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

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S.D. Reznik

VLA. Igoshina

B.C. Reznik

INTRODUCTION TO THE SPECIALTY

"ORGANISATION MANAGEMENT"

Under general editorship

Russian universities for education in management

as a teaching aid for students

higher educational institutions studying in specialty 061100 “Organization Management”

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

Doctor of Economic Sciences, Professor E.A. Neretina (Mordovia State University named after N.P. Ogarev) Doctor of Sociological Sciences, Professor V.V. Markin (Penza State University) P34 Introduction to the specialty “Organization Management”: Textbook for universities / S.D. Reznik, I.A. Igoshina, B.C. Reznik. Under general ed. EM. Korotkova and S.D. Reznik. - M.:

"Logos", 2004. - 320 p.

ISBN 5-94010-265- A system of intensive introduction to the specialty “Organization Management” in junior courses is presented. Particular attention is paid to technologies for successful study at a university, managing one’s own career, and personal organization of students’ life activities.

For students of higher educational institutions studying in the direction of “Management” and the specialty “Organization Management”. Can be used in the educational process in economic, technical areas and other specialties of universities.

BBK65.290-2ya ISBN 5-94010-265-4 © Reznik S.D., Igoshina I.A., Reznik V.S., © “Logos”,

Preface Introduction Part I. Personal career management Section 1. How to study at a university Chapter 1. From school to university 1.1. You entered university 1.2. How to make your time at university as useful as possible 1.3. How to strengthen your conviction in the desire to learn 1.4. Responsibility for studying at the university 1.5. Advice for a freshman Summary Control questions Practical assignment 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 you have covered Summary Test questions Practical assignment Chapter 3. Work during the lecture 3.1. How to treat lecturers 3.2. How to take notes Summary Test questions Practical assignment 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 acquaintance with session 5.2. Methods of preparing and passing exams Summary Test questions Practical assignment Section 2. Basics of personal management 8.2. Funshii and personal management techniques Chapter 10. How to effectively use your time 10.1. Time planning, classification of tasks 10.3. Basic rules for saving working time Chapter 11. How to take right decisions 11.1. Necessity and technique of decision making 11.2. Problem formulation and identification 11.4. Implementation of the solution and monitoring of results 12.2. How to learn to manage your emotions 13.2. The influence of personal abilities on a career 13.3. Definition professional career Chapter 16. Job Interview f. Introduction to the specialty "Organization Management"

19.2. Advanced training Chapter 20. Preparation of course work “my career” Chapter 21. Educational practice Chapter 22. Intra-university practical system 22.2. Student educational, scientific and production team 22.5. Rating assessment of practical 24.2. Compliance with the chosen specialty Chapter 26. Contents of the manager training course 26.1. Professional characteristics of a specialist 8 Introduction to the specialty “Organization Management”

PREFACE

As is known, the high competitiveness of graduates in the labor market is one of the main indicators of the success of universities. The key to such competitiveness of young specialists can only be high quality their preparation.

/Many higher educational institutions today still “train” potential unemployed people. Indeed, in numerous advertising invitations to prestigious positions there is an essential note:

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

In the current situation, it is important for universities to respond sensitively to the labor market requirements for graduates:

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

be able to present yourself and the results of your work;

Possess business communication and personnel management skills.

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

The Educational and Methodological Association of Russian Universities for Management Education sees the main opportunities in this direction in the more effective 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 leadership of Doctor of Economic Sciences, Professor S.D. Reznik at the Penza Institute of Economics and Management state university architecture and construction.

In the intense competition with other universities (and economic specialties are open in most universities in the country), the authors of the innovative educational program see their main task as giving students 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, developing students’ skills for real activities 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, have not developed life goals, weak ideas about the chosen specialty.

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

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

To help students solve these and many other problems, a course has been developed and a textbook “Introduction to the specialty “Organization Management” is presented. The main goal of such a course is to form in the student a worldview that promotes a conscious attitude towards academic activities, planning his career, and to begin its implementation not after graduation, but immediately, from the first year of study. The most important feature of the course is that students acquire practical skills in the field of building their careers and self-promotion, in the field of their future professional management activities.

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 wide use in the field of higher professional 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 pressing 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 skills of real activity in the world of a market economy;

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

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

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 student inclusion in learning processes by the method of “immersion” into the future economic space;

intensity of impact on the student;

inclusion of the student in 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 preparation;

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

» the constant focus of all levels of education at the university on the ultimate goal of the project - employment of a graduate in his 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 “Organization Management”

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 by the student environment itself.

The main goals of the “Introduction to the specialty” stage:

Creating conditions for first-year students to consciously choose the direction of their further specialization in the process of university education;

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

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

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

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

1. Teach technology for choosing a career and life goals.

2. To teach university education technologies.

3. Learn to use your time effectively.

4. Instill a modern organizational culture.

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

Taking into account the above, it has been developed and implemented special program intensive introduction to the specialty “Organization Management” in the first years of study at a university.

This program is based on specially designed courses “Personal Career Management” and “Fundamentals of the Specialty”, 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;

studying lecture courses “Personal Career Management” and “Fundamentals of the Specialty”;

preparation and public defense by each freshman of the course work “My Career”;

passing a special educational and introductory business practice “Career Technology” in companies;

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

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

In this case, mutual interests are taken into account:

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

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

Almost any student not only receives something for himself from an older, more experienced, qualified participant in the project, but also passes on 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 needed by a student of any specialty, and this approach has been implemented at the Penza State University of Architecture and Construction for several years.

Important integral part All classroom work with students is their participation in student government structures. Previously, all this useful student activity was carried out without a system, without clear goals, and therefore not effectively enough. The ongoing pedagogical project, which has a relatively independent significance in the developed complex system of 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 prepare the student leadership as an elite part of the youth entering the complex world of real practical activity.

The specific objectives of the Institute of Student Leaders are:

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

Creation and ongoing maintenance high level favorable psychological climate in the student environment, strengthening 4 Introduction to the specialty “Organization Management”

horizontal and vertical connections between students of different courses, groups and within the groups themselves, between students and teachers;

Creation of organizational conditions for the formation of student companies based on interests that satisfy certain needs of society;

Creation of real practical business training grounds, allowing students to practice teamwork skills, as well as skills for future practical activities for the subsequent transition to the real field of activity.

The practical experience accumulated by students is taken into account throughout the entire period of the student’s studies at the university by the rating assessment of practical training, 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 in the student environment of a modern organizational culture, the ability to behave in society in various situations. This problem is seriously addressed by a special student company within the framework of the Institute of Student Leaders.

Starting from the first year, all undergraduates, graduate students and teachers in classes have their own badge. This allows the teacher to address each student by name, and the student to monitor his appearance and 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. Essentially, for the entire five years, a future manager, economist or marketer, with a resume, constantly finds himself in the situation of being viewed from the position of a potential employer, gets used to the idea that the main thing in his university life is not the diploma itself, but the readiness to practically work in a particular position , constantly improve your skills.

The necessary organizational culture is formed in our student environment by the real participation of students in practical affairs, together with graduate students and teachers. For example, the ability to behave in society and speak publicly is formed due to the fact that we constantly pay attention to appearance student, and from the first year until the defense of his thesis project, we give him the opportunity, train him and require him to speak without text. Not a single one of our graduates speaks in defense of their diploma project based on the text, “on a piece of paper.”

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

Of course, personal example and the authority of the head of the graduating department as a leader of the specialty are important here. But the management system is also important. It covers all stages educational process. In his orbit are students, graduate students, and teachers. The director of the institute organizationally manages the system (specialties) through the heads of graduating departments, drawing their attention to all aspects of the project. Through a system of full-time (or voluntary) 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 dormitories and much more.

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”, “Career technology”, “Fundamentals of the specialty”, each of which is aimed at providing specific assistance to the student.

Let's take a closer look at the contents of these blocks:

1. “How to study at college”

At the very beginning of their studies, students are asked to master some elements of the technology of studying at the institute. This block of the course is designed to quickly adapt students to their new life at the institute. As the student masters this part of the course, he must answer a number of questions, namely:

how to organize your classes most effectively;

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

how to work with literature correctly;

how to work during the semester so that at the end of it you can successfully pass the session;

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

| Introduction to the specialty "Organization Management"

Studying at the institute differs from schooling, so the information offered should help students integrate into the world as quickly as possible. social life Institute, get acquainted with the basic rules of training 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”

As part of this block of classes, students gain an understanding of the basics of personal management, including:

w 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 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:

t how to choose the right profession and make a career;

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

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

how to succeed in a new workplace and move to another rung of the career ladder.

4. “Fundamentals of the specialty”

This block is an introductory course to a specific specialty, in particular “Organization Management,” and plays a professionally oriented role in the “Introduction to the Specialty” course. After all, many students, unfortunately, entered the specialty not by vocation, not meaningfully, but for a number of other reasons. In addition, this part of the course will help the student get an idea of ​​the subjects and disciplines that he must 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, and reveal the psychology and technology of success.

As part of the “Introduction to the Specialty” course, the student writes a course work “My Career” in the first semester. In it, he reflects the specific results of the work done to plan his future career.

The educational and introductory practice “Career Technology”, which is also part of the “Introduction to the Specialty” course, takes place during the second semester. Its main purpose is to familiarize the student with the work practices of various enterprises and organizations, with existing professions, positions, and 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 orientation. This means that everything learned in this course must be immediately put into practice by the student.

The knowledge gained in the first part of the course “How to Study at University” will help students quickly adapt to university life. The knowledge acquired while studying the “Fundamentals of Personal Management” block will help when 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 when completing the “Career Technology” internship. Studying the block “Fundamentals of the Specialty” should help the student quickly navigate the understanding of the specialty, the subjects being studied and approach their mastery more consciously. In general, the “Introduction to the Specialty” course should help the student develop a strategy for the duration of his studies at the institute.

The second feature of the course concerns the course work “My Career”. Typically, course work does not have a single structure that is the same for everyone; its content and structure are determined by the chosen topic and the literature used. Typically, coursework 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” is the same for each student (Appendix 2).

Thirdly, the peculiarity of the course is that the “Career Technology” practice does not have a strict time frame. It is advisable to begin the internship in the first semester, at the beginning of November, and finish it at the end of the summer, doing it in your free time from school. This form of practice is aimed at speedy entryg Introduction to the specialty “Organization Management”

The student’s involvement in his future profession, the development of job search skills, and the acquisition of contacts among potential employers. This practice should also facilitate the search for places to undergo subsequent educational internships (economic, managerial, pre-graduation) and future employment.

Fourthly, the course “Introduction to the Specialty” involves the formation in students of a comprehensive understanding of those subjects and disciplines that they must master during their studies at the university.

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

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

The team of authors expresses sincere gratitude to the reviewers of this textbook: the head of the Department of Management, Mordovian State University. N.P. Ogarev, Doctor of Economic Sciences, Professor E.A. Neretina and the head of the department of “State and Municipal Administration”, director of the Institute of Public Service and Management of Penza State University, Doctor of Sociological Sciences, Professor V.V. Markin.

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

How to study at a university Basics of personal management Career technology 1.1. You entered university 1.2. How to make your time at university as useful as possible 1.3. How to strengthen your conviction in the desire to learn 1.4. Responsibility for studying at the university 1.5. Advice for a freshman You have entered a university, and from the first days of study, each of you is thinking about how to make your time at the university as useful as possible. This chapter will help you quickly adapt to student life and join the vibrant activities of a higher education institution.

The last school bell rang. Behind us is school, school problems. And yesterday's high school students face another problem - choosing a future profession.

Here are some tips for school graduates:

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 at school;

the human mind is very universal;

The vocation discovered in a person is not the result of his natural predisposition to a chosen type 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 hard that you perspire;

don't 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, tactical, strategic, political;

become a first-class specialist - happiness will find you on its own.

After analyzing your capabilities, desires and preferences, you chose your current university. Passed the entrance exams. Based on their results, they were enrolled in the first year.

But here you also face problems:

how to study at university;

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

How to strengthen your conviction in your 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 in the early stages of learning is “help yourself.”

This help consists primarily of changing the attitude towards the nature of educational activities. 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 difficulties associated with orientation in the space of a university, and to organize your academic and personal time well, there is a very simple but effective recommendation: you need to rewrite your schedule, be sure to indicate the numbers of classrooms, and also last names, first names, patronymics of leading teachers. This will help you quickly establish professional, personal contact. Remember not only the teacher’s face, but also his name and patronymic. This will save you from a number of small but significant misunderstandings.

At first, you will have great difficulties with the schedule, which often contains columns divided into numerator and denominator. For example:

Higher Mathematics / Physics Usually next to the schedule there is a table 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 in which classes are held not weekly, but every other week, i.e. You will have classes in higher mathematics and physics once every two weeks. In the even-numbered week you will be taught physics, and in the odd-numbered week - higher mathematics. A semester is usually 16-17 weeks.

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

In this case, the methods of educational activity themselves acquire particular importance, i.e. methods of reading, understanding, memorizing, working at lectures, studying educational material, etc. These methods can be productive, allowing you to more quickly, deeply and efficiently assimilate educational material, and unproductive, when the expenditure of effort and time is high, and the beneficial effect is small.

Studying at a university is an extremely difficult experience. human activity, which requires knowledge 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 has been learned, etc. Not every first-year student knows productive methods for solving these problems. Identifying difficulties will allow you to determine ways to overcome them and, thus, move more quickly towards the goal of your university studies.

The ability to usefully structure one’s educational activities can be formed spontaneously and unconsciously in the process of mastering various academic disciplines, but a much greater effect is provided by the targeted development of such a skill.

To do this you should:

find out external and especially internal reasons that interfere with achieving the goal, causing difficulties;

The greatest success will be achieved by those who structure their training in this way, i.e. in the form of forming and solving problems.

You need to be conscious about studying at a university, set yourself self-learning tasks and solve them. It's much more efficient. Those who actively seek information and seek it will receive much more.

What is discovered on your own is best and most firmly assimilated, although later, perhaps, you will come across 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 large and responsible task (preparing for a session, writing a course project, etc.), you should first think about how to complete it most effectively.

It is useful to look for methodological literature specifically devoted to performing this activity. After all, the final result depends not only on what to apply effort to and how much to apply, but also on how exactly to apply it.

It is also useful to think about small but frequently repeated activities. We need to look for the most rational techniques their implementation. The work will not be wasted - the power of little 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 precisely the strength.

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

If something doesn’t 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 in seconds and minutes, but in useful product, which a person managed to produce during this time (including during mental work).

If you want to train yourself to do something, for example, regularly perform useful recommendations, you can write down the main ones on cards, which you place in a visible place so that they remind you of yourself all the time.

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

You definitely need to plan your activities. In this case, lists of upcoming tasks for the day, week, month are pre-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 system for students is a system for visually recording their time.

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

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

what and how is better remembered - visually, aurally, when 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 you can’t;

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

What are effective individual techniques for resting and recuperating during mental work?

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

“Why did you enter this particular university?” The variety of answers will surprise you. As long as you enjoy studying, there is no problem and you don't need any motivation. But with the onset of a dark period, you, without 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 may become confused if you are not convinced of the correctness of your actions.

Below analysis various types motivation will help you find your own reasons to continue learning.

1. Think about what makes you strive for success. 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 feel it is important for you to succeed in your studies. Then compare your list with the answers listed below and their comments.

2. Your own reasons are more important than all others. It is quite possible that the list of reasons that motivate you to study will often reflect the expectations placed on you by other people. However, in order to survive difficult moments, you will still need your own motivation in this regard to reach final conclusions. While it is natural to want to live up to others' expectations in your life, don't 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 give way to irritation when you begin 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 powerful: most people succeed at what they really want to do.

5. “Because I had the appropriate initial training” is a rather weak reason. Of course, a good starting position is useful, but it will not help you until you have strong enough motivation to move forward.

6. “Because so-and-so did the same thing” - Many students seem to follow in the footsteps of their siblings or parents. Such motivation is only as good as they also have their own motivations to study.

7. “Because I want to become a manager” - it is useful to have an idea that guides you. This kind of motivation comes from yourself rather than from other people, and therefore can easily support you during difficult days.

8. “Because I want to have the best chances in life” is one of the best motivations. When you begin to view academic success as something that will largely determine your future career, you will experience a sense of real purpose and gain the ability to be flexible in approaching new opportunities as they open up to you.

9. “Because I want to establish myself before entering into life” - such a view may be incompatible with successful studies. If you decide to study purposefully and effectively, you are more likely to increase your study time at the expense of your freedom than to enjoy it at the expense of studying.

10. Keep your motivation visible. 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 worthless, remind yourself of the benefits you get from staying consistent with your motives.

1.4. Responsibility for studying at a university Remembering the first stage of your education, you probably realize that you then acted on the instructions of your elders and in accordance with the order they established. When you start studying at a university, you can already take on a large share of responsibility for your studies.

2. Don't let others take care of you. You will never get the satisfaction that comes from planning your own activities if you constantly stick to the deadlines someone else gives you. Set yourself your (earlier) deadlines for completing the work and act in accordance with them.

3. Make your own work plans. Your study plan may be expected to be somewhat predetermined. However, you have the opportunity to decide for yourself what to do and in what order.

4. Develop the habit of self-esteem. Once you have assessed your work yourself, other assessments will confuse you much less.

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

6. Define your own goals. In your work, you will usually be guided by the goals set by your teachers, for example, what to study and in what time frame. This, however, is not a reason to avoid setting your own goals, and let them be a little more stringent than those set for you by others.

This includes the course materials you have, as well as your professors and fellow students. By treating teachers as your assistants, and not as a source of pressure on you, you can make better use of their knowledge.

You should not be discouraged by the teacher's comments or low evaluation of your work.

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

When receiving each task, determine for yourself not only what you intend to do and when the work needs to be completed, but also why you are taking on the task (your own motivations) and what you personally expect to gain from completing it.

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

These days, in order to prepare for the start 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;

also analyze your weaknesses;

Clear your perspective. Find for yourself clear answers to the following questions: “Why am I choosing this course? What will he give me, how will it affect my future destiny? This will help you stock up on reliable arguments in favor of continuing what you started in case you for some reason have a hard time;

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

improve in what you already know how to do;

I will make a list of what you intend to learn 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. Develop persistence and flexibility and, as much as you can, remain determined to learn from any situation you encounter while studying 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 educational activities. The main recommendation for overcoming difficulties in the early stages of learning is “help yourself.”

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

The success of educational work depends on the ability to constantly analyze the educational situation, which causes difficulties and interferes with the effective acquisition of knowledge.

To do 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 and cause difficulties;

determine possible and most effective ways to overcome difficulties and achieve goals.

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

Before starting any large and important task (preparing for a session, writing a course project, etc.), first think about how to complete it most effectively. It is useful to look for methodological literature specifically devoted to performing this activity. After all, the end result depends not only on what to put effort into and how much to put it in, but also on how to do it.

The opportunity to develop oneself as an individual, acting on the basis of one’s own motives, is expressed in 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. Define your own goals. In your work, as a rule, you will be guided by the goals set by your teachers, for example, what to study and in what time frame. This, however, is not a reason to avoid setting your own goals, and let them be a little more stringent than those set for you by others.

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

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

9. Adjust your plans often.

10. Make learning assignments your own.

CONTROL QUESTIONS

1. List your motivations for studying.

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

3. How did you adapt to studying 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 repeat the material you have covered The first semester is a kind of learning school. Each of you receives this experience while still a freshman, very quickly learning the science of learning orientation, and at the same time developing your own methods of rationalizing and planning it, taking into account your personal inclinations. Such 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 Latin semestris - six months) is half school year in universities, ending with passing tests and exams.

The first two weeks of training are a period of active adaptation, characterized by intensive accumulation of information, familiarity with the university and profession. This process, as a rule, is accompanied by a positive tone caused by successfully passing competitive entrance exams and enrollment in the institute. This period is not associated with big problems and overall it’s 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 exams. In this short time, there are some hiccups: turning in coursework, projects, and tests. 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 take the examination session. The last week before exams is test week. It fully lives up to its name: every day you have to take tests and papers in several subjects.

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

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

work honestly;

Don’t count on chance, otherwise you will once and for all lose trust, and at the same time, help, and on top of everything else, you will form a negative opinion about yourself, which will be difficult to change.

The learning process during the semester is designed mainly to use two forms of classes: classroom and independent. One of the most active forms of learning - external studies - is built on independent study of the material. In pre-revolutionary Russia, many famous engineers, scientists, and philosophers used external studies 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 independently acquiring knowledge. Psychologists say that knowledge acquired independently is more valuable and sticks more firmly in memory.

It has been established that the maximum for most students is a working day of 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 on this work in the semester, it will turn out to be very small? First of all, it should be used to complete planned homework (calculation and graphic work, taking notes on literature, etc.) - The volume of these tasks is calculated in such a way that no more than half of the time is allocated to them in a semester - 150 hours. The rest of the time should be used to complete current work: repeating lecture notes, studying specialized literature, completing current homework.

On average 2-2.5 hours independent work Every day should be devoted to preparing for current classes. The distribution of this time among specific disciplines can only be approximately recommended. The most important thing is that you come to your next lesson prepared.

The main problem with beginning students is that they either don’t bother planning their time at all, or they plan it incorrectly.

Also, you should spend 2-2.5 hours daily on self-study specialized 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, because such an attitude towards learning is evidence of good work. Working in underload mode gives worse results. Feeling a lack of time is better than feeling too much. Abilities, like muscles, grow with training, and good training is unthinkable without heavy load.

If you are not very organized, you may feel like tasks are coming at you in an unstoppable stream and you are overwhelmed. However, by making a firm decision to work in an organized manner, you will find yourself in a much stronger position as someone who has “rided 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 a lot of fun.

Include every task you receive on your list.

Introduce a system for determining priority, but not by deadlines (for example, the deadlines set for you to submit work), but in their order 2 Introduction to the specialty “Organization Management”

significance. The established deadlines, of course, need to be taken into account, but no less, and even more importance should be given 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 an item has increased, increase its priority on the list. Set your own deadlines for completing the tasks included in the list, setting them with a large margin relative to externally specified deadlines, for example, deadlines for completing work.

Add variety to your activities. For example, if you study all evening, you should not pore over one task all the time. Spend some of your time reviewing something, some of your time planning for the future or continuing to work on a task you started earlier, and some of your time reading. additional literature on the subjects studied. They say that a change of activity is the same as rest. Your work efficiency will be higher if you spend the evening doing different tasks rather than monotonously working on one.

Use every bit of free time. Even the busiest people have a couple of free minutes every now and then during the day. Use them for something small, like jotting down some interesting thoughts that came to your mind during one of your classroom activities last week. You'll be surprised how productive these small chunks of time can be. After all, it is difficult to concentrate attention for a long time, but during short periods of activity this is easily achieved.

Always and everywhere have something with you that you can do. Of course, you don’t need to carry all your textbooks and notebooks with you all day long, but having something small with you is very useful (for example, a notebook or card recording the key points of the material being studied).

Never work in just one, favorite place. Most people have places they prefer to work, such as the library or dorm room. However, if you always work in one preferred place, it will be easy for you to justify your reluctance to work anywhere else.

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

If possible, study with fellow students. When working on your own, you can sit at your desk for hours without any tangible results. When you are part of a productive team, your opportunities to indulge in lazy daydreams are significantly reduced. Every time you explain something to a friend, you are effectively teaching yourself.

2.3. How to revise the material you've covered When you have an exam ahead of you, the best thing you can do is to revise the material you've covered. If you had started systematically revising a few months before the exam, then you would have nothing to worry about now. However, thinking about what you haven't done is useless. Assume that you only have as much time as is left before the exam.

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

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

3. For classes, make yourself a list of questions.

4. If you discover 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 even suspect you don’t know, you may never know.

5. When practicing questions, do not write complete answers every time. Write down some of your answers in summary form - this way you can cover a larger number of questions.

6. Do not be fooled by the idea that if you read something, you will repeat it. Reading is too passive a process. Keep reading to a minimum and spend more time on active forms of learning the material.

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

8. Try to repeat any material more often and, in any case, more than once.

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

10. The closer the exam is, 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 half of the academic year in universities, ending with tests and exams.

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

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

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

Work honestly - do not count on chance, otherwise you will once and for all lose trust, and at the same time, help, and on top of everything else, you will form a negative opinion about yourself, which will be difficult to change;

Well-organized and planned work throughout the semester will prepare you for successful completion exams during the session;

Make the most of the remaining time before the exam: review the material you have covered;

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

CONTROL QUESTIONS

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

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

3. What do you need to do during the semester to successfully pass the exam?

PRACTICAL TASK

Determine the most suitable learning method for yourself.

1. Imagine something you are good at.

It doesn't matter what it is. Write down what you are thinking.

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

3. Now compare the method you gave with the following general answers: “through exercise”; “trial and error”; “as a result of learning what exactly I didn’t do well on my 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 studying.

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

5. Now think of something you feel confident about. Write down what you are thinking. This could be a personal quality of yours or something that you are proud of. Now let's look at the next point.

6. With something in mind that you feel confident about, write down a few words that explain why you feel that way. What kind of evidence supports this opinion?

7. The most common answers to the previous question are answers like “other people...” (for example, “other people tell me,” “you can see it in other people’s reactions,” etc.). Being happy with the results of your studies is very important, and the reaction of other people can be the basis for your self-confidence and the satisfaction that comes from successful studies.

8. For the benefit of your future studies, create a plan that will help you learn through doing while constantly feeling the reactions of other people.

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

WORK AT 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. However, many treat them only as a mechanical recording of what they hear, i.e. They don’t think about what they write down. This chapter will tell you the most effective ways to take notes from lecture material.

The main types of training in Russian higher education are lectures, practical, seminar and laboratory classes, course and diploma projects, 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. As a rule, it is read by the most qualified teachers - professors and associate professors. Lecturers are experienced specialists in the subjects they teach. However, you can get more from them than just lecture notes. The following guidelines will tell you how to treat teachers - both good and not so good - 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 has probably already worked quite a bit in their field. Show them that you value their knowledge.

3. Lecturers are sources of information about the standards adopted at your educational institution. They know what it costs. They know where to gain points and where to lose. After all, many of them will take exams from you in due course. If they see that you are sincerely striving to meet accepted standards, they will not hesitate to provide you with the necessary help in this regard.

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

5. Don't put them in a difficult position. Lecturers (like all people) can feel confused and anxious when bombarded with questions, especially if they are expected to provide immediate answers.

6. When contacting, be sure to identify yourself. It is difficult for any lecturer to remember all the names and faces of the students in a large group. Most lecturers try to recognize the students in their group, so when addressing them, remind them of your name. 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 or yawn. Lecturers are extremely disapproving of people who they feel do not respect their work.

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

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

10. Reward “good behavior” from lecturers. If their actions please you, let them understand this." Don’t criticize if you don’t like something about them, it’s 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 rewarding teachers for "good behavior" you can change their behavior. better side.

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

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

When starting to listen to lectures on any courses, you need to first think about what your notes should be so that you can solve the following tasks faster and more successfully:

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

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

speed up the search for the necessary material in the notes;

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

The rational form of the notes alone increases the amount of material learned directly during 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 notes to make it easier to use in the future.

It is advisable to use notebooks to take notes on lecture courses. Think about what to write down this or that information for ease of use in the future. With any method of note-taking, it is advisable to leave free space on the sheet for subsequent additions and auxiliary marks. These are either wide (up to "/3 of the 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 outline will turn into a text that is unsuitable for reading and assimilation.

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

The lecturer often announces 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 reference words that help to identify more important information, for example:

“in the end”, “as a result”, “thus”, “summary”, “conclusion”

Signals of difference - words indicating the peculiarity, specificity of the object of consideration: “peculiarity”, “characteristic feature”, “specificity”, “main”, “difference”, etc.

These words are usually followed by very important information. Train yourself to specifically highlight them in oral and written speech, and also to increase your attention at this moment.

Taking notes directly from the lecturer is ineffective. Lectures contain frequent repetitions, reservations, explanations, and illustrations. Therefore, it is better to listen to some fragment of the lecture, and then record it more briefly. As you gain note-taking experience and knowledge, you need to write less and less, and listen and understand more. However, shortening the recording will be achieved not by omitting some elements of the lectures, but by concentrating and condensing the original information. Each lecture should be used as an exercise in the ability to write down what you hear accurately, clearly, and concisely.

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

Lecture is always joint creativity teacher and student. What and how the lecturer will tell largely depends on how they listen. An attentive, active audience inspires the lecturer and stimulates him to deliver a more vivid, meaningful presentation. It is very important, when analyzing the content of a lecture, to somehow show your external attitude towards one or another of its aspects: agreement, disagreement, bewilderment, question, etc. This will allow the lecturer to better tailor the material presented to the audience. General conclusion: learn to listen in such a way that you enjoy talking, and you will not lose money - you will be able to get much more from each lecture or conversation. If you really want to play something during a lecture, then we can recommend the following game: while 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 text being listened to and read allows you to first find the main provisions of the lecture yourself, and then hear their formulation from the lecturer. This improves their understanding and memorization.

Set aside 20-25 minutes daily to revise your notes - filling in what was missed, correcting mistakes and illegible notes, emphasizing key aspects of the lecture. A few days after the lecture, it will be difficult to make such corrections: much will already be forgotten.

It is advisable to work through the lecture material within 3-4 hours after it. A very effective way to work through lecture material during the semester is to draw up and save detailed outlines, especially those lectures that were difficult to master. This plan will allow you to recall the material much faster and more fully; it can also be used as an answer plan for the exam.

The plan should present the material more concisely, without small parts and details, therefore, when comparing and analyzing lecture plans, it is easier than using notes to identify the main, core ideas of the course, its logic and determine the standard algorithm by which the most important concepts are usually presented.

To better visualize 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 working through the lecture, it is advisable to check how you have mastered the material. Criteria for quality work may include the following aspects:

know the topic;

clearly present the outline of the lecture or given issue;

be able to highlight the main thing, the main thing;

understand the meaning of examples and illustrations;

know how newly acquired knowledge is related to existing knowledge;

know the possibility and necessity of using the information received.

Chapter 3. Working at a lecture Lecturers are experienced specialists in the subjects they teach. However, you can get more from them than just lecture notes.

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

When taking notes ineptly, the following main mistakes are typical:

attempts to write everything down almost verbatim;

making an outline instead of recording lectures;

selective recording of only important and difficult information.

A very effective way to work through lecture material during the semester is to draw up and save detailed outlines, especially those lectures that were difficult to master. This plan will allow you to recall the material for the exam much faster and more completely; it can also be used as an answer plan.

CONTROL QUESTIONS

1. How do you take 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 may be a clue to the question, and then in the next lectures formulate questions without being distracted from the perception of the content. Learn to ask questions. This is the most effective way find out what you need, and not what the lecturer wanted to tell you.

WORKING 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 wondered what exactly you are not satisfied with in your reading and what you would like to do better, faster, and with better quality? In this chapter you will find useful tips for yourself on how to increase your reading speed and the quality of assimilation of the material you read.

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

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

2. “For additional reading” - how often do these read all the books and articles recommended for additional reading? Further Reading by definition means not the main reading - it is, if you like, an additional layer of cream on the cake. If you spend all your time reading secondary literature, you will get away from the main thing, from what you were supposed to teach and what is usually contained in lecture notes or in “core” textbooks and articles.

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

4. Before you start reading, make a plan. Determine what you want to take away from each source you use and write down the questions you want 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 they can be easily found later. This will ensure consistency in your work with the book, because every time you encounter questions that have already been worked out, you will be able to restore the corresponding course of your thoughts on them.

(Just don’t do this with library books; first make a photocopy of them for yourself.) 6. Make up questions as you read. Once you've covered an important point, write a self-test question about it (on the page so you can look in the book if you need to). Make lists of such questions as you work. Active reading is reading with a pencil in hand.

7. Write a summary of what you read. Link to pages by sections of the summary, and a few days later, look at it and try to mentally reconstruct some of the contents of the book, and if you forgot something, look at the corresponding pages. We remind you again: active reading is reading with a pencil in hand.

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

9. Link your reading to other ways of learning in the curriculum. Don't spend too much time reading. Remember that this is still not the most effective way to learn.

10. Read just for your own pleasure, but let it be a reward for doing some useful work, and not a reason to avoid important things.

4.2. How to master the technique of fast reading Everyone reads, but few know how to read quickly. Many years of research have proven the validity of this thesis.

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

The English humorist D. Mikesh wrote in one of his stories: “... I was shocked to learn that Senator S. read Dickens’s “A Tale of Two Cities” in 30 minutes. It turns out that Dumas’ “The Three Musketeers” 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 are given general recommendations on working with information, on the rational organization and technology of information work, primarily in the direction of increasing its efficiency by speeding up note-taking 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 activity, 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 computer versions) by 3-4 times1.

To master the speed reading method, 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 speech organs) when reading.

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

Minko E.V. Methods and techniques for accelerated note-taking and reading: Educational and methodological manual/ SPbGUAP. St. Petersburg, 2001.

The field of view is understood as a section of text that is clearly perceived by the eyes during one fixation of the gaze. In traditional reading, when letters and words (at best, two or three words) are perceived, the field of vision 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 becomes, 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 an entire line, an entire sentence, and sometimes an entire paragraph.

Third drawback: reading regression.

This refers to involuntary recurrent eye movements to incomprehensible phrases, words, and sentences. Repeated fixations with the eyes of the same section of text occur. This drawback 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 reading technique are subject primarily to the goals, objectives and goals that the reader sets for himself.

It is the development of appropriate programs to the point of automation, 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 lack of attention when reading.

There are five ways to read:

in-depth reading;

actual quick reading;

selective reading;

reading-viewing;

reading-scanning.

Let's consider each of these methods separately.

1. In-depth reading. With this reading, attention is paid to details, they are analyzed and evaluated.

This method of reading is considered the best when studying academic disciplines. With this kind of reading, the student does not just read the text and highlight incomprehensible passages, but, based on his knowledge and experience, considers the issue critically, creatively, finds weaknesses and strengths in the explanations, and gives independent interpretations of the provisions and conclusions. Your own interpretation, your own view make it easier to remember the material read, and increase the student’s activity in the classroom. In this way, material on a new unfamiliar topic is usually read, tables, 2. Quick reading. In cases where it reaches its perfection, it partially turns into in-depth reading.

3. Selective reading. This is a type of quick 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 re-reading a book after previewing it.

Naturally, the speed of such reading is much higher than the speed of fast reading, since in this case the pages of the book are flipped through 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 about the nature of such reading: it is a quick scan in order to search for a name, 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, or the desired quotation.

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

There are nine rules for quick reading.

1. To quickly get an idea of ​​the contents 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 think are most relevant to your subject matter.

2. Decide when to use speed reading. For example, if your goal is to gain a general understanding of a subject, reading quickly can help. If, however, you need more detailed information, then quick reading will be useful only at the stage of searching for those parts of the text that should be studied more deeply.

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

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

5. Try to get rid of the habit (if you have one) of speaking to yourself what you read. 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, rather than individually. In many phrases, only one or two words are important, and the rest are unimportant for the perception of meaning.

7. Once you have developed the ability to read quickly, before you start reading anything, make a plan, such as a list of questions to which you would like to find answers. Then, in the process of quick 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 through speed reading. At the same time, keep an eye out to see if you have discovered anything new and important for yourself: after all, when fast reading You might miss something the first time.

9. Look ahead often, unless you are reading detective or science fiction. To better understand what you're reading at the moment, it's usually helpful to know what material comes next. This may suggest why this particular order of presentation of the material was chosen and not another.

Managers spend approximately 30% of their time reading.

Improving your reading technique therefore means improving your work organization.

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

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Most specialists developing the concepts of crisis management propose a four-phase model of its formation:

• 1) formulation of the problem;
• 2) evaluation of alternatives;
• 3) choice optimal option and development on its basis of the concept of crisis management;
• 4) adjustment of the implemented concept taking into account the shortcomings identified during the implementation process.

In our opinion, a more detailed plan for the formation of the concept of crisis management, including seven stages, is possible in the public administration system:

• 1) formation of an anti-crisis management team;
• 2) analysis of initial positions (collection of information);
• 3) determining the nature of the crisis situation (pre-crisis or crisis);
• 4) formulation of alternatives;
• 5) selection of the optimal option and development of an anti-crisis management concept based on it;
• 6) implementation of the concept, including monitoring of ongoing changes;
• 7) searching for errors and adjusting the implemented concept, taking into account the shortcomings identified during the implementation process.

Important qualitative differences of state anti-crisis management - consistency, efficiency, flexibility And targeting. Systematicity and efficiency are manifested in the need for urgent operational development of a whole interconnected set of measures to overcome the crisis situation. Flexibility must be considered as the ability of crisis management to adequately change under the influence of the situation, building a line of corrective management. Targeting involves directing management initiative and resources to the epicenter of crisis processes.

To develop the concept of crisis management, it is necessary to prepare and use a team of highly qualified specialists in state anti-crisis regulation.

The first stage is the formation of an anti-crisis management team. Experts advise putting a leader at the head of the team who can assign personal responsibility for anti-crisis measures. At the same time, the professionalism of the leader should be at the forefront, regardless of age, previous government position, etc. The management team should clearly define the roles of the participants, the tasks of the experts, including the crisis monitoring group and the person responsible for public relations. It is necessary to build constructive personal relationships within the team. Anti-crisis solutions cannot be blocked due to personal difficulties, so those who interfere must be promptly removed from work.

In practice, a crisis response team may face several major challenges:

• – loss of time for “grinding in” the command;
• – loss of time due to undeveloped decision-making schemes and the lack of a well-established anti-crisis communications system;
• – lack of pre-prepared databases for different options crisis situations;
• – lack of understanding of the essence of the team’s work on the part of others government agencies, the emergence of unhealthy competition between them;
• – lack of specialization between team members – everyone is responsible for everything at once;
• – weak connection with the first person;
• – struggle for informal leadership within the team.

In connection with these problems, it is better to raise and solve the question of who can potentially join the anti-crisis response team long before the crisis and test the team in game situations during trainings. This will help in many ways to avoid the problems noted above during a crisis.

The second stage is the analysis of starting positions: collection of information. Such an analysis should clarify the internal and external position of the organization in a crisis. The purpose of analyzing the starting positions is a study of the current situation and prospects for the development of the organization, as well as crisis trends threatening it. The crisis management team leader is responsible for the analysis, but it is advisable to include as many competent team members as possible in the discussion process. Data for analysis are collected using monitoring, based on available statistical material, using the method of questioning and interviewing experts. The main task of compiling an analysis is to collect diverse data for drawing conclusions and further determining the nature of the crisis situation. Possible use of methodology analysis of four fields(or SWOT analysis), which includes analysis of both external(opportunities and dangers) and internal factors of the organization's activities(advantages and disadvantages).

The third stage is determining the nature of the crisis situation. As already noted, the choice of a preventive or reactive model of crisis management depends on the phase of development of the crisis. Most experts advise, first of all, to determine the causes of the crisis, identify its nature and main symptoms, since different understandings of the causes of the crisis also imply the choice of different ways out of it. The following algorithm for determining the nature of the crisis is proposed:

• 1) identify the causes of the crisis (for example, find out the contradictions between the main political forces, track functional and structural contradictions in the management system, etc.);
• 2) determine the nature of the crisis (identify the degree of its intensity, areas of localization);
• 3) determine the degree of involvement of the main groups (establish the distinctive features of the groups that were directly affected by the crisis problems);
• 4) clarify the definition of the situation as a crisis or pre-crisis.

The fourth stage is the formulation of alternatives. Anti-crisis response models should be developed taking into account available government funds and resources, as well as possible political, economic and other risks. Experts advise the use of standard, qualitative and modified benefit-cost analysis, multi-objective analysis and cost-effectiveness analysis. Standard analysis is carried out in monetary form, while qualitative benefit-cost analysis is expressed in natural units (for example, reduction or increase in jobs, tons of materials, etc.). Quite often in a management system, monetarizable and non-monetarizable, but important costs can have almost equal importance, then they are considered as independent goals and a multi-objective approach is used to analyze alternatives.

The fifth stage is the selection of the optimal anti-crisis solution and the development of an anti-crisis management concept. When choosing one of the possible alternatives to action, experts advise evaluating all possible options solutions based on the following uniform objective criteria:

• – what will be the state of the management system for each option of the anti-crisis solution after its implementation;
• – how much time and what funds will be needed to implement each solution option;
• – what difficulties and how must be overcome during the implementation of each of the projects;
• – how each solution option will affect the state of the entire control system as a whole.

When choosing alternatives, you can use the brainstorming method.

When the anti-crisis strategy is fundamentally determined - preventive or reactive (a combination of both is also possible in difficult situations), a anti-crisis program, which is a set of interrelated anti-crisis response measures. In the future, it is necessary to obtain legal and budgetary support for this program.

Stage six – implementation of the crisis management concept, including monitoring of ongoing changes. To implement the concept of crisis management, it is necessary, first of all, to create a modern systems of anti-crisis political communications, in the center of which there should be anti-crisis center, within which a special monitoring group, so that the specialists of the anti-crisis center continuously monitor changes in the situation on different levels management. This will be discussed in detail in the next paragraph.

The seventh stage is searching for errors and adjusting the implemented concept. This stage quickly summarizes the results of the work done; it is aimed at finding errors and building a line of corrective management. An important tool the implementation of this task is monitoring the effectiveness of the program, within which the dynamics of indicators selected as performance criteria are monitored. For example, the criteria for the political effectiveness of an anti-crisis program may be an increase in public support for the decisions of government agencies, an increase in the popularity rating of leading political and government leaders, an increase in the standard of living of the population, a reduction in socio-political contradictions, etc. The dynamics of changes in the criteria for the effectiveness of an anti-crisis program will allow us to draw a reasonable conclusion about the feasibility measures taken and propose new ideas in order to increase the effectiveness of crisis management.

Cm.: Rochefort D.. Cobb R. W. Problem Definition, Agenda Access and Policy Choice // Policy Studies Journal. 1993. Vol. 21. No. 1. P. 56–71.

Anti-crisis management / ed. A. G. Gryaznova. M., 1999. pp. 21-22.

Cm.: Matveeva E. E. Theory crisis management. Smolensk, 2006. pp. 65-66.

FEDERAL AGENCY FOR EDUCATION

VOLGOGRAD STATE UNIVERSITY

FACULTY OF MANAGEMENT AND REGIONAL ECONOMICS
"I affirm"

Vice-Rector of VolSU

on academic work

S.G. Sidorov

_____________________

"____"____________2007

PROGRAM

State exam in specialty

061100 "Management of organizations"

for full-time and part-time students

Qualification – manager

Volgograd – 2007
The program is based on the state educational standard higher professional education in specialty 06.11.00 – “Organization Management”.

The program was approved at a meeting of the Department of Management of Volgograd State University, protocol No. 1 dated September 4, 2007.

Head of the Department of Management Moseyko V.O.
Dean of the Faculty of Management

and regional economy Fesenko V.V.

Section 1. History of management
Genesis of management as special type activities and historical trends of its development. Conditions and factors for the emergence and development of management. Stages and schools in the history of management.

The essence of the concept and basic principles of F.W. Taylor. The essence of M. Weber's bureaucratic (ideal) organization. The main provisions of “Fordism”. The influence of the school of scientific management on the formation of modern management.

A. Fayol's contribution to the development of the administrative school of management. The use of provisions and principles of the administrative school in modern management.

The main directions and apologists of the school of behaviorism. Empirical school.

P. Drucker's concept of complication management activities. Management by objectives. Principles of the systems approach by Charles Barnard.

Methodological foundations of the quantitative school of management science.

A variety of management models: American, Japanese, European. Formation of the Russian model of state and economic management.

The current state of management. Prospects for management development. Main directions for further improvement of the management system.
Recommended reading:

1. 
   Ansoff I. Strategic management: trans. from English / I. Ansoff. – M.: Economics, 1989. – 512 p.
2. 
   Belyaev A. A. Systemology of organization: textbook / Belyaev A. A., Korotkov E. M.; edited by E. M. Korotkova. – M.: INFRA, 2000. – 182 p.
3. 
   Boyett Joseph G. Guide to the Kingdom of Wisdom - best ideas masters of management: trans. from English / Boyett Joseph G., Boyett Jimmy T. - M.: Olympus-Business, 2001. - 416 p.
4. 
   Bondar N.P. Effective company management: modern theory and practice / Bondar N.P., Golubev A.A., Podlesnykh V.I. - St. Petersburg: Business Press, 1999. - 415 p.
5. 
   Bulygin Yu. E. Fundamentals of the theory of organization of sociological management: textbook / Bulygin Yu. E., Volkovsky V. I.; edited by E. S. Kushel. – M.: CheRO, 2000. – 142 p.
6. 
   
7. 
   Drucker P. F. Market: how to become a leader: practice and principles: trans. from English / P. F. Drucker. – M.: [b. i.], 1992. – 350 p.
8. 
   Duncan J. Fundamental ideas in management. Lessons from the founders of management and management practice: trans. from English / J. Duncan. – M.: Delo, 1996. – 272 p.
9. 
   History of management: textbook / ed. D. V. Gross. – M.: Infra-M, 1997. – 252, p.
10. 
    Kezin A.V. Methodological culture: textbook / A.V. Kezin. – M.: Gardarika, 2001. – 269 p.
11. 
    Classics of management: encyclopedia: trans. from English / ed. W. Malcolm, Yu. N. Kapturevsky. – St. Petersburg: Peter, 2001. – 1168 p.
12. 
    Kravchenko A. I. Sociology of management: textbook for universities / A. I. Kravchenko. – M.: UNITY, 2001. – 366 p.
13. 
    Kono T. Strategy and structure of Japanese enterprises: trans. from English / Toyohiro Kono; total ed. and entry Art. O. S. Vikhansky. – M.: Progress, 1987. – 383, p.
14. 
    Kultygin V.P. Classical sociology / V.P. Kultygin. – M.: Nauka, 2000. – 526 p.
15. 
    Kurbatov V.I. Modern Western sociology: analytical review concepts: textbook / V. I. Kurbatov. – Rostov n/d: Phoenix, 2001. – 416 p.
16. 
    Milner B.Z. Theory of organization / B.Z. Milner. – 2nd ed. – M.: INFRA-M. 2001. – 478 p.
17. 
    Peteres T. In Search effective management: (experience of the best companies): translated from English. / Peters T., Waterman R.; edited by L. I. Evenko. – M.: Progress, 1986. – 418, p.
18. 
    Sociological management: a textbook for universities / ed. D. V. Gross. – M.: Business school: Intel-Sintez, 1999. – 384 p.
19. 
    Hall R. Organizations: structures, process, results / Richard Hall. – St. Petersburg: Peter, 2001. – 512 p.
20. 
    Shcherbina V.V. Features of management as a direction of management activity / V.V. Shcherbina // Sociological studies. – 2001. – No. 10. – P. 48-58.

SECTION 2. Organization Theory
The concept of organization. A three-level approach to organization theory. Laws of organization and laws for organization. Three forms of manifestation of laws.

The concept and law of synergy. The mechanism of formation of the synergy effect.

Law of awareness. Information as a measure of heterogeneity and diversity. From awareness to competence.

Law of self-preservation. Self-preservation as a reason for resistance to the external environment. Organizational preservation tools.

The law of development (ontogenesis) is the law of individual development of the system. Uneven development, factors of acceleration and inhibition. Ontogenesis of the enterprise. Relationship life cycles in the enterprise subsystem. Taking into account the law of development in calculations of economic efficiency.

The law of unity of analysis and synthesis: separation, specialization, isolation, differentiation, disaggregation, on the one hand, and association, concentration, diversification, consolidation, integration, on the other. The mechanism of action and use of the law of unity of analysis and synthesis.

Law of proportionality: necessary relationships between the elements of a system that ensure its integrity.

Principles of organization: principles of static and dynamic organization (priority of compliance); principles of formation of the organization process; principles of rationality. Principles of structuring as generalized rules for constructing regional structures. Criteria for assessing the quality of structures. Criteria for assessing the quality of structures. Principles of structuring as applied to the structures of management systems. Principles of proceduralization. Classification of processes. Process as the implementation of system behavior. Processualization principles as generalized rules for the development of rational processes.

Subjects of organizational activities. Organizational tasks and organizational problems. Organizational activities. Subjective in organizational activities. The subject of management as a subject of organizational activity. Entrepreneur as business organizer.

Organizational relations in the management system: division of labor, specialization, determination of the level of compliance with specialization. Departmentalization. Distribution of power. Delegation of powers. Coordination.

Organizational processes: functioning and development. Forms of organizational development. Restructuring. Reengineering.

1. 
   Akimova T. A. Theory of organization / T. A. Akimova. – M.: UNITY-DANA, 2003. – 367 p.
2. 
   Aliev V. G. Theory of organization / V. G. Aliev. – M.: Economics, 2005. – 431 p.
3. 
   Valuev S. A. Organizational management / S. A. Valuev, A. V. Ignatiev. – M.: Oil and Gas, 1993. – 166, p.
4. 
   Vesnin. V. R. Fundamentals of management: textbook / V. R. Vesnin. – 2nd ed. – M.: Triada Ltd., 1997. – 384 p.
5. 
   Doblaev V.L. Theory of Organizations / V.L. Doblaev. – M.: Institute of Youth, 1995. – 172 p.
6. 
   Kerzhentsev P. M. Principles of organization / P. M. Kerzhentsev. – M., 1986.
7. 
   Milner B. Z. Systematic approach to the organization of management / Milner B. Z., Evenko V. S., Rapoport B. S. - M.: Economics, 1983. - 224 p.
8. 
   Parakhina V. N. Organization theory: textbook / Parakhina V. N., Fedorenko T. M. - M.: KNORUS, 2004. - 304 p.
9. 
   Radugin. A. A. Fundamentals of management: textbook for universities / A. A. Radugin. – M.: Center, 1998. – 432 p.
10. 
    Radchenko Ya. V. Theory of organizations: (lecture notes) / Ya. V. Radchenko. – M.: GAU Publishing House, 1998. – Part 1. – 378 p.
11. 
    Smirnov. E. A. Fundamentals of organization theory / E. A. Smirnov. – M.: UNITI, 1998. – 374 p.
12. 
    Smolkin. A. M. Management. Fundamentals of organization: textbook / A. M. Smolkin. – M.: INFRA-M, 1999. – 248 p.
13. 
    Franchuk V. I. Fundamentals of building organizational systems / V. I. Franchuk. – M.: Economics, 1991. – 112 p.

SECTION 3.Economics of the company
Firm (enterprise) as a business entity. Concept of the company. Fixed capital of the enterprise. Composition and structure of fixed assets. Depreciation and depreciation charges. Accelerated depreciation and its significance for the technical and economic policy of the company. Scorecard effective use fixed assets. Revaluation of fixed assets as a condition for ensuring the normative reproduction of capital at high rates of price growth.

Economic essence, composition and structure of working capital. Circulation of working capital. Efficiency of working capital. Ways to accelerate the turnover of working capital.

Personnel of the enterprise, their composition and structure. Labor productivity. Indicators and measurement methods.

Main types of raw materials and fuel and energy resources. Primary and secondary material resources.

General and production structure of the enterprise. Types of production structure. Production and manufacturing process. Equipment, technology and organization of production. Types of production organization.

Product cost, measurement indicators. Classification of production costs. Technical and economic factors for reducing production costs. Economic and social efficiency of production. Essence, criteria and performance indicators. Generalizing and comparative cost effectiveness.

Financial result of economic activity. Profit distribution mechanism. Concept and types of profitability. The relationship between economic indicators of business performance.
Recommended reading:

1. 
   Depreciation. Depreciation: depreciation rates as of the 4th quarter of 1998. – M.: PRIOR, 1998. – 125 p.
2. 
   Blyakhman L. S. Economics of the company: textbook. aid for students universities – St. Petersburg: Publishing house of Mikhailov V. A., 2000. – 278 p.
3. 
   Vorst I. Economics of the company: textbook / I. Vorst, P. Reventlow. – M.: Higher. school, 1994. – 268, p.
4. 
   Gribov V.D. Organizational and economic foundations of business / V.D. Gribov. – M.: NEP, 1995.
5. 
   Gruzinov V.P. Enterprise Economics: textbook. aid for students Universities / V. P. Gruzinov, V. D. Gribov. – 2nd ed., add. – M.: Finance and Statistics, 2001. – 208 p.
6. 
   Zhideleva V.V. Enterprise Economics: textbook. aid for students universities / V. V. Zhideleva, Yu. N. Kaptein. – 2nd ed., revised. and additional – M.: INFRA-M, 2001. – 132 p.
7. 
   Zaitsev N. L. Economics industrial enterprise: textbook / N. L. Zaitsev. – M.: INFRA-M, 1996. –336 p.
8. 
   Zaytsev N. L. Economics of an industrial enterprise: workshop: textbook. manual for universities / N. L. Zaitsev. – M.: INFRA-M, 2001. – 191 p.
9. 
   Keiler V. A. Enterprise economics: a course of lectures / V. A. Keiler. – M.; Novosibirsk: INFRA-M: Siberian Agreement, 2000. – 132 p.
10. 
    Krylov E.I. Analysis of the effectiveness of investment and innovation activities of an enterprise: textbook. aid for students universities / E. I. Krylov, I. V. Zhuravkova. – M.: Finance and Statistics, 2001. – 384 p.
11. 
    Lebedinsky I. L. Main production industrial funds: reference book. allowance / I. L. Lebedinsky. – 2nd ed., add. and processed – L.: Lenizdat, 1988. – 253, p.
12. 
    McConnell K.R. Economics: principles, problems and politics: trans. from English: in 2 volumes / K. R. McConnell, S. L. Brew. – M.: Republic, 1992. – 2 vols.
13. 
    Small enterprises: organization, economics, accounting, taxes: textbook. manual for universities / ed. V. Ya. Gorfinkel, V. A. Shvandar. – M.: UNITY, 2001. – 356 p.
14. 
    Mikhailushkin A. I. Economics: a textbook for students. tech. universities / A. I. Mikhailushkin. – Ed. 2nd, revised and additional – M.: Higher. school, 2004. – 488 p.
15. 
    Modular program for managers: 17 modular program “Management of organization development”. – M.: INFRA-M, 2000. – Module 1: How to work with a modular program. – 123 s.
16. 
    Petrovich I. M. Production capacity and economics of the enterprise / I. M. Petrovich, R. P. Atamanchuk. – M.: Economics, 1990. – 112 p.
17. 
    Radionov R. A. Sales inventory management and working capital enterprises: (rationing practice): textbook. manual for universities / R. A. Radionov, A. R. Radionov. – M.: Business and Service, 1999. – 397 p.
18. 
    Smirnov K. A. Planning and rational use material resources / K. A. Smirnov. – M.: graduate School, 1990.
19. 
    Trenev N. N. Enterprise and its structure: Diagnostics. Control. Health improvement: textbook. manual for universities / N. N. Trenev. – M.: PRIOR, 2000. – 238 p.
20. 
    Economics and business / ed. V. D. Kamaeva. – M.: MSTU im. Bauman, 1993. – 462, p.
21. 
    Enterprise Economics: textbook / ed. O. I. Volkova. – M.: Infra-M, 1997. – 520 p.
22. 
    Enterprise economics: a textbook for universities / Avrashkov L. Ya. [et al.]. – M.: Banks and exchanges: UNITY, 1998. – 742 p.
23. 
    Enterprise economics: a textbook for students. universities / ed. O. I. Volkova. – M.: INFRA-M, 1997. – 414 p.
24. 
    Enterprise economics: a textbook for students. universities / ed. O. I. Volkova. – 2nd ed., revised. and additional – M.: INFRA-M, 2001. – 520 p.
25. 
    Enterprise economics: textbook: 2 hours / Bobkov L.V. [et al.]. – M.: VZFEI, 1993. – 2 vols.
26. 
    Economics of the company: dictionary-reference book / ed. V. K. Sklyarenko, O. I. Volkova. – M.: INFRA-M, 2000. – 399 p.
27. 
    Economics: textbook / ed. A. S. Bulatova. – M.: BEK, 1994. – 604 p.

SECTION 4.Organisation management
The essence and evolution of views on management. Management as a science. Management methodology. Objects and subjects of management. Goals, functions, management methods.

Historical background of management. Approaches to management based on the identification of various schools. Process approach. Systems approach. Situational approach.

Manager in an organization. Features of managerial work. Roles of a manager in an organization.

Organization as an object of management. Signs of an organization. Internal and external environment organizations. Organization management system.

Motivating the activities of enterprise personnel. Essence, mechanism of motivation. Content theories motivation. Process theories of motivation.

Communications in management. The essence and process of communication. Communication networks. Communication styles. Nonverbal communications.

Adoption management decisions(UR). Essence, classification of SD. Factors influencing decision making. SD adoption process. Models and methods of SD adoption. Quantitative methods for developing SD.

Group dynamics and leadership. Managing an informal group. Leadership and power. Leadership theories. Conflict Management. Change management. Stress management.

Organization design. Design methodology. Building a tree of goals. Division of the organization vertically and horizontally. Relationships between departments. Functions and powers. Design cycle.
Recommended reading:

1. 
   Abchuk V. A. Management: textbook / V. A. Abchuk. – St. Petersburg: Soyuz, 2002. – 463 p.
2. 
   Bogdanov A. A. Tectology: universal organizational science: in 2 volumes / A. A. Bogdanov. – M.: Economics, 1989. – 2 vols.
3. 
   Vesnin V. R. Management: textbook / V. R. Vesnin. – M.: TK Welby: Prospekt, 2004. – 504 p.
4. 
   Vikhansky O. S. Strategic management: textbook / O. S. Vikhansky. – M.: Gardarika, 2003. – 252 p.
5. 
   Vikhansky O. S. Management: a textbook for universities / O. S. Vikhansky, A. I. Naumov. – 4th ed. – M.: Economist, 2005. – 669 p.
6. 
   Gvishiani D. M. Organization and management / D. M. Gvishiani. – 3rd ed., revised. – M.: Publishing house of MSTU im. N. E. Bauman, 1998. – 331 p.
7. 
   Gerchikova I. N. Management: a textbook for universities / I. N. Gerchikova. – 4th ed., revised. and additional – M.: UNITY-DANA, 2005. – 511 p.
8. 
   Duncan J. W. Fundamental ideas in management: trans. from English / J. W. Duncan. – M.: Delo, 1996. – 269, p.
9. 
   Ladanov I. D. Practical management / I. D. Ladanov. – M.: Nika, 1992. – 254 p.
10. 
    Maital Sh. Economics for managers / Sh. Maital. – M.: Delo, 1996. – 416 p.
11. 
    Organizational management / ed. Rumyantseva Z.P., Solomatina N.A. - M.: Infra-M, 1996. - 429 p.
12. 
    Meskon M. Kh. Fundamentals of management: trans. from English / M. H. Meskon, M. Albert, F. Khedouri. – M.: Delo, 2004. – 800 p.
13. 
    Mintzberg G. Structure in a fist: creating an effective organization / G. Mintzberg. – St. Petersburg: Peter, 2001. – 512 p.
14. 
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15. 
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16. 
    Organization management: textbook / ed. A. G. Porshneva, Z. P. Rumyantseva, N. A. Salomatina. – 2nd ed., add. and processed – M.: Infra-M, 1998. – 667 p.
17. 
    Management is a science and an art / Fayol A. [et al.]. – M.: Politizdat, 1992. – 351 p.

HIGHER EDUCATION

series founded in 1996

State University of Management

ANTI-CRISIS

CONTROL

Edited by Professor E.M. Korotkova

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 -

Doctor of Philosophy sciences, prof. A.A. Belyaev (chap. 16, 19); Doctor of Economics Sciences, Prof. D.V. Gross (chapter 2); Dr. History sciences, prof. N.I. Glazunov (chapter 4); Doctor of Economics Sciences, Prof. M.R. Efimova (chapter 13);

Ph.D. econ. Sciences, Associate Professor M.B. Zhernakov (chapter 15); Ph.D. econ. Sciences, Associate Professor O.Yu. Kirillova (chapter 17); Ph.D. tech. Sciences, Associate Professor K.A. Kirsanov (chap. 5, 14);

I.P. Kislitsyn (chapter 9);

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

Assoc. T.P. Chekmeneva (chapter 12);

Ph.D. econ. Sciences, Associate Professor HE. Yakovleva (chap. 7, 10)

Crisis management: Textbook / Ed. EM. Co-

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

"Higher education").

ISBN 5-16-000156-5

The modern concept of crisis management of an organization operating in a market economy is outlined from the standpoint of a fundamental approach to understanding crisis management. At the same time, the needs of the practical activities of a modern manager are not lost sight of. The textbook is fundamentally different from similar publications in that it examines the sources, causes and manifestations of crises in all the variety of interrelated trends in the development of an organization. Some problems of 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 crisis management, etc.

The textbook can be successfully used by students when preparing for the specialty “Crisis Management”, as well as other specialties in the direction of “Management”. It will be useful to graduate students, teachers and practical managers working in difficult conditions economic crisis in our country.

BBK 65.290-2ya73

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

Chapter 4. CRISES IN THE GOVERNMENT SYSTEM

.................................
4.1. Mechanism of state power
and crises of the management system...................
4.2. Causes and consequences of crises.........
government controlled....................
4.3. Systemic crisis of the state
management........................................................ .
4.4. Overcoming government crises
management........................	:..................
4.5. Reforms as a means of anti-crisis
management........................................................
Chapter 5. CRISES IN ORGANIZATIONAL DEVELOPMENT.........
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. Cyclical trends
organizations........................................................
5.4. Danger and likelihood of crises
in cyclical development trends
organizations........................................................
Part two. OPPORTUNITY, NECESSITY
MANAGEMENT......................................................... ..........
Chapter 6. MAIN FEATURES OF ANTI-CRISIS
MANAGEMENT......................................................... ...
6.1. Managedunmanaged
processes of anti-crisis development.........
6.2. Possibility, necessity
and problems of anti-crisis
management......................
6.3. Signs and features
crisis management.........
6.4. The effectiveness of anti-crisis
management......................

Chapter 7, DIAGNOSIS OF CRISES IN PROCESSES
MANAGEMENT......................................................... .........
7.1. Main settings
diagnosing........................................................
7.2. Stages of diagnosing a crisis...................................................
7.3. Methods for diagnosing a crisis........................
7.4. Diagnostic information........................
7.5. Diagnosis of enterprise bankruptcy......
Swimming MARKETING IN ANTI-CRISIS
MANAGEMENT................................................... .....
8.1. Goals and functions of marketing
......
8.2. Formation of marketing
strategies in crisis management
and their classification........................................
8.3. Use of Marketing Media
Chapter 9. STRATEGY AND TACTICS IN ANTI-CRISIS
..........
9.1. The role of strategy in 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 an enterprise.........................
10.2. The role and activities of the arbitration
ships........................................................ ...............
10.Z. Types and procedure of implementation
reorganization procedures...................
10.4. Liquidation of bankrupt
enterprises........................................................
10.5. Reorganization and liquidation
cooperative........................................................

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

13.2. Sources of investment financing under limited conditions

13.4. Methods for assessing investment
projects........................................................

Chapter 14. ANTI-CRISIS TECHNOLOGY
MANAGEMENT.........................................................
14.1. The concept of anti-crisis technology..........
management............................................... .
14.2. General flow diagram
management process
in a crisis situation...................................
14.3. Management development technology
solutions in anti-crisis
management........................................................

14.4. Parameters for monitoring crisis situations in anti-crisis technology

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

	17.2. Model of an anti-crisis manager
	management........................................................
	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
	ANTI-CRISIS MANAGEMENT.............
	18.1. Goals and principles of the trade union
	movement and its role in the anti-crisis
	management........................................................
	18.2. Social partnership
	in anti-crisis management...................
	18.3. Regulation of social and labor
	relations in processes
	anti-crisis management.... ...............
	18.4. Social conflicts and management
	negotiations with trade unions...................
	18.5. Main directions of action
	trade unions in crisis......
Chapter 19. EXPERIENCE IN CRISIS MANAGEMENT
	IN DEVELOPED MARKET COUNTRIES
	ECONOMY........................................................
	19.1. "New course" F.D. Roosevelt-
	American withdrawal program
	economy out of crisis........................
	19.2. Anti-crisis focus
	reforms of L. Erhard................................
	19.3. Lee Iacocca's activities in the largest
	American Chrysler Corporation......
	19.4. Anti-crisis aspects
	public administration in countries
	with a developed market economy.........
Conclusion................................................. ...........................
Glossary................................................. ...................................
Applications...................................................

INTRODUCTION

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

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

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

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

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

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

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

It is known that the basic need of modern management

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

IN the few existing textbooks and textbooks in anti-crisis management, various approaches to the concept of anti-crisis management are being implemented. Or is it viewed as a problem of an exclusively macroeconomic scale and completely overlooks the fact 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.

IN This textbook makes an attempt to consider crisis management in the entire complex of its problems related to the state, the economy, production, organization, and people. In this case, not only the possible scale of the crisis is taken into account, but also its various shapes, content, reasons

and consequences.

The textbook is structured according to a logical scheme for deepening knowledge, as well as supplementing it, concretizing and detailing individual characteristics that are crucial in understanding all 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 examines the essence of an 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 of occurrence. Here

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

Many active participants in reforming the social, economic and political structures of Russia did not imagine that the result of the reforms would be a crisis. Its emergence has caused the need for a comprehensive understanding and determination of ways and methods to overcome the crisis, to develop a concept for effective management of the economy and socio-political life at the macro and micro levels.

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

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

TABLE OF CONTENTS
From the authors 3
Section I Crises in macro- and microdevelopment trends 4
Chapter 1. Crisis management as a scientific and educational discipline 5
1.1. The need 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 a 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. Main directions for improving the management of the country's economic security 36
Chapter 5. Crises in the development of an 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 cyclical development of an organization 46
Section II Formation and manifestations of crisis management 51
Chapter 6. Main problems in the development and application of crisis management tools 52
6.1. Methodological problems in the development, application of methods and means of crisis management 52
6.2. Organizational and managerial problems of preventing and overcoming the crisis 54
Chapter 7. Main factors for increasing the effectiveness of crisis management 57
7.1. Concept and criteria for the effectiveness of crisis management 57
7.2. Ways and factors for increasing the effectiveness of crisis management 58
Chapter 8. Forecasting and assessing crises in the management process 63
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. 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 determining management strategy 82
10.2. Development of an anti-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 Crisis management mechanism 109
Chapter 12. Innovations in crisis management 110
12.1. The concept of “anti-crisis innovation” 110
12.2. Determining innovation priorities with the company's environment 113
12.3. Process anti-crisis innovations 116
12.4. Innovations in personnel management 118
12.5. Anti-crisis innovations in organizing work with customers and suppliers 122
12.6. Product innovations 126
Chapter 13. Improvement organizational structures in crisis management 132
13.1. Trends in the development of organizational structures 132
13.2. Forms of organizational recovery of enterprises in the process of crisis management 137
Chapter 14. Crisis management under risk conditions 149
14.1. Crisis management and risks 149
14.2. Classification of risks in crisis management processes 152
14.3. Ways to minimize losses and damages in crisis management processes 156
Chapter 15. Controlling as a system for preventing and preventing crises in an organization 164
15.1. Formation of a controlling system 164
15.2. Principles of controlling 166
15.3. Specific Controlling Functions 168
15.4. Controlling service in the organization management system 172
Section IV Human factor of cooperation in 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 anti-crisis management system 190
16.4. Managing the development of human capital as a factor in the anti-crisis development of an organization 192
Chapter 17. Arbitration manager: requirements, duties, rights and responsibilities 196
17.1. Professional and social and moral requirements for an arbitration manager 196
17.2. Basic rights, duties and responsibilities 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 crisis management 217
18.4. Factors of manifestation and change in corporate culture 219
18.5. Principles of corporate culture formation 222
Section V Crisis management and processes social development 227
Chapter 19. Government regulation and crisis management 228
19.1. Social state as a subject of regulation of socio-economic processes 228
19.2. State regulation of environmental and social processes 231
19.3. State activities to improve the legal aspects of crisis management 238
Chapter 20. Social and moral responsibility of crisis management 246
20.1. Features of management as a social and moral institution 246
20.2. The concept of “social responsibility” of organization management 248
20.3. Moral responsibility in crisis management 253
20.4. Ways to increase the social and moral responsibility of management 256
Chapter 21. F.D. Roosevelt’s “New Deal” - 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. Anti-crisis economic policy of Japan in the post-war period (1945-1952) 271
Chapter 24. Anti-crisis aspects of public administration in countries with developed market economies 284
Chapter 25. Experience of effective management in leading foreign companies 291
25.1. Management principles used in IBM 291
25.2. Lee Iacocca's activities in creating an anti-crisis team 300