to Strengthen Your Conviction Ask a group of freshmen to answer a simple question:

“Why did you enroll in this university?” The variety of answers will surprise you. As long as you enjoy learning, there is no problem and you don't need any motivation. But with the onset of a dark streak, you, without having a firm conviction, can take the easiest path - give up and give up on everything. Even having a perfect idea of ​​what and how to do, you, not being convinced of the correctness of your actions, can get confused.

The analysis below various kinds motivation will help you find your own reason to continue learning.

1. Think about what makes you want to be successful. Ask yourself: “Why do I need success?” - and write down all the answers you can think of. Add to this list any other reasons why you think it's important for you to excel in your studies. Then compare your list with the answers below and their comments.

2. Your own reasons are more important than all others. It is possible that the list of reasons that make you learn will often reflect the hopes that other people place on you. However, in order to survive difficult moments, you still need your own own motivation on this account. Although it is natural to strive to live up to the expectations of others in your life, do not let it become your main driving force.

3. "Because I like this subject" - such motivation is quite suitable for studying the subject. However, it should not be the only one: after all, pleasure can be replaced by irritation when you get to the more difficult sections of the subject.

In any subject sooner or later there are "unpleasant" sections.

4. “Because I want to prove that I can do it” is a useful motivation. It is also quite strong: most people succeed in exactly what they really want to do.

5. "Because I had the appropriate initial training' is pretty weak reason. Of course, having a good starting position is helpful, but it won't help you unless you have strong enough motives to move forward.

6. "Because so-and-so did the same" - it seems that many students follow in the footsteps of their brothers, sisters or parents. Such motivation is only as good as they have their own motivations for learning.

7. "Because I want to be a manager" - It's good to have an idea that guides you. Such motivation comes from yourself rather than from other people, and therefore may well support you in difficult days.

8. “Because I want to have the best chance in life” is one of the best motivations. When you begin to view academic success as a major determinant of your future career, you experience a sense of real purpose and the ability to be flexible about new opportunities as they open up for you.

9. "Because I want to assert myself before I enter into life" - such a view may not be compatible with successful study. If you choose to study purposefully and effectively, then you are more likely to spend more time studying at the expense of your freedom than enjoying it through class.

10. Keep your motivation in plain sight. Having decided on the motives that motivate you to study, pin a list of them so that it catches your eye more often. On days when everything seems to lose its value, remind yourself of the benefits you get by relentlessly following your motives.

1.4. Responsibility for Studying at the University When you think back to the first stage of your education, you probably realize that you acted at that time on the instructions of your elders and in accordance with the procedure established by them. When you start studying at a university, you can already a large share take responsibility for your own learning.

2. Don't let others take care of you. You will never get the satisfaction that comes from scheduling your own classes if you constantly stick to deadlines that someone else has given you. Give yourself your (earlier) due dates and act on them.

3. Make your own work plans. The plan of your studies, as you might imagine, is to some extent predetermined. However, you have the opportunity to decide for yourself what to do and in what order.

4. Develop the habit of self-esteem. After you yourself have evaluated your work, other evaluations will confuse you much less.

5. Develop self-assessment criteria. To do this, you have a lot of initial data: old examination papers, previous assignments, instructions from teachers indicated in the course program, learning objectives, your notes and textbooks. If you manage to form the right criteria for self-assessment, you will not have problems with the grades given by teachers in the future.

6. Set your own goals. In your work, as a rule, you will be guided by the goals set by the teachers, for example, what and when to study. This, however, is no reason to avoid setting your own goals, and let them be a little tougher than those set for you by others.

These include the study materials you have, as well as instructors and fellow students. By treating teachers as your assistants, and not as a source of pressure on you, you can use their knowledge to the fullest.

You should not be discouraged by the comments of the teacher or the low assessment of your work.

Changing your plans in the light of new information is a sign of strength, not weakness. You should always have a list of tasks that you intend to perform in the near future, compiled in order of importance. Re-prioritize the items on this list as circumstances change.

When you receive each task, determine for yourself not only what you intend to do and when to complete the work, but also why you are taking on the task (your own motives) and what you are personally going to gain from doing it.

Immediately before the start of classes, a time of strong feelings may come for you, caused either by fear of the unknown or by excitement.

These days, in order to prepare for the beginning of the course, you can be distracted by a number of useful and necessary things:

collect all the information you have and read it;

analyze your strengths, make a list of them;

analyze also your weaknesses;

Clarify your perspective. Find for yourself clear answers to the following questions: “Why am I choosing this course? What will he give me, how will he affect my future fate? This will help you stock up on reliable arguments in favor of continuing the business you have begun in case you find yourself in a tight spot for some reason;

I prepare for difficulties. To be ready for the vicissitudes of fate means more than half to overcome them;

improve what you already know how to do;

I make a list of what you intend to find out during the first week of classes;

I develop my curriculum;

Be prepared for change and doubt. The ability to not get lost when the situation changes is one of the most useful skills in life. Cultivate perseverance and resilience, and as much as you can, remain determined to learn from any situation you encounter as you study a new course.

Studying at a university is different from school, so you will have to overcome a number of difficulties associated with getting used to new methods of learning activities. The main recommendation for overcoming difficulties at the beginning of training is “help yourself”.

This help consists primarily in changing the attitude towards the nature of the training sessions. You need to forget the stereotypes of school behavior and learning.

The success of educational work depends on the ability to constantly analyze the learning situation, which causes difficulties and hinders the effective assimilation of knowledge.

For this you should:

clearly define the goal - what you want to achieve;

realize what you currently have;

find out what external and especially internal reasons hinder the achievement of the goal, cause difficulties;

identify possible and most effective ways to overcome difficulties and achieve the goal.

Practical possession of many rules of memorization, note-taking, reading, understanding will allow you to use the most effective of them in each situation.

Before starting any major and responsible business (preparing for a session, writing a course project, etc.), first think about how to do it most effectively. It is useful to look for methodological literature specifically dedicated to the implementation of this activity. After all, the end result depends not only on what to put efforts and how much to put them, but also on how to do it.

The possibility of developing oneself as a person acting on the basis of one's own motives is expressed in the responsibility for learning:

1. Develop your own motivations for learning.

2. Don't let others take care of you.

3. Make your own work plans.

4. Develop the habit of self-esteem.

5. Develop self-assessment criteria.

6. Set your own goals. In your work, as a rule, you will be guided by the goals set by the teachers, for example, what and when to study. This, however, is no reason to avoid setting your own goals, and let them be a little tougher than those set for you by others.

7. Identify sources that will help you in your work.

8. Always consider the reaction of others to your actions.

9. Adjust your plans more often.

10. Turn study assignments into your own.

TEST QUESTIONS

1. List your motivations for studying.

2. How to convince yourself of the desire to learn?

3. How did you adapt to study at the university?

PRACTICAL TASK

1. Develop your own motivations for learning.

2. Make your work plans for the semester.

3. Develop self-assessment criteria.

4. Identify sources that will help you in your work.

WORK IN THE SEMESTER

2.1. Organization of training in the semester 2.2. How to organize your classes 2.3. How to review the material covered The first semester is a kind of school teaching learning. Each of you gains this experience while still a freshman, very quickly learning the science of orientation in studies, and at the same time developing your own methods of rationalizing and planning it, taking into account personal inclinations. This experience is usually acquired by trial and error. However, there are universal learning situations, the generalization of which makes it possible to offer a number of recommendations for beginning students.

2.1. Organization of training in a semester A semester (from lat. semestris - six months) is a half of the academic year in universities, culminating in the passing of tests and exams.

The first two weeks of training is a period of active adaptation, characterized by intensive accumulation of information, acquaintance with the university, profession. This process, as a rule, is accompanied by a positive tone, caused by the successful passing of competitive entrance exams and admission to the institute. This period is not associated with big problems and is generally fun and easy. The most significant period of stabilization, or the period of basic training, is accompanied by an even psychological background. Sharp and unexpected tensions, often accompanied by stress, arise in the pre-session time - the last two weeks before the exams. In this short time, section 1. How to study at the institute, “overlays” may occur: surrender term papers, projects, offsets. And if at least one of the papers or one of the tests is not submitted on time, then you will not be allowed to the examination session. The last week before exams is a test week. It fully justifies its name: every day you have to take tests and work in several subjects.

For negligent attitude to their duties, violation of academic discipline, internal regulations and rules of living in a hostel, disciplinary measures are applied to students: remark, reprimand, severe reprimand, expulsion from the university.

For those who entered the university with serious intentions, we offer the following recommendations:

work honestly;

Do not count on chance, otherwise you will lose trust once and for all, and with it help, and in addition, you will form a negative opinion about yourself, which will be difficult to change.

The learning process in the semester is designed mainly for the use of two forms of classes: classroom and independent. One of the most active forms of education - external studies - is built on independent study of the material. In pre-revolutionary Russia, many well-known engineers, scientists, philosophers used external study for their education. Currently, attempts are being made to introduce it into the higher education system. In any case, you will have to learn the method of self-acquisition of knowledge. Psychologists say that knowledge acquired independently is more valuable and more firmly settled in memory.

It has been established that the maximum working day for most students is no more than 10 hours. Based on this, independent work should account for approximately 4 hours per day, and 24 hours per week. If we recalculate the total time spent in the semester on this work, then it will turn out to be very small? First of all, it should be used to complete planned homework assignments (calculated and graphic work, note-taking of literature, etc.) - The volume of these assignments is calculated in such a way that no more than half of the time is allocated to them per semester - 150 hours. The rest of the time should be used for current work: reviewing lecture notes, studying special literature, doing current homework.

On average 2-2.5 hours of time independent work daily should be set aside for preparation for current classes. The distribution of this time for specific disciplines can only be recommended approximately. The most important thing is that you come to the next lesson prepared.

The main trouble of beginning students is that they either do not bother to plan time at all, or plan it incorrectly.

Also, you should spend 2-2.5 hours daily on independent study of special literature, current work, so as not to create problems for yourself at the end of the semester and during exams.

Even if you work conscientiously, methodically, every day, you will still sometimes feel a lack of time. Don't let this worry you too much, for such an attitude towards learning is evidence of a good job. Working in underload mode gives the worst results. Feeling a lack of time is better than feeling too much of it. Abilities, like muscles, grow with training, and good workout unthinkable without a heavy load.

If you are not very organized, you may feel that the tasks are flowing in an unstoppable stream and you are overwhelmed. However, by making a firm decision to work in an organized manner, you will be in a much stronger position as a "rider of the wave."

Make to-do lists. Keep your list long but short and specific. At the same time, you will have the opportunity to quickly complete one or two things and cross them off the list. The latter is usually the most enjoyable.

Include in your list every task you receive.

Introduce a system of prioritization, but not by deadlines (for example, the deadlines for the delivery of work set for you), but in their order 2 Introduction to the specialty "Organization Management"

significance. The established deadlines, of course, must be taken into account, but not less, and even greater value should be attached to those activities that seem important to you in the long term.

Update your to-do lists regularly (this will only take a few minutes). As soon as you find that the importance of any item has increased, increase its priority in the list. Assign your own deadlines for the tasks included in the list, setting them with a large margin relative to externally set deadlines, for example, deadlines for the delivery of works.

Add variety to your activities. For example, when studying for a whole evening, you should not pore over one task all the time. Spend some time repeating something, some time planning for the future or continuing on a task you started before, and some time reading additional literature on the subjects you are studying. They say that a change of occupation is the same rest. Your work efficiency will be higher if during the evening you will be engaged in various tasks, and not monotonously work on one.

Use every bit of free time. Even the busiest people have a free couple of minutes every day during the day. Use them for something small, such as writing down interesting thoughts that came to your mind in one of the classroom sessions last week. You'd be surprised how productive these little chunks of time can be. After all, it is difficult to concentrate attention for a long time, but during short periods of activity it is achieved easily.

Always have something with you to do with you. Of course, you don’t have to carry all the textbooks and notebooks with you all day long, but it’s very useful to have something small with you (for example, a notebook or a card with a note of the key provisions of the material being studied).

Never work in only one, favorite place. Most people have places where they prefer to work, such as a library or a dorm room. However, if you work in one place of your choice all the time, it will be easy for you to justify not wanting to work anywhere else.

From the very beginning of your studies, consider how the results will be evaluated. If the course ends with exams, start practicing answering the questions as soon as you get through enough material to answer at least some of them.

If possible, study with fellow students. Working on your own, you can sit at the table for hours without any tangible result. When you are part of a workforce, your ability to indulge in lazy daydreaming is greatly reduced. Every time you explain something to your friend, you are effectively teaching yourself.

2.3. How to revise what you have learned When you have an exam ahead of you, the best thing you can do is revise what you have learned. If you had started the systematic revision a few months before the exam, then now you would have nothing to worry about. However, thinking about what you have not done is useless. Assume that the time at your disposal is exactly as much as left before the exam.

1. The quality of the repetition is taken into account, and not the amount of material covered.

2. Practice answering questions. The exam evaluates your ability to answer questions.

3. Make a list of questions for class.

4. Finding something forgotten or something that you have not yet learned, consider it your luck. Knowing where your weak point is, you can take appropriate action. But what you don’t know about, you may never know.

5. When practicing with questions, don't write full answers each time. Write down some of the answers in a concise form - this way you can cover a larger number of questions.

6. Don't be fooled by the idea that if you read something, you repeat it. Reading is too passive a process. Keep reading to a minimum, devote more time to active forms of mastering the material.

7. Write a summary of all the material you read and review.

8. Try to repeat any material more often and at least not once.

9. Work in short and intense periods, with breaks.

10. The closer the exam, the more attention you pay not to learning new material, but to consolidating what you already know.

A semester (from Latin semestris - six months) is a half of the academic year in universities, ending with the passing of tests and exams.

For those who entered the university with serious intentions, the following recommendations are offered:

if the teacher sees sincere diligence and conscientiousness, he will provide you with every assistance;

the dean is also an interested person who will help you in your quest to pass the exams ahead of schedule and with excellent marks;

Work honestly - do not count on chance, otherwise you will lose confidence once and for all, and with it help, in addition, you will form a negative opinion about yourself, which will be difficult to change;

Well-organized and planned work during the semester will prepare you to successfully pass the exams during the session;

use the remaining time before the exam with maximum benefit: repeat the material covered;

remember that the effectiveness of the learning process depends on two forms of work: classroom and independent.

TEST QUESTIONS

1. How do you plan your work in the semester?

2. Why do you think a semester lasts 6 months and not a year?

3. What should be done during the semester to successfully pass the session?

PRACTICAL TASK

Determine the method of learning that suits you best.

1. Imagine something that you are good at.

It doesn't matter what it will be. Write down what you think.

2. Write a few words about how you achieved your skill. Record without reading the next paragraph.

3. Now compare your method with the following general answers: "by exercise"; "by trial and error"; “as a result of learning what exactly didn’t work for me on the first try and why.” Few indicate that they have learned anything simply by reading or hearing others do it. In most cases, learning took place through action in one form or another. With your current activities in mind, make a list of all the activities that are most likely to help you master what you are learning.

4. Now, keeping in mind what you need to learn at the present time, determine what evidence of this you will need to demonstrate in due time. The more you know about it, the more you will be ready to demonstrate it at the right time.

5. Now think of something you feel confident about. Write down what you think. It can be your personal quality or something that you are proud of. Now let's look at the next point.

6. Keeping in mind what you feel confident about, write down a few words that explain why you think so. What kind of evidence supports such an opinion?

7. The most common responses to the previous question are "other people..." (eg, "other people tell me", "it shows in other people's reactions", etc.). Being satisfied with the results of your studies is very important, and the basis for your self-confidence and satisfaction that comes from successful studies can be the reaction of other people.

8. For the benefit of your future learning, make a plan that will help you learn through action and at the same time constantly feel the reaction of other people.

9. Discuss the above questions and ideas with someone (friends, family, pretty much anyone). See if you can involve them in your learning improvement plans and help them in turn with your support.

WORK ON LECTURES

3.1. How to treat lecturers 3.2. How to Take Notes The notes you take during lectures are one of the most important sources of information you create for yourself as you study. Nevertheless, many refer to them only as a mechanical recording of what they heard, i.e. don't think about what they write. This chapter will show you the most effective ways to take notes on lecture material.

The main types of training sessions in the Russian high school are lectures, practical, seminar and laboratory classes, course and diploma design, consultations, tests and exams.

The highest form of the educational process is a lecture (from lat.

lektio - reading) - a logically coherent, systematically consistent, clear presentation of a particular issue, accompanied by demonstrations of experiments and visual aids in the form of posters, slides, films and videos, computer multimedia processes. It is usually read by the most qualified teachers - professors and associate professors. Lecturers are experienced professionals in the subjects they teach. However, you can get more from them than just lecture notes. The following guidelines will guide you on how to treat teachers, both good and bad, in order to get the most out of them.

1. Remember that teachers are people too! Treating them humanely is very important if you hope to get anything from them.

2. Lecturers are a valuable source of information. Each of them probably already worked enough in their field. Show them that you value their knowledge.

3. Lecturers - sources of information about those accepted in your educational institution standards. They know what's what. They know where to get points and where to lose. After all, many of them will take your exams in due course. If they see that you sincerely strive to meet accepted standards, they will not hesitate to provide you with the necessary assistance in this.

4. Show interest. When lecturers see a genuine interest in their subject, most of them are only too happy to spend a little extra time and energy explaining the material and pointing out sources of additional information.

5. Don't embarrass them. Lecturers (like everyone else) can become embarrassed and anxious when they are bombarded with questions, especially if they are expected to respond immediately.

6. Be sure to identify yourself when contacting. It is difficult for any lecturer to remember all the names and faces of students in a large group. Most lecturers try to get to know the students in their group, so mention your name when addressing them. Put your name on the written questions you give them as well.

7. Treat them with respect. Don't sit in the back row staring out the window. Don't fidget and don't yawn. Lecturers are extremely disapproving of people who, as it seems to them, do not respect their work.

8. Take seriously the comments of teachers regarding your work. Do not get into an argument with the teacher about your work: such behavior will quickly interrupt the flow of information that is useful to you.

9. Be specific. Latecomers are noticed, but such fame does not lead to anything good.

10. Reward "good behavior" of lecturers. If their actions are pleasing to you, let them understand it. "Do not criticize if you do not like something in them, it is better to find and mark what you like.

When a teacher is congratulated or thanked for something, he (or she) tends to do so in the future. By encouraging "good behavior" of teachers, you can change them in better side.

Your task at the lecture is to briefly, clearly, constructively write down the material - to take notes. Skillfully recorded material is easier to remember, so a good summary can be considered a kind of tool in preparing for exams.

This manual, compiled by each individually, to a certain extent characterizes your business and personal qualities.

When starting listening to lectures in any courses, you must first consider what your abstract should be like so that you can quickly and successfully solve the following tasks:

finalize records in the future (clarify, enter new information);

work on the content of the records - compare individual parts, highlight the main lines, draw conclusions;

speed up search the right material in the abstract;

Reduce the time required to repeat the studied material, increase the speed and accuracy of memorization.

The rational form of the abstract alone increases the amount of material learned directly in the lecture, and very significantly reduces the time required for further study. You should think about what can be changed, added or eliminated in your abstract to make it easier to use in the future.

It is advisable to use notebooks for taking notes of lecture courses. Consider how to write down this or that information for the convenience of its use in the future. With any method of note-taking, it is advisable to leave a free area on the sheet for subsequent additions and auxiliary marks. These are either wide (up to "/3 page width) margins, or blank pages. If this is not done, then when preparing for exams, additional, explanatory and other information will fit between the lines, and the abstract will turn into a text unsuitable for reading and assimilation.

The basic principle of taking notes is not to write everything, but in such a way as to preserve everything that is really important and the logic of presenting the material, so that, if necessary, you can completely “expand” the summary into the original text.

The lecturer often reports about the approach of the most important information by slowing down the pace of speech, intonation, pause, and repeated repetitions.

In any text there are special landmark words that help identify more important information, for example:

"as a result", "as a result", "thus", "summary", "conclusion"

Signals of difference - words indicating a feature, the specifics of the object of consideration: "feature", " feature”, “specifics”, “main”, “difference”, etc.

These words are usually followed by very important information. Accustom yourself to specifically highlight them in speech and writing, as well as increase attention at this moment.

Taking notes directly behind the lecturer is inefficient. The lectures often contain repetitions, reservations, explanations, and illustrations. Therefore, it is better to listen to some fragment of the lecture, and then fix it more briefly. With the accumulation of note-taking experience and knowledge, it is required to write less and more to listen and understand. However, the shortening of the recording will be achieved not by skipping some elements of the lectures, but by concentrating, thickening the source information. Each lecture should be used as an exercise in writing accurately, clearly, and concisely.

Usually a lecture has a few main ideas around which the rest of the material is grouped. It is very important to highlight and clearly capture these ideas. The system of accents and designations helps to understand the material and quickly find what you need. During the lecture, there should be 2 colored pencils on the table in front of you, with which they outline, underline or indicate key aspects of the lectures. When working with a summary, this allows you to immediately see the main thing.

A lecture is always a joint work of a teacher and a student. How the lecturer is listening largely depends on what and how the lecturer will tell. An attentive, active audience inspires the lecturer, stimulates him to a brighter, more meaningful presentation. It is very important, when analyzing the content of a lecture, to somehow show an external attitude to one or another of its aspects: agreement, disagreement, bewilderment, a question, etc. This will allow the lecturer to better adapt the material presented to the audience. General conclusion: learn to listen in such a way that it is pleasant for you to talk, and you will not be left behind - you can get much more from each lecture, conversation. If at the lecture you feel an unbearable desire to play something, then you can recommend next game: listening to the lecturer, try to predict the logical transitions of his speech, i.e. what he will talk about next, as well as anticipate the conclusions that he will further formulate. The ability to think ahead of the listened and read text allows you to first find the main provisions of the lecture yourself, and then hear their wording from the lecturer. This improves their understanding and memorization.

Set aside 20-25 minutes daily to finalize the abstract - adding the missing, correcting errors and illegible notes, emphasizing the key aspects of the lecture. A few days after the lecture, it will be difficult to make such corrections: much will have already been forgotten.

It is desirable to work out the lecture material within 3-4 hours after it. A very effective way to work through the lecture material during the semester is to draw up and save detailed plans, especially those lectures, the assimilation of which caused difficulty. This plan will allow you to remember the material much faster and more fully; for the exam, it can also be used as an answer plan.

In the plan, the material should be presented more concisely, without small details and details, therefore, when comparing and analyzing lecture plans, it is easier than according to the abstract to identify the main, core ideas of the course, its logic and determine the typical algorithm by which the most important concepts are usually presented.

For a better representation of the structure of the material being studied, it is very useful to draw up diagrams of the logical connections of individual parts of the lecture, section.

After studying the lecture, it is advisable to check how you have mastered the material. The criteria for quality work can be the following aspects:

know the topic

clearly present the plan of the lecture or the given question;

be able to highlight the main, the main thing;

learn the meaning of examples and illustrations;

know how newly acquired knowledge is related to existing ones;

know the possibility and necessity of applying the information received.

Chapter 3 Lecture Performance Lecturers are experienced professionals in the subjects they teach. However, you can get more from them than just lecture notes.

Your task at the lecture is to briefly, clearly, constructively write down the material - to take notes. Skillfully recorded material is easier to remember, so a good summary can be considered a kind of tool in preparing for exams. This manual, compiled by each individual, to a certain extent characterizes your business and personal qualities.

With inept note-taking, the following main errors are characteristic:

attempts to write down everything almost verbatim;

making a plan instead of recording lectures;

selective recording of only important and difficult information.

A very effective way to work through the lecture material during the semester is to draw up and save detailed plans, especially those lectures, the assimilation of which caused difficulty. This plan will allow you to remember the material for the exam much faster and more fully, it can also be used as an answer plan.

TEST QUESTIONS

1. How do you keep your notes?

2. Do you try to avoid mistakes when taking notes? How?

PRACTICAL TASK

Do you ask questions to the lecturer? Lack of questions is a sign of intellectual laziness. Conduct an experiment with yourself: during the lecture, try to find and note those aspects of the lecture that can be a hook for a question, and then formulate questions in the following lectures without distracting from the perception of the content. Learn to ask questions. This is the most effective way learn what you need, and not what the lecturer wanted to tell.

WORK WITH LITERATURE

4.1. Active reading 4.2. How to master the technique of speed reading 4.3. Rational reading A person often begins to feel that he is reading and reading, but reading is of little use: he wastes a lot of time, and the effect is small. And then the thought arises: are we reading correctly? Have you ever thought about what exactly your reading does not satisfy you and what you would like to do better, faster, better? In this chapter, you will find useful tips on how to increase the speed of reading and the quality of assimilation of the material read.

Reading is the main means of learning, a tool for understanding the world around us. Despite the existence of audiovisual media mass media- radio and television, the importance of reading in people's lives is still huge.

1. Reading from a perspective. How much of what you read can you really remember, say, in two weeks - 50.10 or 5%? If you honestly answer this question for yourself, then you will agree that reading in itself is not the most effective way of learning. One way or another, reading must be made active.

2. "Additional Reading" - How often do these read all the books and articles recommended for additional reading? Extra reading, by definition, does not mean main reading - it is, if you like, an extra layer of cream on a cake. If you spend all your time reading additional literature, you will get away from the main thing, from what was supposed to teach you and what is usually contained in lecture notes or in "main" textbooks and articles.

3. Reading the textbook in succession can lead you astray, so first determine where the relevant material is located. In most books, the most appropriate for this purpose are the table of contents and index. Use them when searching for the material you need.

4. Before reading, make a plan. Determine what you want to take away from each source you use, write down the questions that need to be answered.

5. If the book belongs to you, indicate its personal ownership. Make notes in it, use a marker to highlight important places so that you can easily find them later. This will ensure consistency in your work with the book, for each time you come across questions that have already been worked out, you will be able to restore the appropriate train of thought from them.

(Just don't work like this with library books, first make a photocopy of them for yourself.) 6. Make up questions as you read. As soon as you pass any important place, make up a question on it for later self-examination (with a page indication so that you can look in the book if necessary). Make lists of such questions as you work. Active reading is reading with a pencil in hand.

7. Write a summary of what you have read. Link to pages by section of the summary, and a few days later look at it and try to mentally restore part of the contents of the book, and if you forgot something, take a look at the appropriate pages. We remind you once again: active reading is reading with a pencil in your hand.

8. Prioritize the list of books you are going to read.

9. Link your reading to other learning activities in the curriculum. Don't spend too much time reading. Keep in mind that this is still not the most efficient way to learn.

10. Read and just for your own pleasure, but let this be your reward for doing any useful work and not an excuse to get away from important things.

4.2. How to master the technique of speed reading Everyone reads, but few can read quickly. Years of research have proven the validity of this thesis.

Speed ​​reading is a method by which a person extracts meaningful information from a text at an increased speed.

The English humorist D. Mikesh wrote in one of his stories: “... I was shocked to learn that Senator S. had read Dickens' History of Two Cities in 30 minutes. It turns out that the "Three Musketeers" by Dumas will take the senator no more than 16 minutes, an average of 5 minutes 20 seconds per musketeer.

In the work of Professor E.V. Minko gives general recommendations on working with information, on the rational organization and technique of information work, primarily in the direction of increasing its efficiency by speeding up taking notes and reading various sources of information. The author is convinced that the use of the recommendations formulated in this source, subject to special training in the process of practical activities, will significantly improve the quality of information work, improve attention and memorization of texts and illustrative materials, increase the speed of note-taking by 8 times, the speed of reading scientific and educational literature, various texts ( including in computer version) by 3-4 times1.

To master the method of speed reading, it is very important to first understand the reasons for slow, traditional reading and understand their nature.

There are five main disadvantages traditional method reading.

The first of these is articulation (movement of the lips, tongue and other organs of speech) when reading.

The second fundamental drawback is the small field of view when reading.

Minko E.V. Methods and techniques of accelerated note-taking and reading: Teaching aid/ SPbGUAP. SPb., 2001.

The field of view is a section of the text that is clearly perceived by the eyes with one fixation of the gaze. In traditional reading, when letters, words (at best, two or three words) are perceived, the field of view is very small. As a result, the eyes make many unnecessary jumps and fixations (stops). The wider the field of view, the more information is perceived at each stop of the eyes, the smaller the number of these stops in the text, and as a result, reading is more effective. A fast reader in one fixation of his gaze manages to perceive not two or three words, but the whole line, a whole sentence, and sometimes the whole paragraph.

The third drawback: regression in reading.

This refers to involuntary return eye movements to incomprehensible phrases, words, sentences. There are repeated fixations with the eyes of the same section of the text. This deficiency is one of the most common.

The fourth disadvantage of traditional reading is the lack of a flexible reading strategy.

It is clear that this or that speed and technique of reading are primarily subject to the goals, tasks and attitudes that the reader sets for himself.

It is the development of appropriate programs to automatism, the ability to flexibly use each of them at the right time that determine the ability to read quickly.

And finally, the last, fifth drawback is the lack of attention when reading.

There are five ways to read:

deep reading;

actually fast reading;

selective reading;

reading-browsing;

reading-scanning.

Let's consider each of these methods separately.

1. Deep reading. In this reading attention is paid to the details, they are analyzed and evaluated.

This way of reading is considered the best in learning academic disciplines. With such reading, the student does not just read the text and highlights incomprehensible places, but based on his knowledge and experience, he examines the issue critically, creatively, finds strengths and weaknesses in the explanations, and gives independent interpretations of provisions and conclusions. Their interpretation, their view make it easier to remember the material read, increase the student's activity in the classroom. In this way, material is usually read on a new unfamiliar topic, tables, 2. Quick reading. In those cases when it reaches its perfection, it partially passes into in-depth reading.

3. Selective reading. This is a type of speed reading in which individual sections of the text are read selectively. In this case, the reader seems to see everything and does not miss anything, but fixes his attention only on those aspects of the text that he needs. This method is very often used when rereading a book after previewing it.

Naturally, the speed of such reading is much higher than the speed of fast reading, since the pages of the book in this case are flipped until the desired section is found. It is read in depth.

4. Reading-viewing. Used to preview the book. This is an extremely important way of reading, which, despite its simplicity, few master.

5. Reading-scanning. The name itself speaks of the nature of such reading: it is a quick scan in order to search for a surname, a word, a fact. As experiments have shown, a person who reads quickly performs this search 2-3 times faster than a traditional reader.

By developing and training the visual apparatus, and especially peripheral vision, it is possible, when looking at a page of text, to instantly see the desired surname, title, and necessary quote.

The art of reading involves the ability to choose the appropriate mode each time, depending on the purpose of reading, the nature of the text and the budget of time.

There are nine speed reading rules.

1. In order to quickly get an idea of ​​the content of the book, read its table of contents, especially if you are picking it up for the first time. Mark the chapters or sections that you feel are most relevant to your subject.

2. Decide when to use speed reading. For example, if your goal is to get a general idea of ​​a subject, a quick read might help. If, however, you need more detailed information, then a quick read will be useful only at the stage of finding those parts of the text that should be studied in more depth.

3. Determine if speed reading is really effective for this book. Some books are more convenient for this (those, for example, that have many headings and subheadings and in which the first phrase of each paragraph already contains sufficient information about its content), others less so.

4. Try reading the book quickly by skimming headings and subheadings, reading the first and last sentences of paragraphs, and the first and last paragraphs of sections and chapters.

5. Try to break the habit (if you have one) of saying what you read to yourself. Most of us are conditioned to read as fast as we speak. In fact, our brain is able to perceive words much faster than we pronounce them. Many, however, never learn to read faster than they can speak.

6. Try to perceive words in groups, not individually. In many phrases, only one or two words are important, and the rest are not essential for the perception of meaning.

7. When you develop the ability to read quickly, before you start reading anything, make a plan, such as a list of questions that you would like to find answers to. Then, in the process of fast reading, your brain will automatically try to select the information necessary to answer the questions posed.

8. Periodically review the material you have already read. Go back a few pages often to remember the main points of what you have already learned in the process of speed reading. At the same time, keep an eye on whether you have discovered something new and important for yourself: after all, when speed reading On the first try, you might miss something.

9. Look ahead more often, unless you read detective or science fiction. To better understand what you are currently reading, it is usually helpful to know what material is coming next. This may suggest why this particular order of presentation of the material was chosen, and not another.

Approximately 30% of their time managers spend on reading.

Improving your reading technique means therefore improving your organization of work.

Rational reading helps you better deal with the flow of information, since haphazard reading would mean a waste of time and waste of money. The Rational Reading Method (SQ-3R) is based on three phases: various ways and forms of rational reading can be grouped according to whether they are used before (1st phase), during (2nd phase) or after the actual reading process (3rd phase).

"FGBOU VPO Ulyanovsk State Agricultural Academy named after. P.A. Stolypin Work program of the discipline Organization of production Direction of training 080200 - Management Profile of training Production management Qualification (degree) of the graduate bachelor Form of education full-time, part-time Ulyanovsk - 2013. 1. The goals of mastering the discipline: The purpose of the discipline: To give students basic ideas about the rational construction and conduct of production at agricultural enterprises of various organizational and legal forms in ... "

“Public Disclosure Authorized Public Disclosure Authorized Project Poverty Impact Assessment: A Practical Guide Public Disclosure Authorized by Judy L. Baker Public Disclosure Authorized ( [email protected]) June 2000 LCSPR/PRMPO World Bank ii Author: Judy L. Baker Translation: P. Voitinsky, Ya. what is on assistance programs ... "

"Content 1 Introduction 3 2 Organizational and legal support of educational 4 activities 3 General information about the ongoing basic educational 6 program 3.1 Structure and content of training 8 3.2 Terms of mastering the basic educational program 9 3.3 Curriculum of disciplines and practices, diagnostic tools 12 3.4 Programs and requirements to the final state 14 certification 4 Organization of the educational process. Using innovative 16 methods in educational...»

«MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS Establishment of education Vitebsk State Technological University of scientists Valeriy Stepanovich BASHMETOV Bibliography Vitebsk 2007 MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS Establishment of education Vitebsk State Technological University Library BASHMETOV VALERY STEPANOVICH Doctor of Technical Sciences, Professor 012 (Bashmetov) + 016: BBK 91. B Reviewer: E....”

GOST R 1228-99 (M1118K21.31.31.31.31.31.31.31.31.31.31.31.31.UD44.354 Group P01 Exploitation documents OKS 17.220.20 OKSTU 6603 Date of introduction 2000-07-01 Foreword 1 DEVELOPED AND INTRODUCED by the All-Russian Research Institute Etalon 2 ADOPTED AND INTRODUCED BY Decree of the State Standard of Russia dated June 25, 1999 No. ... "

«Contents: Introduction... 3 1. Organizational and legal support of educational activities. 4 2. Management system of an educational institution. 6 3. The structure of the training of specialists.. 7 4. The content of the training of graduates.. 8 4.1 Professional educational programs 4.2 Curricula 4.3 Work programs of disciplines 4.4 Programs and requirements for the final state certification of graduates 4.5 Organization of the educational process 4.6 Educational and methodological documentation 4.7 Status ... "

“Approved by the Order of the Committee for Forestry and Timber Industry of the Novgorod Region FOREST REGULATIONS OF LYUBITINSKY FORESTRY OF NOVGOROD REGION 2011 CONTENTS Introduction 4 Chapter 1. GENERAL INFORMATION 10 1.1. Brief description 10 1.2. Types of permitted use of forests 24 Chapter 2. STANDARDS, PARAMETERS AND TERMS OF ALLOWED USE OF FORESTS 30 2.1. Norms, parameters and terms of permitted use of forests for timber harvesting 2.2. Standards, parameters and terms...»

"design organizations, but also direct participants in space flights - cosmonauts. In the cosmonaut corps, many have degrees of candidates and doctors of science, are the authors of scientific papers, inventions that are implemented both on spaceships, and are used on Earth in the development of new space systems, training ... "

"RUSSIAN JOINT-STOCK COMPANY OF ENERGY AND ELECTRIFICATION UES OF RUSSIA SCOPE AND STANDARDS OF TESTING ELECTRIC EQUIPMENT RD 34.45-51.300-97 UDC 621.311.002.5.001.4 APPROVED by the Head of the Department of Science and Technology of RAO UES of Russia A.P. Bersenev May 8, 1997. Changes No. 1, 2, approved by the Department of Scientific and Technical Policy and Development of RAO UES of Russia on 01/10/2000 and 08/22/2000, were MADE in the book The frequency, volume and standards of testing generators, electric motors, transformers, ... "

"CATALOG OF THE V REPUBLICAN FAIR OF INNOVATIVE IDEAS, TECHNOLOGIES AND PROJECTS The catalog includes more than 350 technologies, methods, developments and innovative ideas developed within the framework of the State scientific and technical programs by research, educational, experimental design organizations of the Academy of Sciences, the Ministry of Higher and Secondary Specialized Education , the Ministry of Health, the Ministry of Agriculture and Water Resources of the Republic of Uzbekistan, as well as others ... "

“Entering into force: March 16, 2014 Order of the Ministry of Education and Sciences and the Russian Federation (Ministry of Education and Science of Russia) dated January 13, 2014 N 7 Moscow degree of Doctor of Science Registered with the Ministry of Justice of the Russian Federation on February 24, 2014 Registration N 31404 In accordance with paragraph 3 of Article 4 of the Federal Law of August 23, 1996 N 127-FZ On Science and State Scientific and Technical ... "

"6302 7354 – 06/2003 EN Service level Installation and maintenance instructions Special gas boiler Logano G124 WS Read carefully before installation and maintenance Preface The equipment complies with the essential requirements of the relevant European directives. Compliance confirmed. The required documents and the original declaration of conformity are kept by the manufacturer. About this manual This manual describes the applicable...»

“Scientists SibADI SibADI Ponomarenko Yuri Evgenievich Biobibliographic index Omsk 2012 Ministry of Education and Science of the Russian Federation Siberian Automobile and Road Academy (SibADI) LIBRARY Scientists SibADI Ponomarenko Yuri Evgenievich Biobibliographic index Compiled by leading bibliographer Astakhova L.P. Omsk 2012 2 Ponomarenko Yuri Evgenievich: bio-bibliographic index / comp. L. P. Astakhova. - Omsk, 2012. - 24 p.: ill. - (Scientists of SibADI). Biobibliographic...»

“I APPROVE the Head of the Academy of the State Fire Service of the Ministry of Emergency Situations of Russia, Colonel-General of the Internal Service I.M. Teterin _ _ 2009 Report on the results of the self-examination of the Academy of the State Fire Service of the Ministry of Emergency Situations of Russia for 2005-2009. Moscow 2009 CONTENTS Introduction 1. Organizational and legal support educational activities 2. Structure and management system of the Academy of the State Fire Service of the Ministry of Emergency Situations of Russia. 19 3. Structure of training of specialists 4. Content of training of specialists 5. Organization of the educational process 6....»

"Budgetary institution of secondary vocational education of the Khanty-Mansiysk Autonomous Okrug - Yugra Nizhnevartovsk Social and Humanitarian College Public report on the results of the work of the Nizhnevartovsk Social and Humanitarian College in 2013 Nizhnevartovsk 2014 1 UDC 377.5.02/03(571.122-21)(042.3) LBC 74.474.7 P 88 AUTHORS: Korobova N. P. Bogomazova N. K. Vinokhodova O. A. Gur’eva S. L. Kiryakova N. V. Panasenko M. V. Poplavskaya M. I. Turenko A. V. EDITOR: Korobova N. P., director of BU ... "

“Approved by the Order of the Committee for Forestry and Timber Industry of the Novgorod Region FOREST REGULATIONS OF THE KHVOININSKY FORESTRY OF THE NOVGOROD REGION 2011 1 CONTENTS Introduction 4 Chapter 1. GENERAL INFORMATION 11 1.1. Brief description 11 1.2. Types of permitted use of forests 30 Chapter 2. NORMATIVES, PARAMETERS AND TERMS OF PERMITTED USE OF FORESTS 2.1. Norms, parameters and terms of permitted use of forests for timber harvesting 2.2. Standards, parameters and terms...»

“General Policy Questions 2010 Russian Federation I. Institutional, Regulatory and Policy Framework Question 1. Please describe the division of responsibilities in your country for air pollution control measures (ie the functions of national, regional and state authorities). The powers of the authorities in the field of atmospheric air protection are approved by the Federal Law of May 4, 1999 No. 96-FZ On the Protection of Atmospheric Air To the powers of the authorities ... "

«Valentin Litvin GEOGRAPHY OF WORLD SCIENCE, MAIN STAGES OF DEVELOPMENT OF SCIENCE, PECULIARITIES OF ORGANIZATION OF SCIENCE IN INDIVIDUAL COUNTRIES, SOCIOLOGY OF SCIENCE I comprehend the great prophets, I study the works of the sages, but I am not able to draw lessons from the immortal creations of the Fathers. I cherish the speeches that have come down to posterity as a valuable archive. I would stand on the shoulders of the giants, but I can’t climb it. Introduction The history of science is the history of the knowledge of the surrounding world and man, the history of scientific search and discoveries for many centuries ... "

«ГОСУДАРСТВЕННЫЙ ОБЩЕОБЯЗАТЕЛЬНЫЙ СТАНДАРТ ОБРАЗОВАНИЯ РЕСПУБЛИКИ КАЗАХСТАН Послевузовское образование ДОКТОРАНТУРА МАМАНДЫЫ 6D070600 ГЕОЛОГИЯ ЖНЕ ПАЙДАЛЫ АЗБАЛАР КЕН ОРНЫН БАРЛАУ СПЕЦИАЛЬНОСТЬ 6D070600 ГЕОЛОГИЯ И РАЗВЕДКА МЕСТОРОЖДЕНИЙ ПОЛЕЗНЫХ СКОПАЕМЫХ SPECIALITY 6D070600 GEOLOGY AND EXPLORATION DEPOSITES OF MINERALS ГОСО РК 7.10.120- Министерство образования и науки Республики Казахстан Астана ГОСО РК 7.10.120- Foreword 1 DEVELOPED and INTRODUCED by the Kazakh National Technical ... "