“If your actions inspire other people to dream big,
learn more, do more and become better, then you are a leader.”
Thomas Fuller
Step 1. Strong arguments
Formulate an extremely clear and honest answer to the question: "Why do I aspire to be a leader?". It is important that you are able to answer the question for yourself. The more specific you are, the easier it will be for you to achieve leadership. Number the lines from one to ten. At the top, write the phrase: “Becoming a leader, I ...” and on each line write what you expect from leadership, what it will bring to you. Maybe leadership will give you moral inner satisfaction, or give you the opportunity to increase your income, respectively, and the standard of living of your family. It is possible that you simply feel that being a leader is your nature, or you desire to help other people. Perhaps leadership will give you the opportunity to lead, or you see leadership as a stepping stone to achieving more meaningful goals and results ...
If you want to become a leader - overtake or go your own way
When you decide to become a leader, you must remember that the emotional desire must be in perfect harmony with the mind. The mind is guided by facts, it needs to weigh all the pros and cons in order not to make a mistake and make the right decision. If you can bring arguments to your mind that will not meet with resistance from his side, then you are on the right track. All your answers must be written on a piece of paper. The paper will help you articulate the explanation of the reason more clearly than if you did it in your head. Do not rely on the fact that you can remember everything. Looking at what is written, you can really adequately assess how significant this or that explanation is. Remember that you must write a clear and specific explanation of why you want to be a leader. It will help the mind. Draw an analogy with the list of products that you write before going to the store. Make the same list for your mind.
Step 2. Your intention
Once you've made clear your reasons for wanting to be a leader, you need to prepare for action. But above all, you must be ready to become a leader. This is your intention.
Preparing for action means that you must be fully aware that leadership can only be achieved through serious effort. If you can clearly articulate the reasons that motivate you to act, then it will not be difficult for you to start taking steps towards leadership. Readiness for action also means being able to do the work that you may not want to do, or you are not in the mood. You should not put off your actions until later. Correctly formulated reasons will ensure your desire to work and go towards the intended goal, no matter what. If you decide that you have already done a lot today, and you will start mastering the next step tomorrow, you are on the way to failure. The leader does not use the word "tomorrow". He strives to get everything to the maximum at the moment. The leader's word is now. The word "tomorrow" is like a sign in a shop window "tomorrow everything is free", which no one will ever take off. That is, no one will ever be able to get the goods for free, because the sign says: "tomorrow." Readiness to become a leader means taking full responsibility not only for your actions and own life, but also for the actions and lives of other people, on which you will have a direct impact. The readiness to become a leader means that you will begin to think not only about your own well-being, but also about the success of the people you lead.
Step 3. Training
The desire to learn and acquire new knowledge and to learn continuously is perhaps one of the most important leadership qualities. You can learn all the missing knowledge yourself by finding it in printed publications, on the World Wide Web and other sources. A person is capable of developing any qualities in himself. But the main condition is the desire and willingness to learn. Learning means thinking progressively, consistently acquiring knowledge in a particular area. There is an expression: "Who has access to information, he has the whole world." Find time to acquire new knowledge and skills. Don't be afraid to invest in learning. The acquired knowledge will help you get tens of hundreds of times more. If you want to become a leader, you have probably chosen an area for yourself in which you want to improve. Your task is to have all the knowledge in the field of interest to you. Make it a rule to dedicate one hour on weekdays and two hours on weekends to gaining new knowledge in the chosen field. Owning knowledge will give self-confidence. The starting point in achieving leadership is the desire to constantly learn. If you think that you know everything thoroughly in any issue, then you are unlikely to be able to become a leader.
Step 4
Self-hypnosis is a method of consciously influencing your subconscious. Most people know that about 95 percent of the things we do are controlled by the subconscious, and only 5 percent are caused by decisions that are made consciously. The goal cannot be achieved if the subconscious opposes it. If you think that you want and can be a leader, but your subconscious mind has the belief that you are a performer and leadership qualities are not inherent in you, then most likely you will not be able to become a leader. Don't be afraid. There are many ways to influence subconscious beliefs: visualization, self-talk, and other techniques that can help you manipulate your subconscious mind to reinforce those ideas and thoughts that will lead you to leadership.
Step 5
The last step involves persistence. It is impossible to achieve leadership and stop there. The leader has to act constantly: day after day, minute after minute. You will need to complete the first two steps only once. You set goals, plan the work, and then you get to do the work. If the last point does not scare you, if you are still confident that you want to achieve the goals outlined in step 1, then most likely you are able to achieve great results!
The social movement plays an important role in the education of leadership qualities, it allows not only to gain knowledge on managing a team, but also to become its real leader. Young people are rarely involved in representative bodies, both socio-political self-organization and state power. It is characteristic that in State Duma, legislative assemblies of regions, local governments, political parties and other structures are represented by about 3% of people under the age of 30, although, for example, according to statistics in small businesses, the share of young entrepreneurs is more than 30%. Young people are most often remembered during the election campaign, since getting the support of half of the country's voters is the dream of any politician or statesman.
sociological research show that about 50% of young people believe that a leading position in society can be achieved through organizational skills, activity, ambition. It is these positions that are embedded in public service, which is an important factor in the education of a leader.
No public association can do without a leader. The leader protects the interests of his group, acts as its “leader”, since the participants shift their worries onto his shoulders. The leader is the best custodian and representative of the association's program ideas. Even appearance a leader can improve the image of the organization and the country as a whole.
At present, for the majority of the population, it is not so much the ideology of the organization that is important, but ideas that are easier to associate with a specific person. In turn, the strength of the leader depends on the influence of his ideas. A public association enhances the positive characteristics of its leader, creates additional situations where these characteristics are clearly manifested, removes, denies the negative characteristics that affect public opinion. To support the leader's popularity, positive results are needed, at least small successes, strengthening his authority and influence on the masses, which is ensured, first of all, by the socially significant activities of the members of the organization. Thanks to the public organization, the personal image of the leader is strengthened: a situation of success achieved under his leadership and associated with his name is created; personifies the power of the organization; there is an opportunity to participate in educational (including international) programs, publish articles, books, join working groups, committees of the Government, the Federal Assembly, boards corporate organizations and etc.
Leadership is ambiguously assessed in Russian society. “I have a negative attitude towards the very phenomenon of leadership. Not least because it is always a sign of some kind of trouble in society. The fact that today there is such a “harvest” of leaders is by no means a sign of the flourishing of democracy, but rather a sign of the sickness of society” (D.S. Likhachev). This point of view is quite common, so it makes sense to pay attention to the various aspects of this phenomenon.
If in the USSR a person who achieved success in production or social and political activities was considered a public leader, today pop stars, actors, writers, journalists, directors, etc. become leaders. They are professionals in the psychological impact on people, and not in activities and production. In the modern world, the leaders of leisure, the leaders of consumption, which are created, consciously constructed by specific people, become the leaders. “Press agents rewrite family stories, run fan clubs, produce magazines for them with millions of copies, write their “autobiographies” for the stars, find optimal behavior patterns for them. A star is an intense process of creating an image. Public organizations need to create their own images of action leaders. Modern society is becoming technologically complex, so people engaged in innovative work-creation should come forward.
Another type of modern leader, preserved from Soviet times, is the bureaucratic one. Typical careerists aspire to it. The value of the time of a bureaucratic leader and the value of the time of his environment do not coincide. His time value is higher, so everyone else needs to adjust to his routine. Hence the agonizing wait in the waiting room. The space of such a leader also does not coincide with everyday life. ordinary people. It is surrounded by expensive furniture, cars, for the movement of which the roads are blocked ...
Leadership is at the top of the hierarchy of human needs. And the satisfaction of higher needs is possible only when the needs of a lower level are satisfied. “The individual who feels the need for something constantly craves its satisfaction”:
Physiology: water, sleep, food, shelter, sex.
Security: the ability to control the situation.
Love: belonging to family, friends, lovers (transitional period from individual to social).
Recognition: admiration of others, satisfaction of ambitious desires.
Self-actualization: concerns the longest-term goals, designed to fully utilize the potential.
There are four stages in the personal development of a leader in a public organization: 1) leader-agitator; 2) leader-enthusiast (fanatic); 3) leader-administrator (head); 4) leader of action (politician): “The movement begins with people of the word, is materialized by fanatics and is consolidated by people of action. On the man of action, the dynamic phase of movement is completed; he does not want to renew the world, but to take possession of it.
Leadership (from the English leader - leader) - the leading influence of a group member - leader - on the group as a whole. There are two main leadership roles associated with different aspects of the functioning of the group. The role of a business leader includes actions aimed primarily at solving the task assigned to the group (for example, the implementation of labor, learning activities). The role of an emotional leader is associated with the sphere of emotional activity of the team and contains actions related mainly to the sphere of interpersonal communication in the group. The set of techniques and methods used by a leader to influence people who depend on him is called leadership style. At authoritarian style the leader in relation to the followers acts authoritatively, directively, rigidly distributing roles among the members of the group. The authoritarian leader concentrates almost all the main functions of management in his hands, not allowing the members of the group to discuss or challenge his decisions, his actions. The opposite of authoritarian is the democratic leadership style, in which the leader seeks to manage the group in close cooperation with the rest of its members, giving them a certain freedom of action, decisions, and initiatives. With a liberal leadership style, the leader is practically removed from the active management of the group, giving its members unlimited freedom of action. A leader is a member of a group who, in significant situations, is capable of exerting a significant influence on the behavior of other participants, practically leading them. However, the concepts of "leader" and "management" are not the same. Unlike the leader, the leader is not appointed officially, is not endowed with any formal authority, and does not bear legal responsibility for the state of affairs in the group. In a group in which the leader simultaneously acts as a leader, the moral and psychological climate is better than in one where the leader does not realize his ability to establish friendly teamwork. A group of children and youth can only be considered a true team when its formal and informal structure do not contradict, but complement each other, when the official leaders of the team have a high status in the field of interpersonal relations.
American researchers separate management (as an attempt to manage people from outside) and leadership (as the desire to give people the opportunity to manage themselves):
In leadership, a set of characteristics is important that will better influence both the population as a whole and specific social groups. The image of the leader must be woven with human traits that are understandable to the majority, which everyone can recognize as their own. The leader must demonstrate the whole palette of feelings. When a person’s status changes, he also changes outwardly, so it is important for a leader to know how to be in order to match the new position.
The image of the leader can be discussed with the participants of the movement, using literary works. Khlestakov in Gogol as a leader is a man not of action, but of influence. He is deceitful: “The initiative in the course of the dialogue is not always with Khlestakov. He most often just tries to say what is expected of him, and to be a pleasant "explorer". From the very beginning, he praises everything - establishments, the custom of the city, breakfast, labardan fish. He feels that his praises are waiting like manna from heaven - and he does not feel sorry: he praises. Unfortunately, it is precisely such a "leader" that the majority is preparing. modern organizations teaching "how to win (!) Friends" (according to D. Carnegie).
Currently, there are a large number of approaches to typing the personal qualities of a leader. The modern leader is presented as a person:
Active, making serious decisions, who is judged by his deeds, not words;
With a forward-looking vision that takes action not by accident, but as elements of a plan that seeks to achieve the good for all;
Received in management as a legacy of confusion, problems;
Bold, decisive, selfless;
Solving problems that are significant to the population.
There are three aspects of the image of the modern leader of a public organization in Russia: portrait, professional, social.
The portrait aspect of leadership includes: external data, charisma, intelligence, confidence, energy, dynamism, relative youth, health, openness, sincerity, charm, sense of humor, etc.
Start folk saying“They are greeted by clothes” is true, but its ending - “they are escorted by the mind” - not quite, since only 7% of the general perception of a person is attributed to the content. External data is an important trait of a leader. The task of the modern leader as the "face of the company" is not to convince, but to be remembered. The choice of an outwardly handsome leader is a profitable investment: beauty attracts more people, a photogenic, and even more telegenic person is an important condition for any advertising - the engine of trade.
The leader must look like a winner - a smiling, self-confident person, must be able to cheer up, maintain attention.
The current generation is much more emotional than the previous one. “There are hundreds of girls who need an idol in a tactile sense, to be able to touch it, at least on the TV screen.” Charisma - one of the main signs of a leader - is created just thanks to the massive attention from the fans. “People are excited by legends, including living legends, and not by the person himself. Supporters are attracted to the aura that surrounds a charismatic figure rather than the figure itself. People who don't look at what's going on in the street will take notice when they see the crowds gathered to watch. People worship those who are in the focus of public attention: you will see the legend alive, and you will have something to tell your neighbor about (according to W. Kevin).
The leader is characterized by aggressive traits, which reflects rather archaic requirements characteristic of a flock of animals: toughness, assertiveness, courage (courage is an important quality: working with patients with leprosy, syphilis, AIDS causes admiration and respect). With the biological basis of communication, supremacy is given to the one who is stronger, who has a commanding voice, a respectable age and appearance. “Strength, not mind, is recorded in our memory as a sign of kings and padishahs. The mind went rather to their ministers and viziers. A strong leader speaks little, does not need to justify his actions, gives out little information, because he sees no reason to bother himself unnecessarily. Time and knowledge of a strong road leader. The strong one constantly demands feedback: is it clear enough what he said? Did he overload the brains of limited partners? He doesn't need more detailed information. Therefore, a strong man often does not listen to his partner, does not give him the initiative. A strong leader can distance himself from some issues without mentioning them, impose the subject and rhythm of the conversation on his interviewers. " True leader must be kind and just to his own, but merciless to his enemies. He maintains a clear division: "we" - the people and the leader, and "they" - enemies, rivals. All actions of the "archetypal" leader must be judged as successful and victorious." The leader of action is based not only on persuasion, but also on coercion, which has a great effect. In addition, the only way to keep informal ties in an organization is by protecting those ties. The difference between the leader of the mass movement of a free society is that he leads people to where they themselves aspire.
A male leader must be rigidly gender-oriented, have an elevated masculine status, it is necessary to cut off everything feminine and in need of protection in him. A set of "male" qualities of a leader: decisiveness, strength, a certain aggressiveness, charm, attractiveness, competence, participation in decision-making, impressiveness. “Get yourself in good shape! An apathetic and clumsy person will not be able to pretend to be cheerful and healthy in public. Stay fit (not skinny) and show off the energy you get from eating well, resting, and exercising.” The sporty look of a leader helps to create an image of an organization that can understand and solve the problems of youth.
The Professional Aspect of Leadership implies special readiness to perform leadership functions and includes: competence, purposefulness, efficiency, efficiency, experience, knowledge, intellectual, oratorical abilities, etc.
Modern leader:
Harmonizes with the spirit of the times, with the assessments and ideas of others: quickly makes decisions and is responsible for their implementation;
Has experience in communication, attracting new people, is able to form a team;
Able to lead people
It has the ability to communicate directly with its members via the Internet: collect their requests, answer questions, give instructions. Feedback- pledge effective development organizations.
The mass consciousness traditionally associates leadership with “scholarship” (hence the candidate and doctoral degrees of most of the leaders of Russian NGOs): the leader writes texts, sorts through papers, speaks competently when others “listen”, clearly answers journalists’ questions. At the same time, in terms of the level of intellectual development, the leader cannot differ too much from the average level. “People don’t get very excited when they see a recognized hero. They are uncomfortable with him. He is above them. And people do not tolerate superiority. The leader must consciously underestimate his abilities so that those around him feel more comfortable, stronger. At the same time, he should be able to give examples from microeconomics, micropolitics, understandable and calculated by everyone. “The leaders of the crowd do not belong to the number of thinkers - they are people of action. They do not have insight, as it usually leads to doubt and inaction.
The leader must be ambivalent (be able to anticipate the expectations of a partner, group), this is a more effective line of behavior that allows you to cover a much larger circle of supporters with your “messages”. Just like a fortuneteller deliberately generates ambivalent texts in order to increase the number of hits.
The leader must have a clear vision of the goal to be achieved, anticipate obstacles and engage necessary resources to its achievement. At the same time, people working with a leader should be aware that they are working on the implementation of a task set not by one person, but by a whole team.
The Western leader is taught not to show his anger or confusion, to answer questions as concisely as possible so as not to be edited. So, R. Nixon (former US President) went out to reporters with a text that did not exceed 100 words. It is important to teach sincerity (the absence of discrepancies between the form and content of messages); need to demonstrate self-confidence; show no excitement. Psychologists believe that if, when smiling, the left corner of the mouth is lowered or the left eye is screwed up, it means that a person has a bad soul, if the right eye is open more than the left, then his mind, logic are not sufficiently developed. Strong man laconic, this weak one gives out everything to interest a partner.
Oratory skills are one of the conditions for the successful promotion of a leader and his organization. A. Mikhalskaya examines the hierarchy of behavioral factors that affect the popularity of the speaker: appearance (general appearance, demeanor); feminine manner of speech in men and masculine in women; individual personality traits (expressiveness, expressiveness, emotionality). A bright, catchy (but not excessive) detail is obligatory - a tie, a badge, a brooch, a scarf around the neck: the public's eye must be attracted by something, "caught".
You can evaluate the leader-communicator on the following scales:
- "safety" (kind, pleasant, honest, warm, not evil, calm, patient (low scores - dangerous, hostile, dishonest, inhospitable, cold, unsociable, vindictive, excited, impatient);
- "qualification" (professional, experienced, skillful, informed, qualified, capable, reasonable);
- "dynamism" (aggressive, resolute, sincere, strong, courageous, active, energetic, fast).
Erwin Bettinghaus offers his parameters of communicators:
Confidence parameter: successful presentation to the listeners.
Fame parameter: the trainees should know it from previous activities.
Status Parameter: The speaker must be associated with the organization with which they are affiliated.
Opinion leaders parameter: the speech should be structured in such a way as to be directed to the opinion leaders of this group.
Approximation Dimension: A speaker will increase their success by highlighting the factors that bring them closer to a given audience.
The parameter of audience knowledge: age, gender, social environment - all this will help to influence the receipt of audience support.
The parameter of targeting the majority - it makes sense to adapt your message to the largest group.
AT Workbook participant of the project of the Association of Young Leaders "Small Motherland" gave advice to the speaker. Preparing for a performance:
I know what they want to hear from me.
I can reduce my point of view to one sentence, and the main ideas to three.
I have a captivating beginning, a clear middle, and a thought-provoking ending.
I wrote the main points of the speech in different colors on the cards to emphasize the main point. I did not forget to number the cards - it will help me if I drop them.
I tried my speech on my parents, grandpa, grandma, dog, cat, neighbor, janitor and mirror. After their criticism, I took everything into account and tried again.
Pre-performance settings:
I will remember that the speech begins the minute I get up from my seat. I'm going to confidently step onto the stage and look around the audience before I start. I'll take a deep breath and begin slowly and loudly enough (directing my voice at the person in the last row) so that everyone can hear the speech I've been working on for so long.
I will look to each listener to deliver my message to them. I will make my hands stick to the surface of the podium or pockets so as not to gesticulate while clarifying the things I am saying.
When I'm done, I'll pause for a moment, then confidently walk off the stage.
After the performance, I will look for my acquaintance in the hall and ask what went well and what needs to be worked on in the future.
No matter what happens, I will still discover something new in myself and learn about others. Every time I'm in front of an audience, I improve my speaking skills.
Social aspect leadership includes: trust, humanity, compassion, conviction, foresight, concern for people, the ability to clearly formulate the goals of their activities; to declare and implement the ideas of social protection. In modern Russian society, which is in a protracted crisis, the role of leader is claimed by the one who can become a savior, because due to the loss in cold war an inferiority complex has become firmly established among the people (according to K.G. Jung). A real leader is the king of illusions, he translates everything into the plane of the future tense. The leader should develop non-traditional forms communication, new behavioral techniques. The real position of the leader in society is also important. Who is he? If the main milestones of his biography correspond to stereotypical attitudes about the social "norm", and his social parameters do not raise questions, he is perceived as "one of his own", who has pulled ahead due to a twist of fate. The people to whom the leader extends his influence should be clear on what means he lives, his marital status, the circle of people close to him, etc. should be known. At the same time, details and details are not important, more often they raise new questions, to which there are not always unambiguously "correct" answers.
In contrast to the training of leaders only as leaders (without a thorough study of the specifics of the field of activity), leadership in teaching service, leadership in service is the leader’s employment, the upbringing of not a man of his word (tribune), but a man of action (worker), since the leader of a social movement is always busy with business, takes responsibility for solving complex problems, including material ones. We can conditionally distinguish four stages in the formation of a leader in public service: 1) leader-author of the idea of a social movement - 2) leader-project manager - 3) leader-manager of a group of volunteers - 4) leader-manager of an organization. The times when the leader was brought up only with the use of game methods, modeling, theorizing are gone. Real knowledge of the mechanisms and laws of social development and state policy, research, design, management, analysis of the results of the project are tools that allow you to prepare a true, meaningful, responsible leader.
Young leaders generally do not have the same leadership development needs as adults. One of the problems of leadership in the ministry is the contradiction between the expectations of adults, who “exactly” know what a young leader should be like, what qualities he should have, and the real situation that requires one or another leadership approach. Indeed, the most striking examples of leaders in adults are Lenin, Stalin, Martin Luther King, Gandhi. But none of them was a leader at a young age. Consciously or not, adults assume that leadership is something that everyone earns or turns into.
Thus, for most adults (especially in the education system), young people cannot be leaders in the present. They can only prepare to become leaders. In addition, adults are unwilling to leave their own positions of power and decision making. Power belongs to an adult, youth is limited to business assignments and duties.
In typical situations of adult leader dominance, young people are allowed to develop projects, ask for help and support from outside organizations - that is, to carry out business activities. As soon as administrative issues arise, for example, spending money or hiring staff, the opinion of young people is usually not taken into account. Adults forget that all the steps leading to success or failure must be taken by the young person on their own. Only in this way can he feel like a real builder of his life and the life of the team. Youth has its own style, spirit, aspirations, values. The desire of the mentor to organize the youth movement in such a way as to reproduce the ideas and ideals of adults in it leads to the fact that the whole life of such a “specialist” is spent on raising “ideal” (more precisely, “like themselves”) children. Youth is sacrificed to adulthood, which in turn is sacrificed to youth.
The system of self-government "is of undoubted value, since it develops in given real social conditions the elements of personal self-control, recognition of the rights of others and tolerance towards others, respect for law and authority, a sense of the value of order and cooperation as the foundation of all work and success."
The main task of self-government is the development of a legal instinct and a sense of responsibility in the individual. In well-organized self-government, adults become senior allies whose authority is recognized. Therefore, specially created youth-adult organizing committees (headquarters, centers, etc.) of the social movement should solve those simple questions that correspond to the real life of children and adolescents, can be mastered by them independently and in which the personality will be socially tempered. The child must see in service the concentration of his vital interests. It is the social component that makes it possible to cultivate a sense of duty, responsibility, initiative, respect for law and law. Where there is public life, there is a need and possibility for self-government. Otherwise, self-management turns into a fiction or a game.
Self-government should be mobile, implemented in a variety of specific forms related to the characteristics of the social environment. In the organizing committee, every young person should be accustomed to conscientious implementation certain social function. Youth has its own interests and tasks, therefore the creation of initiative public associations, where life problems are solved collectively and participation in which is voluntary, is a task much more important than "democratic" self-government. It is the social organization that is the true center of life, and not the place of preparation for life.
Self-government should solve the problems of the youth itself, allowing the individual to grow and develop. Self-government in the process of social movement is youth management, not ministry. Therefore, all issues related to the preservation and transmission of the experience of previous generations, the organization of work on the assimilation of knowledge and the support of discipline resulting from this should not be the subject of youthful self-government.
The problem of organizing the self-government of children and young people does not lie in determining the ways and forms of involving them in the management of a social movement project. The inclusion of young people in the organizing committees is not true self-government, since it presupposes the formal presence of a young person (even an elected one) among experienced and knowledgeable people. Experience shows that, initially interested in novelty, children soon become weary of their unused right to control the process.
Is not productive and copying state system management (the so-called "school of parliamentarism"): on the basis of frequent elections and parliamentary discussions of minor issues, children quickly cool down to such games. Children develop a desire for debate for the sake of debate, the desire of far from the best students to win elections with the help of "dirty" technologies, etc. Playing at the state or at parliamentarism leads to the displacement of content by form, as a result of which victory for the sake of victory becomes the main driving impulse.
Best Structures have multiple leadership positions, so many talented people can implement the ideas of a social movement at the same time. It also increases the opportunity to attract more volunteers.
Socially significant activity is always the need to change the natural personal goals, to limit one's external "I" in favor of the supra-personal. Public service is a long-term goal, limiting immediate attraction to the more distant and lasting interests of the whole. Children do this, and not otherwise, not because it is prescribed by their individual duty, but because everyone does it, as it were, established by nature. In this regard, the authority of an adult is important, which is a transitional step between the external force to which the child is subject, and free submission to the internal law of duty. Above authority is the mind of man, submission to authority must be justified by the mind, freely accepting the prescription of authority. The ability to do everything according to the prescribed is not the goal of education, obedience is just a means of educating in a person a sense of duty, satisfied by his free action. A properly organized youth movement instills in a person the ability to respect the rights of another and defend his own right.
Socially significant activities should be organized in such a way as to foster a love for freedom. Children, obeying an adult, must learn to follow the dictates of duty. Any rules of conduct must be justified by conditions joint work. Then they will be clear to teenagers in their motives (this is my goal) and will not cause indignation, which is natural for youth. Moreover, these rules should equally apply to all participants in the public significant activities: children and adults. Recognition by adults of their mistake in violation general rules only reinforces his authority. The activities of the organizing committee, public association should be dominated by the spirit of law, where everyone has equal duties and steadily observe them.
Social movement can help unite initiative young people, young leaders. Adults sometimes think that it is easier to organize events "FOR" students, especially since they are more often passive, indifferent and have no experience in organizing important events and affairs. However, one of the characteristics of a social movement is that it involves the use of the skills and enthusiasm of the young people themselves. For students, this is an excellent opportunity to plan an important social event for themselves. Therefore, the ministry is organized for the youth and by the youth themselves.
The social movement is effective tool struggle for power. The ideas of leadership laid down in its basis serve as one of the conditions for the victory of candidates in an election campaign of any level. Unfortunately, the authorities did not come up with a new pattern for the elections. Agitation of the youth is carried out "in the Soviet way": explanatory speeches, collection of assets, lectures, etc. Elections are dramaturgy, because the one who tells the voters the story that the people want to hear is elected in this moment(160). If real activity is added to this, the chances increase.
Jacques Seguel puts forward eight universal commandments for a successful election campaign. Vote for:
A person, not for a party;
An idea, not an ideology;
The future, not for the past;
The image is social, not political;
A man-legend, not for mediocrity;
Fate, not for the ordinary;
A winner, not a loser;
The values are real, not imaginary.
Distribution of new information technologies allowing young people to communicate with each other and discuss their values and culture, enhance self-esteem, consciousness social responsibility and civic leadership, give hope for leaders of action, not entertainment, to come to power.
The main feature of the social movement is that it does not prepare for life, it creates the conditions for an independent full-fledged real life. Social work becomes the education of youth for its own sake, the young man's leadership in service makes him the Creator of his own culture.
Structure and stages of development of a social movement (on the example of a public organization).
The skills of collective activity, so necessary for life in modern society, are most easily acquired by doing various practical things in the circle of like-minded people, participating in the activities of a public organization. A child, a young person, being involved in activities that correspond to his interests and needs, but objectively having a social meaning, receives satisfaction not so much from the activity itself, but from the realization of his need, usefulness for other people.
Choosing or independently developing a project, an initiative group of children and youth takes on a common task, whether it is making toys for an orphanage, laying out a flower garden, a concert for disabled soldiers, caring for a veteran's garden, etc. This is work done in common, where each supplements his efforts with the efforts of the other, where everyone is concerned with the production of a common product. The mentor only sets the task, directs common work, helping with his advice and work where the work has stalled, but does not provide a model that everyone must repeat. In this case, something new is created, something that had not been before.
Currently, youth and children's public associations in Russia do not have a decent state support, develop chaotically, their activities are poorly covered in the media, but in recent times Numerous movements, foundations, organizations are being actively created and developed, including a large number of children's and youth public associations. Hundreds of international, all-Russian, interregional, regional and local children's and youth associations are implemented on the territory Russian Federation thousands of programs and projects of various kinds.
Despite the many associations, statistics show that the majority of children and young people remain aloof from active participation in the public life of the country, they do not even know the names of existing associations.
If you do not delve into the economic problems of ensuring the activities of public associations and do not consider the actual blockade Russian funds mass media positive activities of children and youth, the reasons for the unwillingness of adolescents to join a children's and youth organization are, first of all: 1) the orientation of newly created associations towards educational and educational, often abstract goals that are not related to the environment familiar to a child, a young person; 2) tough authority on the part of adults (an adult is always right; the child must obey the teacher (counselor); 3) the unwillingness of leaders to part with outdated forms of work, the struggle for quantity, attendance, "cleanliness" of rows; 4) exotic associations, ignoring Russian traditions; 5) implanted religiosity, partisanship, extremism; 6) the closeness of the association from the real life of the city, town, village, the predominance of "contrived" situations over real life.
Manager and leader are two very different things. A boss at any level can be driven, passive, or simply not inspire people and be limited to bureaucratic management. Another thing is the leader. In whatever society he appears, everyone immediately understands: he is the main one. If your actions inspire other people to do more and become better, then you are a leader.
Set a goal to become a dynamic, charismatic person. Each of us can do this, but few do. Take an example from the best.
So, John F. Kennedy was very sickly as a child, but managed to overcome his physical weakness and become one of the most effective leaders in US history.
Sergei Pavlovich Korolev also had a difficult childhood. He grew up in the cruel conditions of devastation and wars, with difficulty received an education; later he was arrested, tortured, sent to Kolyma. But nothing prevented him from becoming the greatest Soviet leader, who organized an unprecedented scientific and technological breakthrough in history.
To become a leader, start small. Listen to Dale Carnegie's lecture course on public speaking. Look for books on the art of conversation and personal improvement. Communicate. You will have fun and create a strong circle of friends and partners.
Turn on the charisma
Renowned management expert Robin Sharma recommends never complaining in 200 Life Lessons so that you are known as a positive, strong, energetic and enthusiastic person. The one who complains is always cynical and looks for the negative in everything. Such a person scares people away and rarely succeeds.
Never complain to be known as a positive, strong, energetic and enthusiastic person
People who seek power for the sake of power experience primarily self-doubt. They want to show how important they are in this world, and therefore they try to subjugate and control other people only in order to raise their own self-esteem. They become leaders only to satisfy their own ego.
Focus on the positive. Be strong spiritually so that nothing can turn you off the intended path to success. Imagine what you want and firmly believe in it. It will definitely happen.
Flexibility - key quality brilliant entrepreneurs. They are never inflexible or fixated on a single matter or action. They allow for the possibility of being wrong, as well as alternative ways to achieve their goal. Your ability to respond and adapt to life's circumstances is a measure of who you are and what you are likely to achieve.
Here's what makes a charismatic leader:
- dedication to the cause;
- the presence of great desire, ambition;
- persistent progress towards achieving goals;
- willingness to perform any task and work hard to achieve it;
- interest in other people, kindness;
- sense of humor.
Show strength of character, as well as ingenuity in difficult situations.
Let you be known as the person who works the hardest.
Try to always take care of others. Don't be afraid to stand out by improving your personal and professional quality. Feel like a star that shines brightly, delighting other people.
Start with yourself
Consider Robin Sharma again. He considers it necessary to do two things you do not like every day. Let it be something small, just do the job. Over time, such responsibilities will no longer seem so burdensome, your strength of character will strengthen, and with it your productivity will increase. This technique will help to strengthen the character.
Sharma advises to be kind, considerate, polite, insightful. Show toughness and courage in time. This is a sign of a well-formed character, and you are sure to command respect.
It is very helpful to read books that teach how to strengthen friendships. Be a good listener, show people real respect, and improve other interpersonal skills. To achieve real success, you need to understand that worldly wisdom and insight are the most important traits that you need to cultivate in yourself.
Study personality psychology to determine human nature. Don't let yourself be taken advantage of and be aware of what's going on around you.
Do not stoop to petty gossip and intra-office squabbles, but understand that they really exist, and know what is happening behind your back. This is what every leader does.
A leader is a person who leads people. Leadership begins with the ability to control oneself, primarily one's thoughts and emotions. Before you command other people and lead them, you need to learn how to manage yourself. This is the first and most milestone in leadership. This is how you practice: you are both the manager and the performer. If you are able to manage so intelligently that the performer happily obeys, then you have been given the ability to manage a large number of people.
Energy key
A leader is not a manipulator, a leader is a motivator. His actions are based and aimed at creating and maintaining the well-being of others. Every person thinks about himself first. The leader is able to think about others because he is great at taking care of himself and he still has the energy and strength to give to those around him.
Therefore, a leader is, first of all, a person who perfectly manages his life. He has a lot of free energy, and it is due to a strong and stable energy that he is able to lead people.
By free energy we will understand the creative energy that a person uses for creativity. Most have enough energy only to maintain the existing standard of living, some even do not have enough for this, and then their bar is lowered. And only a few have enough energy to create the future, in addition to maintaining the existing level.
people who seek power for the sake of power experience self-doubt, they become leaders only to satisfy their own ego
How do you deal with mistakes and difficulties? key factor in leadership. The first and most important condition for dealing with mistakes should be a positive reaction. Accept mistakes and remember that leaders are people too, they have every right to make mistakes.
True leaders become such by the choice of other people. They do not strive for power, just those around them feel a strong personality who is able to take care of them, and unite around him. Leaders never spare their energy, because the more they give, the more they receive, the stronger they become.
Leaders have deep self-confidence. This confidence is the core of their life position and attitudes towards life and towards other people. Confidence enables them to accept themselves for who they are.
A person is able to effectively manage his life only in a calm state. It is impossible to shake someone who is confident in his future. This peace of mind allows you to think crystal clear and make the right decisions.
Do you need it?
Answer yourself honestly to the question: “Why do I want to become a leader?”. Try to clarify this issue as clearly as possible. The more precisely you understand what it takes to be a leader, the easier it will be for you to become one.
For example, as a leader, I:
So, you have determined what you want to become a leader for. The reasons are clear and specific.
The next step is the willingness to act and become a leader. This is the intention.
Being ready to act means realizing that you can become a leader only by working hard. If the reasons are good enough, you will find the strength to take action.
To be ready to act is to do the work that needs to be done. Despite the fact that you do not want or you are not in the mood.
To be ready to act means to begin to act. If you are ready to start tomorrow, you have lost. Tomorrow means never. There is no word "tomorrow" in the leader's vocabulary. There is only "now" in his vocabulary.
Leadership expert John Maxwell believes that being ready to lead means taking responsibility for your actions, for your own life and the lives of others who will be affected by your actions.
Learn without mistakes
The desire to learn is the most important quality of a leader. You are able to develop whatever qualities you need through training.
It is fair to say: "He who has information controls the world." Look for necessary knowledge. Invest time and money in gaining knowledge.
You probably want to be a leader in a certain area. You must study this area thoroughly, own all the information. Give your education 1 hour on weekdays and 2 hours on weekends. It can be both self-study and technical education in a certain area.
The starting point for leadership is the desire to learn. If you don’t have it or you think that you already know everything, then, unfortunately, you will not become a leader.
Since the role of the leader is effective management and coordination, it is very important to find mutual language with people.
Leaders must be true team players. They are able to lead the game of the team and be in the center of this game, instead of hiding behind their backs and specifying who should do what.
Important quality leader - modesty. He must take full responsibility for mistakes and solve problems, and publicly praise other people for all successes, that is, act as if he was not involved in success, and this is all the merit of his team.
Mistakes must be met courageously, and everything must be done to avoid them in the future. Real leaders are able to admit mistakes and draw conclusions from the current situation. In this case, errors play a positive role.
the leader must take full responsibility for mistakes, and publicly praise other people for all successes, that is, act as if he was not involved in success, and this is all the merit of his team
No problem
For the development of leadership qualities, a certain environment suitable for a person is needed.
Leadership is a matter of choice. A leader becomes a person who is able to take care of not only himself. An effective leader achieves his goals by helping other people realize their desires. This is the philosophy of the leader. He realizes his goals indirectly.
Leaders always do more than anyone else. People can be amazing leaders in one area and not in another. This is fine.
The skills that are inherent in leaders, namely: the ability to make a decision, the ability to plan work, coordinate actions, work hard, responsibility, foresight and others can be applied in personal life.
You can be a leader without managing other people. For example, to create a business on the Internet, and other people are not needed for this. Enough to lead yourself.
Leadership is also needed in the family. It lies in the understanding of their children, spouses. Even if you are doing the most mundane work, leadership consists in doing it conscientiously.
Leadership is not a destination, leadership is a journey. Leadership is hard work, first of all on yourself, it is a process of improving yourself and your qualities.
Leaders have the ability to create favorable images in their minds. They have instilled in themselves an ability that allows them to see all events objectively.
Leaders don't use the word problem. This word gives rise to a negative image, which attracts other negative situations. They dropped the word "problem" from their vocabulary. The word "situation" is used instead.
Leaders are careful to use words that evoke negative imagery.
Think Right
Leaders think like this.
They use only positive images, because they know that the mind perceives images, and they try to create a picture that is favorable for work. In a gloomy or anxious state, it is impossible to achieve effective work.
Realize the essence of the problem and try to present it objectively in a way that simplifies it. They smile. Try to smile and at the same time think about something bad. You won't succeed. Or the smile will disappear, or thoughts will change to positive ones. They may seem serious, but at heart they are not serious at all. Severity increases the importance and size of the problem. A smile, on the contrary, defuses the situation, as a result of which the situation is easier to resolve. Awareness of the importance of the issue blocks thinking. The more important the task, the stronger the experience. In the state of experiencing, it is very difficult to adequately respond to tasks and solve them correctly. Leaders understand this and therefore try to reduce the severity of the problem for subordinates.
Use volumetric images. They are making big plans. Bright images can motivate people much more.
Instead of wondering how long the path to the goal is, fix attention on how much has already been completed. They know and try to show people how much work has already been done.
They see things in perspective, in the future. Every businessman who started his own business imagines it in its full bloom, and for this he works and is ready to overcome all difficulties. What we have now is just a transitional stage towards the goal.
Have a positive attitude towards all the events that take place. They see all situations in a favorable light, even if the latter are not so at all. Each situation carries the seed of the next victory. Our life is a series of choices. By responding positively, you transform negative situations into positive ones.
Get into the spirit of great leaders. Learn from them, read their biographies and books. This is the most powerful energy boost. Examples will inspire and make you move forward.
A leader is a person who has learned to turn dreams into reality.
Leaders choose a goal and dedicate themselves entirely to achieving that goal. They don't spray.
Pavel Verbnyak – Deputy Head of the Direct Sales Department of Mosbytenergo Group of Companies
I Theoretical basis formation of leadership qualities of high school students in the activities of children's public organizations
1.1 Leadership qualities of a person as a subject of research
1.2 The possibilities of children's public organizations in the formation of leadership qualities of high school students
1.3 Pedagogical conditions for the realization of the opportunities of children's public organizations in the formation of leadership qualities of high school students 59 Conclusions on chapter I
II Experimental work on the formation of leadership qualities of high school students in the activities of children's public organizations
2.1 Implementation of a set of pedagogical conditions within the framework of the activities of the Union of Children's Organizations of the Tambov Region
2.2 Criteria, indicators and levels of formation of leadership qualities of high school students
2.3 Evaluation of the results of experimental work on the formation of leadership qualities of high school students 147 Conclusions on Chapter II 171 Conclusion 174 References 178 Applications
Recommended list of dissertations
Pedagogical conditions for the development of leadership qualities of adolescents in a children's public association 2006, candidate of pedagogical sciences Sbitneva, Veronika Borisovna
Socio-pedagogical conditions for the realization of the leadership potential of older adolescents in temporary children's associations 2004, candidate of pedagogical sciences Pavlova, Oksana Aleksandrovna
Pedagogical Foundations for the Development of Leadership Giftedness in Senior School Students 2000, doctor of pedagogical sciences Bolshakov, Vladimir Yurievich
Pedagogical support of children's leadership 2004, Doctor of Pedagogical Sciences Umansky, Alexander Lvovich
Pedagogical conditions for the development of leadership qualities of students 2001, candidate of pedagogical sciences Vezhevich, Tatyana Efimovna
Introduction to the thesis (part of the abstract) on the topic "Formation of leadership qualities of high school students in the activities of children's public organizations"
The relevance of research. Modern Russian society makes special demands on a growing personality. Today, the most acute problem in pedagogy is the search for effective methods of personality development and the formation of leadership qualities of socially active youth, the education of potential leaders who quickly and purposefully integrate into society, quickly finding new ways to solve social problems. To date, the work of children's public organizations has accumulated a certain experience in the formation of leadership qualities, which requires scientific understanding. There is a problem of generalization and systematization of the possibilities of the children's movement as a special social institution in the formation and development of leadership qualities of high school students, on the one hand, and the development of appropriate conditions for their implementation, on the other.
The scientific works of a number of domestic researchers are devoted to the study of leadership qualities of high school students (I.P. Volkov, E.A. Gantseva, V.D. Goncharov, A.L. Zhuravlev, E.A. Klimov, I.S. Kon, E.S. Kuzmin, V.N. Knyazev, I.S. Polonsky, B.D. Parygin, A.I. Prigozhy, A.G. Sorokova, L.I. Umansky, A.V. Petrovsky, P.JI. Krichevsky). Methodological concepts for the formation of leadership qualities of a personality were developed by V.P. Isaenko, O.S. Gazman, L.I. Umansky, A.L. Umansky, E.V. Tsinarshvili and others. The central place in them is occupied by the phenomenon of the children's movement, the problem of creating favorable conditions to develop the leadership potential of older students in children's public organizations that are effective tool improving social relations.
Various aspects of leadership are considered in the works of foreign scientists (E. Bogardus, K. Byrd, R. Stogdill, G. Houmans, L.
Carter, F. Knickerbocker, R. Bales, F. Fidler, R. Lord, D. Philips). h
At present, ■ the question of the effectiveness of pedagogical support and support for children's leadership is of great interest; special pedagogical technologies for forming the leader's personality are being developed. Many scientists are working on the creation of methods and programs for the formation and development of children's leadership (T.E. Vezhevich, A.G. Zalevskaya, O.N. Kapirenkova, V.A. Pavlova, T.Sh. Tazhutdinova, A.L. Umansky and others). At the same time, the degree of development of this problem remains insufficient, modern humanitarian knowledge needs new psychological and pedagogical approaches to the processes of formation and development of leadership qualities of older students.
Thus, the relevance of the research topic is due to the presence of contradictions:
Between the increased needs of modern society in effective leaders and the lack of scientific development in pedagogy of ways to form the leadership qualities of high school students;
Between the accumulated experience and significant opportunities for children's public organizations in the formation of leadership qualities of high school students and the lack of scientific understanding of the pedagogical conditions that contribute to them effective implementation.
The identified contradictions determined the problem of the study: what are the possibilities of children's public organizations in the formation of leadership qualities; high school students and pedagogical conditions conducive to their effective implementation?
The object of research is the process of formation of leadership qualities of high school students.
The subject of the research is the process of formation of leadership qualities of high school students in the activities of children's public organizations.
The purpose of the study is to determine the possibilities of children's public organizations in the formation of leadership qualities of high school students and the pedagogical conditions conducive to their effective implementation.
Based on the formulation of the problem, goal, object and subject, a research hypothesis was put forward, which is based on the following assumptions:
1) on the significant opportunities for children's public organizations in the formation of leadership qualities of high school students;
2) about a set of pedagogical conditions that contribute to the realization of the possibilities of children's public organizations in the formation of leadership qualities of high school students, including:
Pedagogical support of the subject-subject interaction of members of a children's public organization, motivating high school students to manifest and develop leadership qualities.
Involvement of senior schoolchildren in activities of different content, allowing them to successfully demonstrate leadership qualities, with constant monitoring of their formation.
To achieve the goal and test the hypothesis, the following tasks were solved during the study:
1. Determine the content, structure of leadership qualities of high school students, criteria, indicators and levels of their formation.
2. To identify the possibilities of children's public organizations in the formation of leadership qualities of high school students.
3. Theoretically substantiate and experimentally test a set of pedagogical conditions that contribute to the effective implementation of the possibilities of children's public organizations in the formation of leadership qualities of high school students.
The methodological basis of the study is formed by general philosophical provisions on the relationship, interdependence of social phenomena, the social conditioning of education and the essence of the individual; about the leading role of human activity in his personal self-development; the socio-psychological principle of determinism and the psychological and pedagogical concepts based on it, revealing the essence and content of the mechanisms for the formation of personality traits.
The methodological function in the study is implemented by a general scientific systematic approach to the knowledge and transformation of reality; logical-historical approach to the study of social and pedagogical phenomena; personal-activity approach to education; the concept of pedagogical stimulation of leadership.
The theoretical basis of the study is the concepts of systemic (I.V. Blauberg, E.G. Yudin and others) and personal-activity approaches to education (I.A. Zimnyaya, V.A. Slastenin and others); humanistic ideas of personality education (J.-J. Rousseau, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky, V.A. Karakovsky, etc.); scientific provisions on the relationship between leadership and leadership (A.G. Kirpichnik, JI.H. Makarova, A.V. Malinovsky, E.H. Sorochinskaya, M.I. Rozhkov, L.I. Umansky, O.D. Chugunova, etc.), on the significance social activities and educational opportunities of children's public organizations in the formation of personality (N.F. Basov, M.V. Boguslavsky, S.V. Bobryshov, A.V. Volokhov, V.K. Grigorova, V.T. Kabush, I.A. Kudryashova, Z.I. Lavrentieva , Yu.P. Prokudin, T.V. Trukhacheva and others); provisions of developmental and pedagogical psychology on the characteristics of the personal development of students of senior school age (L.S. Vygotsky, D.I. Feldstein, G.A. Tsukerman, I.V. Shabelnikov, etc.), issues of pedagogical support for children's public organizations (A V. Volokhov, E. V. Titova, S. V. Tetersky, I. I. Frishman and others).
Purpose, hypothesis; the objectives of the study determined the choice of a set of complementary and mutually validating research methods: the study and analysis of philosophical, psychological, pedagogical and scientific and methodological literature; pedagogical modeling; observation, conversation, testing, questioning, interviewing; study and generalization of experience; retrospective analysis of own pedagogical activity as chairman of the Union of Children's Organizations of the Tambov Region; experimental work, methods of processing experimental data.
The experimental base of the study was children's public organizations of the Union of Children's Organizations of the Tambov Region. Experimental work was organized during the assemblies of children's organizations of the Tambov regional public organization "Union of Children's Organizations" in the period from 2006 to 2010. 690 high school students and 47 teachers participated in the experiment at its various stages.
The dissertation research was carried out in three stages.
At the first stage (2005-2006), the analysis of scientific and methodological literature on the research problem was carried out; the hypothesis, objectives, research strategy were determined; the experience of children's public associations was studied. This made it possible to reveal the level of development of the problem under study and to outline the ways of its optimal solution, to determine the possibilities of children's public organizations in the formation of leadership qualities of high school students.
The second - experimental-experimental - stage (2006-2009): development of methodology and conducting ascertaining and formative experiments;, definition and implementation of pedagogical conditions that contribute to the formation of leadership qualities of high school students in the activities of children's public organizations; verification of the selected conditions in the process of experimental work.
The third - generalizing - stage (2009 - 2010): analysis, experimental processing of the results of the dissertation research, generalization and systematization of the results of experimental work on the formation of leadership qualities of high school students in the activities of children's public organizations (on the example of the Tambov region); formulating the main theoretical conclusions and methodological recommendations on the research problem; finalization of the results of the dissertation work; determination of scientific prospects for further development of the problems of this study.
The scientific novelty of the study lies in the fact that:
1. The content of leadership qualities of high school students is revealed as a set of properties and personality traits that allow a high school student to stand out in status in social group and expressed in the active manifestation of their position, the ability to quickly navigate in situations, adequately respond to the challenges and threats of the time, set goals, unite and lead people to them.
2. The structure (organizational and communicative qualities), criteria (motivational-cognitive and activity-practical), corresponding indicators, as well as levels (high average, low) of formation of leadership qualities of high school students are determined.
3. The possibilities of children's public organizations in the formation of leadership qualities of high school students are revealed, which consist in the presence of goals, objectives, content, forms and methods of activity in them, the development and implementation of which by high school students contribute to the formation and consolidation of these qualities in the structure of their personality.
4. A set of pedagogical conditions is substantiated that contribute to the effective implementation of the capabilities of children's public organizations in the formation of leadership qualities of high school students, including:
Development and implementation of a model for the formation of leadership qualities of high school students in the activities of a children's public organization;
Involvement of older students in activities of different content, allowing them to successfully demonstrate leadership qualities, with constant monitoring of their formation;
Gradual complication of the forms of participation of high school students in socially significant activities: from a social test, to social practice and to social design.
The theoretical significance of the study is determined by its contribution to the development of the scientific foundations of the general theory of education, in particular, the theoretical ideas about the formation of leadership qualities of high school students are clarified: the content of the concepts "leadership qualities of high school students", "formation of leadership qualities of high school students", "the possibility of a children's public organization in the formation of qualities of high school students. The scientific substantiation of the content and structure of the leadership qualities of the personality of a high school student - an activist of a children's public organization is given, various aspects of their manifestation are shown. The possibilities of children's public organizations in the formation of leadership qualities of high school students and a set of pedagogical conditions that contribute to their effective implementation are theoretically substantiated. The model of the process of formation of leadership qualities in the activities of children's public organizations can be used in the activities of institutions additional education children, in general education schools. A criterion apparatus and diagnostic tools for determining the levels and formation of leadership qualities of high school students are proposed, including diagnostic methods, criteria and indicators.
Practical significance The research lies in the fact that it presents a qualitative description of the levels of formation of leadership qualities of high school students based on the developed criteria and indicators, developed guidelines for children's public organizations to create conditions in them for the formation of leadership qualities of high school students. The author of the dissertation has developed and put into practice more than 20 programs for the formation of leadership qualities of high school students in the activities of children's public organizations. The research materials can be used in the activities of children's and youth public organizations, in the preparation of teachers for work in these organizations, as well as in the activities of institutions of basic and additional education for children in the process of implementing various areas of education necessary for the full socialization of the younger generation. A set of recommendations can be applied in the system of training and advanced training of teaching staff.
The main provisions for defense:
1. The leadership qualities of high school students are a set of properties and personality traits that allow a senior student to stand out in status in a social group and are expressed in the active manifestation of their position, the ability to quickly navigate situations, adequately respond to the challenges and threats of the time, set goals, unite and lead to him people. The structure of leadership qualities of a person includes communicative and organizational qualities.
2. The levels of formation of leadership qualities of high school students in the activities of children's public organizations (low - the title of "Test", medium - the title of "Master", high - the title of "Professional") are determined by the following criteria and indicators: motivational-cognitive (the readiness of a high school student to realize himself as a leader, understanding social activities as personally significant; knowledge of methods of organizational activity); activity-practical (application of knowledge in practice, effectiveness and efficiency of activity, ability to work in a team).
3. The possibilities of a children's public organization in the formation of leadership qualities of high school students are its inherent goal, tasks, content, forms and methods of activity, the development and implementation of which by high school students contribute to the formation and consolidation of these qualities in the structure of their personality.
4. A set of pedagogical conditions that contribute to the effective implementation of the capabilities of children's public organizations in the formation of leadership qualities of high school students includes:
Development and implementation of a model for the formation of leadership qualities of high school students in the activities of a children's public organization, which is a combination of the following interrelated components: the general and leading goals of a children's public organization; orientational (methodological and content-organizational approaches, the principles on the basis of which this process is carried out), content-activity (types, forms and methods of activity), control-analytical (criteria, indicators, diagnostic tools) components and result (high, medium, low levels of formation of leadership qualities of high school students).
Pedagogical support of the subject-subject interaction of members of a children's public organization, motivating high school students to manifest and develop leadership qualities;
Involvement of older students in activities of different content, allowing them to successfully demonstrate leadership qualities, with constant monitoring of their formation;
Gradual complication of the forms of participation of high school students in socially significant activities: from a social test, to social practice and to social design.
Approbation and implementation of the main results of the study. The main ideas of the study were presented in the form of reports, discussed and approved at the All-Russian scientific and practical conferences: "Educational space of the region: problems, searches, prospects" (Tambov, 2007); "Personal and professional development of a future specialist" (Tambov, 2008); "Pedagogical support of work with youth" (Yaroslavl, 2008); "Children's Movement as a Sociocultural and Pedagogical Phenomenon" (Rostov-on-Don, 2009); parliamentary hearings "On the prospects for the development of the children's social movement in the Russian Federation" (Moscow, 2009), at the assembly of the International Union of Children's Public Associations "Union of Pioneer Organizations - Federation of Children's Organizations" (Moscow, 2009); at meetings of the departments of general and social pedagogy, general pedagogy and educational technologies of Tambov state university named after G.R. Derzhavin (2007-2011). The results of the study were introduced into the work of the Union of Children's Organizations of the Tambov Region.
Dissertation structure. determined by the logic and sequence of solving research problems. The work consists of an introduction, two chapters, conclusion, bibliography and appendices.
Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code
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CONCLUSIONS ON CHAPTER II
Children's public organizations have significant opportunities in the formation of leadership qualities of high school students.
The concretization of the principles of the educational process and the determination of the most effective forms and methods for the implementation of pedagogical conditions in the system of activities of children's public organizations have proved that the most effective form of developing leadership qualities of high school students is to hold assemblies of children's organizations. The Assembly of Children's Organizations is considered as a place where the asset is trained, armed with knowledge, skills, organizational skills, creating an emotional attitude to work in children's public organizations and developing their social activity.
In the process of the assembly, senior schoolchildren form a culture of communication with each other and with adults, senior schoolchildren gaining new knowledge, skills and abilities in practical activities, free choice of communication environment, type of activity, decision-making, the right to unite in small groups, to kind, respectful and fair attitude to the results of creative work. A feature of the Assembly is the uniqueness of each program, as well as a certain variability that provides senior students with the opportunity to choose the type, form and object of activity. The Assembly as a form of pedagogical interaction is a powerful tool for the formation of leadership qualities of high school students. Technologies used at the Assembly for working with children, consisting of a variety of business games, training programs, collective creative activity contributes to the successful formation of a leader, arouses in children an interest in self-knowledge and a desire to work on themselves, gain experience as a successful person, learn goal-setting and decision-making skills.
Pedagogical. the experiment of developing the social activity of the personality of an older student and his leadership qualities in the conditions of children's public organizations was aimed at; to prove that "the most important pedagogical factor in its formation is the installation on the value of social relations and self-development of a person, on his active involvement in social activities. The most effective process of developing leadership qualities of a person occurs when high school students are focused on results. social partnership and are ready for active participation in the life of society when they participate in social engineering and independently display a variety of creative initiatives.
The complex of pedagogical conditions formulated and substantiated by us is implemented at the Assembly through the main components that are constant from Assembly to Assembly, the forms of holding are changing, modern technologies, methods and means of education.
Pedagogical experiment of social development? activity of the personality of the senior "schoolboy and leadership qualities - in the conditions of children's public organizations; specifically within the framework of the Assembly, he proved that the most important pedagogical factor: the factor of its formation is the installation on the value of social relations and self-development of the high school student, on his active involvement in social activities, the development of leadership qualities older students;
We have determined the criteria and levels of formation of leadership qualities of high school students, on the basis of which the influence of the complex of identified pedagogical conditions on the formation of leadership qualities was traced. The use of a complex of pedagogical conditions in the educational process has led to an increase in the level of formation of leadership qualities of older students.
In the process of conducting experimental work, a tiered approach was used, including the following levels of their formation: high (title "Professional"), medium (title "Master"), low (title "Test").
The levels of formation of "leadership qualities of high school students are determined by the following criteria and indicators: motivational-cognitive (the readiness of a high school student to realize himself as a leader, understanding social activity as personally significant; knowledge of methods of organizational activity); activity-practical (application of knowledge in practice, effectiveness and performance, ability to work in a team).
The result of the pedagogical experiment is the achievement by a high school student of a higher level of formation of leadership qualities, expressed in the manifestation of his activity in the activities of a children's organization, and proof of the influence of the complex of pedagogical conditions we have identified on the effectiveness of the process of forming leadership qualities in the activities of children's public organizations.
CONCLUSION
For modern Russian society especially relevant and significant is the problem of expanding the opportunities for active inclusion of the younger generation in social relations and innovative development states. It is in the senior school age that the foundations of the social and civic qualities of the younger generation are formed.
In accordance with the objectives of the dissertation research on the formation of leadership qualities of high school students in the activities of children's public organizations, the following results have been achieved:
The state of the problem of leadership and leadership qualities of the individual has been studied, the history of the development of approaches to this problem has been studied, the need for the development of leadership qualities of older students in a children's public organization has been determined;
Dan* comparative analysis the main theories of leadership, the terminological apparatus of the study was clarified and analyzed (the concepts: "leadership", "leadership qualities of a person", "children's ^ public organization", "formation of leadership qualities of high school students", "opportunities of a children's public organization in the formation of leadership qualities of high school students"); substantiated the content and structure of leadership qualities of high school students as a combination of communicative and organizational properties and personality traits; it has been proved that the process of formation of leadership qualities of high school students is a purposeful, organized socio-pedagogical process that ensures the emergence and operation of mechanisms that contribute to the formation and consolidation in the structure of their personality of a set of properties and traits that allow them to
174 stand out in a social group and are expressed in the active manifestation of one's position, the ability to quickly navigate situations, adequately respond to the challenges and threats of the time, set goals, unite and lead people to them;
The possibilities of children's public organizations in the formation of leadership qualities of high school students are identified and substantiated as their inherent goal, objectives, content, forms and methods of activity, the development and implementation of which. high school students contribute to the formation and consolidation in the structure of their personality of a set of properties and traits that allow them to stand out in status in a social group and are expressed in the active manifestation of their position, the ability to quickly navigate situations, adequately respond to the challenges and threats of the time, set goals, unite and lead to him people;
A set of interrelated pedagogical conditions that contribute to the effective implementation of the capabilities of children's public organizations in the formation of leadership qualities of high school students has been substantiated and experimentally tested: development and implementation of a model for the formation of leadership qualities of high school students in the activities of a children's public organization; pedagogical support of subject-subject interaction "of members of a children's public organization, motivating high school students to manifest and develop leadership qualities; involving senior students in activities of different content that allow them to successfully demonstrate leadership qualities, with constant monitoring of their formation; gradual complication of the forms of participation of high school students in social meaningful activity: from social testing, to social practice and to social design.
The effectiveness of the implementation of this complex of pedagogical conditions is evidenced by the positive dynamic characteristics of the levels of formation of leadership qualities of the tested schoolchildren, a steady tendency towards leadership growth, obtained in the course of experimental work.
The specificity of educational opportunities and the vector of further prospects for children's public organizations for the formation and development of leadership qualities of high school students lies in the fact that in the conditions of such organizations it is possible effective organization creative interaction and partnership between a teacher and a student, which is carried out taking into account his age and personal (individual) characteristics. The system of joint social activities of teachers of children's public organizations and activists, which provides for the diagnosis of the student's personal growth and the dynamics of the development of his leadership qualities, ensures the success of the results of experimental work on the formation of leadership qualities of high school students; the levels of formation of leadership qualities of high school students in the activities of children's public organizations have been developed, defined as low (the title of "Test"), medium (the title of "Master"), high (the title of "Professional"), which are determined by the following criteria and indicators: motivational-cognitive (readiness a high school student to self-realization as a leader; understanding of social activity as personally significant; knowledge of methods of organizational activity); activity-practical (application of knowledge in practice, effectiveness and efficiency of activity, ability to work in a team).
It should be noted that the social potential of children's public associations is not fully realized by modern society, however, in recent years, more and more often parents, teachers, deputies in disputes about the future of children begin to consider public associations as a school for the formation of the best human qualities. And this determines the prospect, relevance and necessity of further research into the problem of the development of children's leadership in a public organization.
The results of experimental work on the formation of leadership qualities of high school students in the activities of children's public organizations and the conclusions of the study allow us to conclude that the tasks set have been solved.
Completing the dissertation research, it seems appropriate to outline possible ways of further research of this problem. In theoretical terms, we believe that the prospects lie in clarifying the depth of the pedagogical problem of children's leadership, formulated in dissertation work. In the experimental plan, it is of interest to study the pedagogical conditions, forms, methods and means of pedagogical influence that contribute to the development of leadership qualities of high school students.
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