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Ministry of Education and Science of the Russian Federation

federal state budgetary educational institution higher vocational education

Voronezh State Technical University

Faculty of distance learning

Department of Economics and Management at a mechanical engineering enterprise

Test

in the discipline "Management of production personnel"

Voronezh 2013

1. Features of training managers in the USA. Describe the system of training and advanced training in the United States. Basic requirements for a candidate for a manager's certificate. The essence of the program "Master of Management" (MBA)

In modern American management, unlike the Russian one, the approach dominates, according to which a manager is not just a skilled worker who has grown up to a leader due to a number of reasons and abilities, this is a special independent profession that requires high level special education. The concept of "professional manager" is the basis for creating a system of professional management and business education.

The transition to a new management model has affected the requirements for professional competence modern managers, shifting the focus from rationalistic, narrowly professional skills to the holistic professional competence of a manager, which allows him to flexibly manage in conditions of uncertainty, risk, information stress, globalization and internationalization of business, while maintaining individuality and national and cultural features. As its main components, we have identified: predictability, multivariate management thinking, the ability to self-development, the ability to delegate tasks, create a team, a holistic vision of the business process, leadership qualities, professional intuition, the ability to manage changes, a high level of information competence, the ability to cope with increasing stress, Social responsibility and ethics. The traditional understanding of vocational education as the appropriate functional training of a person for the field of management "as an impersonal process of adaptation" turned out to be the least suitable for this.

Formed under the influence of a whole range of factors, modern american model Managerial training has the following specific features:

The idea of a manager as a special kind of profession that requires a high level of special education;

Combination of basic higher, postgraduate and additional professional education in one educational institution- business school - at the central place of MBA programs;

The unity of all types of programs, scientific and methodological support and teaching staff for all types of programs;

Professional, practical and personal orientation of training, based on the idea of training managers as education for a career, for the success of both an individual and an organization as a whole, focusing on the interests of consumers of educational services;

The predominant role of the professional community, and not the state, in the selection, accreditation and evaluation of the quality of educational programs.

The study of ideas about the goals and content of managerial training in the United States showed that they have undergone significant changes. In the first half of the 20th century, the content of managerial education was considered in fact as a set of knowledge about production, economics, scientific organization labor, rational management, the ability to measure and standardize labor individual person, which corresponded to the then dominant rationalistic concept of management and the cognitivist (academic) concept of goals and content higher education. The classical cognitivist idea of education as the memorization, transfer, transformation of information is currently losing its role.

An increasingly important role in determining the goals and content of managerial training in the United States is played by an approach based on determining the professional competence of a specialist. At the heart of this management education modeling strategy is the ascent from the description of professional functions, the actions of a manager to the construction of a structure of qualities, basic knowledge and skills that ensure the implementation of these functions.

Manager as a manager by human resourses cannot be prepared only on the basis of the assimilation of knowledge and skills ("someone's experience"). He must purchase own experience, i.e. not easy to pass professional education but professional socialization. The latter assumes that not only the knowledge component of the profession will be assimilated, but also the development of the social and personal meanings and values inherent in it. Professional socialization also involves the adoption social roles(functions) of a manager, mastering not just knowledge, but experience of activity, allows you to master patterns of interpersonal interaction, forms an attitude towards continuous professional self-development, specific skills to organize this process, evaluate its results. In other words, qualified professional activity At present, a manager is considered to be formed as a carrier of not only knowledge, but also personal experience. In fact, we are dealing with education, in which the personal and actually “business” development of a specialist become integrated into a single whole.

Development of the concepts of "practical learning" and "learning from direct experience" in the field of vocational training managers led to the transformation of the experience of participants into the most important source of educational content. Educational process is built as process-oriented learning (K. Argyris, D. Bruner, M. Knowles, H. Taba, D. Schwab, etc.), based on the reflective activity of students, which is specially introduced into the content being mastered. From the point of view of the goals of training managers, this seems to be especially significant, since in the context of accelerating changes in all elements of business organizations and components external environment training should be aimed at acquiring meta-skills to master new knowledge and experience.

Analysis of curricula, programs high school and other sources showed that modern trends in building the content of management education in the United States are flexibility, variability in combination with the allocation of compulsory basic subjects, the possibility of choosing an individual educational route in studying programs, an optional-modular method and interdisciplinary, integrated and integrative approaches to building curricula, professional orientation academic disciplines, their practical, applied orientation, humanitarization of the content of education in combination with the inclusion of specific personality-developing components in it. The system of methods and technologies necessary for this is a combination of various elements, in this case; types of learning. It includes types of direct and contextual learning, interactive, practicing, dialogue and instructive, informing and research, individual and group, classroom and extracurricular, externally regulated and self-educational. Learning in one's organization becomes as diverse as what one acquires as a holistic manager's experience.

A study of the best practices of US higher education and modern research has shown that educational and cognitive activity is effective when it is organically combined with others - communication, play, economic and management practice. The diversity of lines of communication between participants in the educational process is of fundamental importance. The style of communication between a teacher and a student is set by those components of the content of education that are highlighted as a priority.

innovative educational technologies based on active, hands-on, experiential learning using the latest information technologies: learning through action, based on experience, the method of a specific situation, field research, project-based learning and "computer-assisted learning" In general, both in the content and in the procedural and methodological side of managerial training in the United States, we have identified similar trends. We are talking about the consistent expansion of the boundaries of communication, activity, orientation, choice - from the choice of forms and methods to the selection of the content and goals of education. The essential feature of this process is the inclusion of the activity of learning in the structure of the processes of self-development of the future manager, giving the educational process features of discussion, imitation, role modeling, and reducing its regulation.

2. Training of managers in the USA

The first MBAs were awarded to Dortleut College of New Hampshire Business School graduates in 1901. The MBA qualification quickly gained recognition among students and employers. This is due to the fact that the disciplines taught were closely related to the needs of production and the market. The system of education in business and management, like most other specialties, is three-level in the United States. After graduating from high school, after studying for 4 years at a university or college, you can get a bachelor's degree. This is followed by a two-year education in master's programs: "Master of Business Administration" (MBA), "Master of Science in Management" (MMS), "Master of International Management" (MIM), etc. Usually, people aged 25-30 years old who have, in addition to a bachelor's degree, at least 2 years, enter master's programs practical work. The master's degree awarded as a result of training is not a scientific one. This degree is rather "professional", indicating that the graduate who received it has not only theoretical, but also practical knowledge and skills in the field of business and management based on analysis a large number management situations, participation in management games, internships in large firms, abroad etc. . MBA programs are the main ones for business schools, especially leading ones. They are distinguished by a high intensity of study and guarantee the high quality of specialists. There is a real hunt for graduates of the top ten most quoted business schools. Harvard Business School has been number one for many years. Its constant rival is the Stanford Business School.

The leading places are occupied by the Wharton School in Pennsylvania, the Sloan School at the Massachusetts Institute of Technology, the Business School of the University of Michigan, etc. Lately Evening programs for master's programs for executive practitioners are widely distributed top management(Executive MBA).

The third stage of study in business and management are programs leading to the degree of Doctor of Philosophy (Ph.D.).

They provide for 3-4 years of study with the obligatory defense of a dissertation and the award of a Ph.D. This is an academic degree. Those who receive it do not intend to become managers-practitioners, but will be engaged in research and teaching in this area, or professional work planner, analyst at firms. The high quality of a Ph.D. in US universities is determined by the development of a huge array of scientific literature and numerous special courses on the subject.

The PhD program enrolls graduate students who have a bachelor's degree and sometimes a master's degree. In this case, the training period is reduced. This American system is very extensive, flexible and expensive. If some master's programs cease to be in demand, they are replaced by others. In order to strengthen the connection between science and practice, many business schools prefer to hire people who have worked in firms in senior positions, and at the same time have a Ph.D., experienced in teaching and research. Professors who have passed this kind of “rotation” are a special category of teachers that is very valuable for business schools.

3. Practical part

Control task 1

Let's do it with job description and questioning assessment of the specialty - leading accountant.

Questionnaire for assessing the specialty and position

Job Title________________________________________________

Department________________________________________________________

Immediate supervisor (position) ___________________

1. What is common goal work?_____________________

2. Draw a diagram of the department and indicate on it the place of the studied specialty (position) ___________________________________________

manager certificate management instruction

Rice. 1 - Organizational structure

3. Briefly describe your areas of responsibility for this job. Highlight the main features ____________________________________________

Daily Responsibilities _______________________________________

Weekly Duties ______________________________________

Monthly Responsibilities ______________________________________

Quarterly responsibilities _______________________________________

Semi-annual duties _______________________________________

In a year_______________________________________________________

4. List the positions, the direct inspector (head) of which you are _________________________________

5. With whom (specialties, positions) do you have to enter into contacts for work inside and outside the organization?

Within the organization ____________________________________________

Outside the organization _______________________________________________

6. Does this position (specialty) involve working with confidential information? Describe her character

____________________________________________________________

7. Describe the qualifications and/or experience required to perform this job effectively_______________________________________________

8. Additional Information ___________________________________

I approve:

Head of VMZ - FSUE branch

GKNPTs im. M.V. Khrunichev

I.T. Koptev

Job description

Mernoy E.A., Leading Accountant of the Payroll Department of OAO TMP

1. GENERAL PROVISIONS

1.1. The leading accountant of the payroll department of OAO TMP is hired and dismissed from the position by the head.

1.2. The leading accountant of the payroll department reports directly to the head - the chief accountant, and in his absence, the deputy. head - deputy ch. accountant in charge of this area.

1.3. The Leading Payroll Accountant should know:

Legislation of the Russian Federation and other regulations;

Accounting policy institutions;

Regulations for the operation of serviced institutions;

Rules and norms of labor protection, safety measures, fire safety;

Rules internal regulations;

Other documents necessary for the implementation of their activities;

Facilities computer science, communications and communications and the possibility of their application to perform accounting and computing work.

1.4. In his activities, the chief accountant of the payroll department is guided by:

Collective agreement of OAO TMP and serviced institutions;

this job description;

current instruction for budget accounting.

1.5. The leading accountant of the payroll department is subject to the labor legislation of the Russian Federation.

2. RESPONSIBILITIES

The Payroll Accountant is responsible for:

2.1. Reception, analysis and control primary documentation.

2.2. Performs payroll for employees of the enterprise, monitors the expenditure of the payroll fund.

2.3. Makes accruals of insurance contributions to funds. Prepares periodic reports on time, monitors the safety of accounting documents, draws them up in accordance with the established procedure for transfer to the archive. Prepares data for balance sheet and operational summary reports.

2.4. Provides methodological assistance to employees of departments of the enterprise on accounting, control, reporting and analysis. Interacts with the Federal Tax Service of Russia, prepares and submits a report in the form 1-NDFL "Income Tax individuals».

2.5. Systematically improves his skills.

2.6. Fulfills the instructions of the chief accountant (his deputy), the head of the department.

2.7. Treats property with care.

2.8. Performs other assignments.

The leading accountant of the payroll department has the right to:

3.1. Use the rights specified in the Labor Code of the Russian Federation and in the Collective Agreement.

3.2. Get acquainted with the draft decisions of the head of the organization relating to the activities of the relevant unit.

3.3. Participate in the maintenance of issues related to the performed by him official duties.

3.4. Submit proposals for the improvement of the activities of the relevant unit for consideration by the head of the institution.

3.5. Require the head of the institution to assist in the performance of their duties and rights.

4. RESPONSIBILITY

The Payroll Accountant is responsible for:

4.1. For non-performance (improper performance) of their official duties - within the limits determined by the current administrative, labor law.

4.2. For offenses committed in the course of carrying out their activities - within the limits determined by the current administrative, criminal legislation.

4.3. For causing material damage in the process of carrying out their activities - within the limits determined by the current labor, criminal and civil legislation.

Conclusion: First of all, the employer makes a survey before hiring a specialist, he must make sure of his qualifications and ability to master various regulations and documents that in the future to overcome with ease all the issues that arise during the work.

We conducted a survey of the specialty - leading accountant.

Also examined and analyzed the job description. The specialist - leading accountant receives, analyzes and controls the primary documentation, and then processes the accepted documentation.

Performs payroll for employees of the enterprise, monitors the expenditure of the payroll fund. Makes accruals of insurance contributions to funds. Prepares periodic reports on time, monitors the safety of accounting documents, draws them up in accordance with the established procedure for transfer to the archive. Prepares data for balance sheet and operational summary reports.

From the analysis and questioning of a specialist - a leading accountant, it can be concluded that the specialist is very good at information and accounting policies of the enterprise, which indicates his high qualification in this area, which is important for the enterprise.

Control task 2

For an employee in the position of a leading accountant, we examine the state of the organizational climate using a graph of satisfaction and dissatisfaction factors.

The construction of the graph is carried out on the basis of the following factors:

the work itself;

responsibility;

climate in the team;

confession;

wage;

goals and policies of the enterprise;

relationship with management;

working conditions;

personal life.

Based on the above factors, we denote the weighted value of satisfaction (dissatisfaction) in the range from 0 to 100% (Table 1). The factors that, in the opinion of the respondent, cause him a negative (“-”) and positive (“+”) attitude towards work and the team are subject to research.

Table 1 - Significance of satisfaction and dissatisfaction

	Weight value of satisfaction, %	Weight value of dissatisfaction, %

The work itself

Responsibility
Climate in the team

Confession
Wage
Goals and policies of the enterprise
Relationship with management
Working conditions
Personal life

Then, based on the data obtained, a graph of satisfaction and dissatisfaction factors is built (Fig. 2).

Rice. 2 - Graph of factors of satisfaction and dissatisfaction

Based on the results obtained, we will draw a conclusion about the directions for improving the climate at the enterprise. In general, the employee of the enterprise is satisfied with more informal relations, as for responsibility, the employee in question has a dissatisfaction of -30%, which indicates that there is a very large responsibility. Factor - the success of the employee indicates a significant value of dissatisfaction -20%, this indicates that the employee lacks success in the enterprise, which affects his work. Salary is the main factor that stimulates the employee to a good result in work, the employee this factor indicates a significant value of dissatisfaction -50%. The goals and policies of the enterprise are also not a little important factor, the goal must be achieved if it is not set correctly, therefore, the employees of the enterprise do not achieve the goal, but simply do not even though their work, respectively, receive their wages.

Control task 3

When studying the level (potential) of an employee in terms of a number of qualitative characteristics, the heads of departments should pay attention to Special attention development necessary qualities employees, and on this basis build training and planning career development.

Fill in the evaluation table 2.

Table 2 - Indicators for assessing the quality of work of a manager (specialist)

Block name	Indicators	indicator	Availability quality indicator

1. Level of knowledge	1.1. Knowledge in your field 1.2.Knowledge in related fields
2. Research qualities	2.1. Ability to generate new ideas 2.2. Ability to analyze and test the hypotheses and suggestions of others 2.3. Ability to complete research
3. Communicative qualities	3.1. Ability to write articles, reports, etc.
4. Ability to plan scientific research	4.1. Ability to evaluate and select a problem 4.2. Ability to clearly define a task 4.3. Ability to choose methods and means for conducting research
5. The ability to organize the work of the team	5.1. Ability to get people right 5.2. Ability to motivate employees
6. Ability to exercise control and operational management	6.1. Ability to provide the necessary funds 6.2. The ability to objectively evaluate the results of work
7. Personal qualities	7.1. The ability to put aside your point of view 7.2. organization 7.3. purposefulness 7.4. Scientific honesty, the ability to admit one's wrong 7.5. Sense of responsibility, honesty 7.6. Demanding towards oneself and others 7.7. Ability to support normal relationship with subordinates

The rating values are transferred to the quality chart in the "Points" section and are plotted on a vertical scale according to a five-point system. In accordance with the estimates set aside on the scale, a graph (broken line) is built. A line of average “normative” ratings for a position of a given level is plotted on the same chart, which allows us to draw a conclusion about deviations from them for each assessed manager (specialist) for each quality or group of qualities. The chart also highlights the highest ranking values. After we have determined the presence of a quality indicator, we will build a diagram for assessing the quality of an employee (Fig. 3). After that, we build a corrective diagram for assessing the quality of an employee (Fig. 4).

Rice. 3 - Chart for assessing the qualities of an employee

Rice. 4 - Corrective chart for assessing the quality of an employee

When examining the question of the correctness of the style and methods of leadership in teams, comparison of assessment business qualities with the results of the team's activities (performance production plan, the degree of production and social activity, etc.) can indicate the direction of the search, the reasons for the discrepancy between the business qualities of the leader and the results of the team's activities.

Let's take the leading accountant as the specialty under study.

The rating values are transferred to the quality chart. In accordance with the scores on the scale, a graph is built.

After we determined the presence of a quality indicator, we built a diagram for assessing the quality of an employee, after which we build a corrective diagram for assessing the quality of an employee.

From the following, we can conclude that for a leading accountant, important quality assessments are organization, purposefulness, exactingness towards oneself and others, as well as the ability to maintain normal relations with subordinates.

List of used literature

1. Management and management: textbook / under. ed. A.F. Pokrapivny. - M.: Unity, 2004. - 496 p.

2. I.I. Kaufman, P.A. Nikolsky. History of money in Russia. - M.: Eksmo, 2012 - 628s.

3. V.I. Setkov. Basics general management- M. Infra - M, 2003

4. Management of the organization / Ed. A.G. Porshneva, Z.P. Rumyantseva, N.A. Salomatina. - 4th ed., revised. and additional - M., 2007. - 736 p.

5. Ivanova S.V. The Art of Recruiting: How to Rate a Person in an Hour. - 3rd ed. / S.V. Ivanova. - M.: Alpina Business Books, 2006, 160 p.

6. Kibanov A.Ya. Fundamentals of personnel management of the organization. - M.: INFRA-M, 2006. - 304 p.

7. Ildemenov S.V. Innovation management/ S.V. Ildemenov, A.S. Ildemenov, V.L. Vorobyov. - M.: INFRA-M, 2002.

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Introduction

One of important functions management is personnel management. The specifics of the implementation of this function is largely determined by the sectoral characteristics of the activities of enterprises.

A distinctive feature of the enterprises of this industry is the high volume of labor operations directly related to the maintenance of equipment and requiring constant attention. These operations are associated with mechanization and automation of production, which determines a high proportion the cost of personnel training when working with this equipment at the enterprises of the industry.

The purpose of this work is to analyze the state of the enterprise Food Industry OJSC "Ufimsky Khleb" in terms of personnel management in this company. It is necessary to find out how the company's intra-firm policy is formed on the composition, number, number of personnel, its productivity and intrinsic motivation. It is necessary to identify what personnel management activities are necessary for the positive functioning of the enterprise as a whole.

task term paper is an analysis of the general principles of personnel management of an enterprise in the food industry, classification of employees, analysis of the number and composition of personnel, productivity and labor stimulation. Need to consider economic activity enterprises of OAO Ufimsky Khleb, and it is also necessary to find and evaluate possible reserves for increasing labor productivity at the enterprise.

This topic of work is relevant, because. the development of successful measures for personnel management at the enterprise is one of the necessary conditions for increasing labor productivity in food industry enterprises, and, consequently, increasing profits at the enterprise as a whole.

Using the example of OAO Ufimsky Khleb, we will consider what principles of personnel management the company's management adheres to.

Chapter 1. General principles personnel management of a manufacturing enterprise

management personnel labor productivity

1.1 The personnel management system of a manufacturing enterprise: basic concepts, essence, classification

Personnel management is a complex concept, covering a wide range of issues: from the development of the concept of personnel management and employee motivation to organizational and practical approaches to the formation of a mechanism for its implementation in a particular organization.

Personnel concept industrial enterprise characterized by the number and composition of employees employed in it.

The classification of workers in an industrial enterprise is shown in Figure 1.1.
Figure 1.1 - Classification of workers in an industrial enterprise The industrial personnel of the enterprise are employees permanently employed in the field of production, who have undergone specialized training, have practical experience and work skills. They are the main productive force society. The quality and efficiency of production depend on their composition, structure, number, skill level, and effectiveness. production activities The personnel of the enterprise are divided into: 1. Group of industrial and production personnel;2. The personnel of the non-production sphere of organizations that are part of this enterprise. The first group includes workers who are directly employed in production processes, work in workshops, departments, laboratories, research institutes. The second group includes those who service the infrastructure of the enterprise - this is warehouse, subsidiary farm, sports, medical institutions. The classification of production workers of industrial and production personnel is divided into: 1) basic; 2) auxiliary. The main workers are employees of the enterprise who are directly involved in the manufacturing process. The degree of participation of all employees is different. Some of the workers are directly involved in the technological processes of manufacturing products that take place in the main workshops of the enterprise. Auxiliary workers are workers engaged in maintenance technological processes: transporting objects of labor, performing repair work, pre-production work, setting up equipment, etc. The category "worker" is the most numerous in the personnel of the enterprise. Employees include managers of all levels of management, specialists, and other employees. The main component is specialists. Specialists are employees who have a special higher or secondary education and perform engineering and technical work, economic work; social; legal. From among the specialists, managers are appointed who perform the functions of management and coordination; production and economic activities. Required condition- the leader must be an expert in this particular area. And also this group includes other persons involved in the preparation and execution of documented information and economic services.

Figure 1.2 - The management structure of JSC "Ufimskiy Khleb"

Based on this scheme, we can conclude that the management structure of JSC "Ufimsky Khleb" uses the principle of functional departmentalization, which is now used in most manufacturing enterprises. In functional departmentalization, specialized jobs are grouped primarily around resources. So the accounting and financial department manages such a resource as money, the commercial department manages the accounting and promotion of products to the sales market, the production service deals directly with the issues of production. The Board of Directors is the governing body of OAO Ufimsky Khleb. executive body– Management Board headed by the General Director of the Company.

The types of work performed at the enterprise are different in nature and complexity and require not only special skills and abilities, but also different level readiness to perform a specific job. In this regard, workers are divided: by profession, specialty and skill level. Profession - a type of labor activity of a person who owns a complex of special knowledge and skills that allows him to perform a certain job. Specialty - a set of acquired knowledge for a certain type of activity within the same profession. Qualification - characterizes the degree and level of professional training. For workers - ranks. The rank of the worker must correspond to the rank of work.

Taking into account the stated principles of classification, the process of personnel management of an industrial enterprise is built.

The main goal of personnel management is to form the number and composition of employees that meet the specifics of the activity of a given enterprise and are able to provide the main tasks of its development in the coming period.

1.2 Management of the number and composition of the enterprise JSC "Ufimsky Khleb"

The management of the number and composition of employees is the most responsible link in the overall system of personnel management functions of a manufacturing enterprise.

The main goal of managing the number and composition of personnel is to optimize the cost of human labor for the performance of the main types of work related to the activities of the enterprise, and to ensure that the necessary jobs are filled by employees of the relevant professions, specialties and skill levels. The implementation of this function of personnel management to the greatest extent should be linked to the overall management strategy of the enterprise, because the labor potential formed at the enterprise will ensure the implementation of all strategic goals and directions of its activities.

Design labor processes at enterprises, it provides for the determination of the total scope of work and its distribution in the context of individual groups of performers. At food industry enterprises, the total volume of work performed is determined, first of all, by the planned production volume and the demand for the type of product being produced. A certain influence on the volume of work being formed is also exerted by the size of production (expansion or curtailment) and the technologies used (primarily the automated systems used).

The total amount of work performed should be distributed among individual groups of performers. This distribution is based on the division of labor, i.e. on relative isolation various kinds enterprise activities. The main types of division of labor at enterprises in the manufacturing sector are functional, technological and qualification.

Specificity of human resources. Classification of personnel by categories

The term "personnel" combines the components of the workforce of the enterprise. Personnel includes all employees who perform production or management operations and are engaged in the processing of objects of labor using means of labor. The concepts of "cadres" and "personnel" are identical.

For practice Russian management the base is the classification by categories of workers, developed by the USSR State Labor Committee in the 80s. This classification provides for the allocation of two main groups of personnel for participation in the production process: workers and employees. Currently, these groups are referred to as production personnel and management personnel (see Figure 2).

Industrial staff can be divided into two parts:

The main personnel are workers, mainly employed in the production and assembly shops of the enterprise;

Auxiliary personnel - workers, mainly employed in the procurement and maintenance shops of the enterprise.

The result of the work of production personnel is a product in material form or a service (buildings, cars, televisions, furniture, food, etc.).

STAFF

staff staff

Key Support Managers Managers Specialists

Rice. 2. Classification of personnel

servants, or managerial personnel carry out labor activities in the process of production management with a predominant share of mental labor. They are busy processing information using technical means management. The main result of their work is the study of management problems, the creation of new information, changing its content or form, preparing management decisions, implementing and monitoring the execution of decisions. Management personnel is divided into two main groups: managers and specialists. Leaders manage the resources of the organization and make decisions about their use, i.e. they have the legal right to make decisions. The leaders are CEO enterprise, head of department, head of warehouse. Specialists do not have administrative power, but are experts in a particular field and assist managers in the decision-making process. The specialists are chief designer, Market Research Specialist, Medical Consultant, Researcher at the Educational Department. Managers differ from these groups of personnel both in the specifics of their work (personal responsibility for achieving organizational goals, specific subject of work, basic operations), and in that they may not have subordinates.

In their properties, people differ significantly from any other resources used by organizations, and therefore require special management methods. Specificity of human resources consists of the following.

Firstly, unlike machines and raw materials, people are endowed with intelligence and, accordingly, their reaction on external influence (management) - emotionally meaningful, and not mechanical, which means that the process of interaction between the organization and the employee is two-way.

In-second due to the intellect people are capable to permanent improvement and development.

Third, the working life of a person continues in modern society 30-50 years, respectively relationship between person and organization can wear long-term character.

Fourth, unlike material and natural resources, people come (in most cases) to the organization consciously, with certain goals and expect help (providing opportunities) from the organization to achieve these goals. Employee satisfaction with interaction with the organization is the same necessary condition continuation of this interaction, as well as the satisfaction of the organization.

Last feature of human resources is the uniqueness of each individual.

Due to the specifics described above human resource management represents a special kind of managerial activity, requires execution special functions and the presence of special qualities in those people who are engaged in this activity. Managing people requires a creative (rather than mechanical) approach, individualization and a long-term perspective in all decisions.

1.3. The subject of activity of a modern manager

Organization- this is a certain type of social system, characterized by a complex multi-level structure, the ability to develop, openness (that is, connection with the broader structures of society), and the activity of this system is consciously coordinated and directed towards a goal common to all members of the system.

Here management is a condition of existence and a system-forming feature.

Control - the function of systems of various nature, ensuring the preservation of a certain structure, maintaining the mode of activity, the implementation of goals and the program of activity.

Very often there is confusion and substitution of concepts. Managers believe that the product of their activity is management decisions, or teams, or personnel, etc., despite the fact that the subjects of activity are people, but the elements of organization systems are not they, but their activities . The most important thing is the quality and purposefulness of the activity. The organization itself sets certain requirements for the activity, institutes its content, that is, it asks us role that we have to play in the organization.

The subject of labor manager can be considered information . The manager receives information both about the system as a whole and about individual processes and subsystems. Then he transforms it, gives the information a qualitatively different character. The transformation of information is focused on subsequent moments of time, on the future, that is, on a system of models (static - ideally or dynamic - in reality). The information coming from the manager has an incentive function. Thanks to this, the solution is implemented through the activities of the performers. The result of this entire cycle should be a change in the state of the managed system.

Thus , manager's product - not the quantity of products as such , while optimizing the functioning of the system (See Fig. 3).

Artist 1 Artist 2 Artist 3

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Professional Education

Voronezh State Technical University

Faculty of distance learning

Department of Economics and Management at a mechanical engineering enterprise

Test

in the discipline "Management of production personnel"

Voronezh 2013

In modern American management, unlike the Russian one, the approach dominates, according to which a manager is not just a skilled worker who has grown up to a leader due to a number of reasons and abilities, it is a special independent profession that requires a high level of special education. The concept of "professional manager" is the basis for creating a system of professional management and business education.

The transition to a new management model has influenced the requirements for the professional competence of modern managers, shifting the focus from rationalistic, narrowly professional skills to the holistic professional competence of a manager, allowing him to flexibly manage in conditions of uncertainty, risk, information stress, globalization and internationalization of business, while maintaining individuality and national and cultural features. As its main components, we have identified: predictability, multivariate management thinking, the ability to self-development, the ability to delegate tasks, create a team, a holistic vision of the business process, leadership qualities, professional intuition, the ability to manage changes, a high level of information competence, the ability to cope with increasing stress, social responsibility and ethics. The traditional understanding of vocational education as the appropriate functional training of a person for the field of management "as an impersonal process of adaptation" turned out to be the least suitable for this.

Formed under the influence of a whole range of factors, the modern American model of training managers has the following specific features:

the idea of a manager as a special kind of profession that requires a high level of special education;

a combination of basic higher, postgraduate and additional professional education in one educational institution - business school - with the central place of MBA programs;

unity of all types of programs, scientific and methodological support and teaching staff for all types of programs;

professional-practical and personal orientation of training, based on the idea of training managers as education for a career, for the success of both an individual and an organization as a whole, focusing on the interests of consumers of educational services;

the predominant role of the professional community, rather than the state, in the selection, accreditation and evaluation of the quality of educational programs.

The study of ideas about the goals and content of managerial training in the United States showed that they have undergone significant changes. In the first half of the 20th century, the content of management education was actually considered as a set of knowledge about production, economics, scientific organization of labor, rational management, the ability to measure and standardize the work of an individual, which corresponded to the rationalistic concept of management that prevailed at that time and the cognitivist (academic) concept of the goals and content of higher education. education. The classical cognitivist idea of education as the memorization, transfer, transformation of information is currently losing its role.

A manager as a specialist in human resource management cannot be prepared only on the basis of the assimilation of knowledge and skills (“someone's experience”). He must acquire his own experience, i.e. not just vocational training, but professional socialization. The latter assumes that not only the knowledge component of the profession will be assimilated, but also the development of the social and personal meanings and values inherent in it. Professional socialization also involves the adoption of social roles (functions) of a manager, mastering not just knowledge, but experience of activity, allows you to master patterns of interpersonal interaction, forms an attitude towards continuous professional self-development, specific skills to organize this process, evaluate its results. In other words, a manager who has been formed as a carrier of not only knowledge, but also personal experience is currently considered to be qualified for professional activity. In fact, we are dealing with education, in which the personal and actually “business” development of a specialist become integrated into a single whole.

The development of the concepts of "learning by doing" and "learning from direct experience" in the field of managerial training has led to the transformation of the experience of participants into the most important source of educational content. The educational process is built as process-oriented learning (K. Argyris, D. Bruner, M. Knowles, H. Taba, D. Schwab, etc.), based on the reflective activity of students, which is specially introduced into the content being mastered. From the point of view of the goals of training managers, this seems to be especially significant, since in the context of accelerating changes in all elements of business organizations and components of the external environment, training should be aimed at acquiring meta-skills to master new knowledge and experience.

An analysis of curricula, higher education programs and other sources showed that the current trends in building the content of management education in the United States are flexibility, variability in combination with the allocation of compulsory basic subjects, the possibility of choosing an individual educational route in studying programs, an optional-modular method and interdisciplinary, comprehensive and integrative approaches in the construction of curricula, professional orientation of academic disciplines, their practical, applied orientation, humanitarization of the content of education in combination with the inclusion of specific personality-developing components in it. The system of methods and technologies necessary for this is a combination of various elements, in this case; types of learning. It includes types of direct and contextual learning, interactive, practicing, dialogue and instructive, informing and research, individual and group, classroom and extracurricular, externally regulated and self-educational. Learning in one's organization becomes as diverse as what one acquires as a holistic manager's experience.

A study of the best practices of US higher education and modern research has shown that educational and cognitive activity is effective when it is organically combined with others - communication, play, economic and managerial practices. The diversity of lines of communication between participants in the educational process is of fundamental importance. The style of communication between a teacher and a student is set by those components of the content of education that are highlighted as a priority.

Innovative educational technologies are based on active, practical, experiential learning using the latest information technologies: learning by doing, based on experience, case method, field research, project-based learning and "computer-assisted learning" In general, both in content and in the procedural and methodological side of training managers in the United States, we have identified the effect of similar trends. We are talking about the consistent expansion of the boundaries of communication, activity, orientation, choice - from the choice of forms and methods to the selection of the content and goals of education. The essential feature of this process is the inclusion of the activity of learning in the structure of the processes of self-development of the future manager, giving the educational process features of discussion, imitation, role modeling, and reducing its regulation.

2. Training of managers in the USA

The first MBAs were awarded to Dortleut College of New Hampshire Business School graduates in 1901. The MBA qualification quickly gained recognition among students and employers. This is due to the fact that the disciplines taught were closely related to the needs of production and the market. The system of education in business and management, like most other specialties, is three-level in the United States. After graduating from high school, after studying for 4 years at a university or college, you can get a bachelor's degree. This is followed by a two-year education in master's programs: "Master of Business Administration" (MBA), "Master of Science in Management" (MMS), "Master of International Management" (MIM), etc. Usually, people aged 25-30 years old who, in addition to a bachelor's degree, have at least 2 years of practical work enter master's programs. The master's degree awarded as a result of training is not a scientific one. This degree is rather "professional", indicating that the graduate who received it has not only theoretical, but also practical knowledge and skills in the field of business and management based on the analysis of a large number of management situations, participation in management games, internships in large companies, for border, etc. MBA programs are the main ones for business schools, especially leading ones. They are distinguished by a high intensity of study and guarantee the high quality of specialists. There is a real hunt for graduates of the top ten most quoted business schools. Harvard Business School has been number one for many years. Its constant rival is the Stanford Business School.

The leading places are occupied by the Wharton School in Pennsylvania, the Sloan School at the Massachusetts Institute of Technology, the University of Michigan School of Business, etc. Recently, evening training programs for master's programs for senior practitioners (Executive MBA) have been widely distributed.

The third stage of study in business and management are programs leading to the degree of Doctor of Philosophy (Ph.D.).

They provide for 3-4 years of study with the obligatory defense of a dissertation and the award of a Ph.D. This is an academic degree. Those who receive it do not intend to become managers - practitioners, but will be engaged in research and teaching in this area, or in the professional work of a planner, analyst in firms. The high quality of a Ph.D. in US universities is determined by the development of a huge array of scientific literature and numerous special courses on the subject.

3. Practical part

Control task 1

We will conduct an assessment of the specialty - leading accountant with the help of job descriptions and questionnaires.

Questionnaire for assessing the specialty and position

Job Title________________________________________________

Department________________________________________________________

Immediate supervisor (position) ___________________

What is the overall purpose of the work?_________________________________

Draw a diagram of the department and indicate on it the place of the studied specialty (position) ___________________________________________

manager certificate management instruction

Head of the payroll department Leading accountant (Report to the FSS) Leading accountant (Report to the Pension Fund of the Russian Federation) Leading accountant (Report to the Federal Tax Service of Russia) Accountant 1 category Accountant 1 category Accountant 1 category Accountant 1 category Rice. 1 - Organizational structure

3. Briefly describe your areas of responsibility for this job. Highlight the main features ____________________________________________

Daily Responsibilities _______________________________________

Weekly Duties ______________________________________

Monthly Responsibilities ______________________________________

Quarterly responsibilities _______________________________________

Semi-annual duties _______________________________________

In a year_______________________________________________________

List the positions for which you are the direct inspector (supervisor) _________________________________

With whom (specialties, positions) do you have to enter into contacts for work inside and outside the organization?

Within the organization ____________________________________________

Outside the organization _______________________________________________

Does this position (specialty) involve working with confidential information? Describe her character

____________________________________________________________

Describe the qualifications and/or experience required to perform this job effectively_______________________________________________

Additional Information___________________________________

I approve:

Head of VMZ - FSUE branch

GKNPTs im. M.V. Khrunichev

I.T. Koptev

Job description

Mernoy E.A., Leading Accountant of the Payroll Department of OAO TMP

GENERAL PROVISIONS

1. The leading accountant of the payroll department of OAO TMP is hired and dismissed from the position by the head.

2. The leading accountant of the payroll department reports directly to the head - the chief accountant, and in his absence, the deputy. head - deputy ch. accountant in charge of this area.

3. The leading accountant of the payroll department should know:

Legislation of the Russian Federation and other regulations;

Accounting policy of the institution;

Regulations for the operation of serviced institutions;

Rules and norms of labor protection, safety measures, fire safety;

Inner order rules;

Other documents necessary for the implementation of their activities;

Means of computer technology, communications and communications and the possibility of their application to perform accounting and computing work.

4. In his activities, the leading accountant of the payroll department is guided by:

Collective agreement of OAO TMP and serviced institutions;

this job description;

The current instruction on budget accounting.

5. The leading accountant of the payroll department is subject to the labor legislation of the Russian Federation.

RESPONSIBILITIES

The Payroll Accountant is responsible for:

1. Carries out acceptance, analysis and control of primary documentation.

2. Performs payroll calculations for employees of the enterprise, monitors the expenditure of the payroll fund.

3. Makes accruals of insurance premiums to funds. Prepares periodic reports on time, monitors the safety of accounting documents, draws them up in accordance with the established procedure for transfer to the archive. Prepares data for balance sheet and operational summary reports.

4. Provides methodological assistance to employees of business units on accounting, control, reporting and analysis. Interacts with the Federal Tax Service of Russia, prepares and submits a report in the form 1-NDFL "Tax on personal income".

5. Systematically improves his skills.

6. Fulfills the instructions of the chief accountant (his deputy), the head of the department.

7. Take care of property.

8. Performs other assignments.

The leading accountant of the payroll department has the right to:

1. Enjoy the rights specified in the Labor Code of the Russian Federation and in the Collective Agreement.

2. Get acquainted with the draft decisions of the head of the organization relating to the activities of the relevant unit.

3. Participate in servicing issues related to their official duties.

4. Submit proposals for the consideration of the head of the institution on improving the activities of the relevant unit.

5. Require the head of the institution to assist in the performance of their duties and rights.

RESPONSIBILITY

The Payroll Accountant is responsible for:

1. For failure to perform (improper performance) of their official duties - within the limits determined by the current administrative, labor legislation.

2. For offenses committed in the course of carrying out their activities - within the limits determined by the current administrative, criminal legislation.

3. For causing material damage in the process of carrying out their activities - within the limits determined by the current labor, criminal and civil legislation.

Conclusion: First of all, the employer does a survey before hiring a specialist, he must make sure of his qualifications and ability to own various regulations and documents, which in the future can easily overcome all the issues that arise during the work.

We conducted a survey of the specialty - leading accountant.

Also examined and analyzed the job description. The specialist - leading accountant receives, analyzes and controls the primary documentation, and then processes the accepted documentation.

Control task 2

For an employee in the position of a leading accountant, we examine the state of the organizational climate using a graph of satisfaction and dissatisfaction factors.

The construction of the graph is carried out on the basis of the following factors:

the work itself;

responsibility;

climate in the team;

confession;

wage;

goals and policies of the enterprise;

relationship with management;

working conditions;

personal life.

Table 1 - Significance of satisfaction and dissatisfaction

No. Factor Satisfaction weight, % Dissatisfaction weight, % 12341. Work itself602. Career403. Responsibility-304. Team climate805. Success-206. Recognition507. Salary-508. Goals and policy of the enterprise-309. Relations with management8010. Working conditions7011.Personal life100

Then, based on the data obtained, a graph of satisfaction and dissatisfaction factors is built (Fig. 2).

Rice. 2 - Graph of factors of satisfaction and dissatisfaction

Control task 3

When examining the level (potential) of an employee in terms of a number of qualitative characteristics, department heads should pay special attention to the development of the necessary qualities of employees, and build training and career development planning on this basis.

Fill in the evaluation table 2.

Table 2 - Indicators for assessing the quality of work of a manager (specialist)

Block nameIndicatorsWeight coefficient. indicator Availability of a qualitative indicator 0123451. Level of knowledge1.1. Knowledge in one's field 1.2. Knowledge in related fields9.2 7.2* *2. Research qualities 2.1. Ability to generate new ideas 2.2. Ability to analyze and test hypotheses and suggestions of others 2.3. Ability to complete research 0.4 1.2 1.3* * *3. Communicative qualities3.1. Ability to write articles, reports, etc. 5.1*4. Ability to plan scientific research 4.1. Ability to assess and select a problem 4.2. Ability to clearly set the task 4.3. Ability to choose methods and means for conducting research2.5 8.2 6.2* **5. Ability to organize the work of the team 5.1. Ability to place people correctly 5.2. Ability to stimulate employees4.3 6.7* *6. Ability to exercise control and operational management6.1. Ability to provide the necessary funds 6.2. Ability to objectively evaluate the results of work3.9 4.3**7. Personal qualities 7.1. The ability to set aside one's point of view 7.2. Organization 7.3. Purposefulness 7.4. Scientific honesty, the ability to admit one's wrong 7.5. Sense of responsibility, conscientiousness 7.6. Demanding to oneself and others 7.7. Ability to maintain normal relations with subordinates4.6 9.3 8.3 3.3 3.2 5.2 5.6* * ** * * *

Rice. 3 - Chart for assessing the qualities of an employee

12345 Quality group name Code Indicator value1. 2. 3. 4. 5. 6. 7.1.1. 1.2. 2.1. 2.2. 2.3. 3.1. 4.1. 4.2. 4.3. 5.1. 5.2 6.1. 6.2 7.1. 7.2. 7.3. 7.4. 7.5. 7.6. 7.7.9.2 7.2 0.4 1.2 1.3 5.1 2.5 8.2 6.2 4.3 6.7 3.9 4.3 4.6 9.3 8.3 3.3 3.2 5.2 5.6 Rice. 4 - Corrective chart for assessing the quality of an employee

When examining the question of the correctness of the style and methods of leadership in teams, comparing the assessment of business qualities with the results of the team's activities (fulfillment of the production plan, the degree of production and social activity, etc.) can indicate the direction of the search, the reasons for the discrepancy between the manager's business qualities and the results of the team's activities.

Let's take the leading accountant as the specialty under study.

The rating values are transferred to the quality chart. In accordance with the scores on the scale, a graph is built.

List of used literature

1.Management and management: textbook / under. ed. A.F. Pokrapivny. - M.: Unity, 2004. - 496 p.

.I.I. Kaufman, P.A. Nikolsky. History of money in Russia. - M.: Eksmo, 2012 - 628s.

.IN AND. Setkov. Fundamentals of General Management - M. Infra - M, 2003.

.Organization Management / Ed. A.G. Porshneva, Z.P. Rumyantseva, N.A. Salomatina. - 4th ed., revised. and additional - M., 2007. - 736 p.

.Ivanova S.V. The Art of Recruiting: How to Rate a Person in an Hour. - 3rd ed. / S.V. Ivanova. - M.: Alpina Business Books, 2006, 160 p.

.Kibanov A.Ya. Fundamentals of personnel management of the organization. - M.: INFRA-M, 2006. - 304 p.

General principles of personnel management of a manufacturing enterprise. Scientific electronic library Production personnel management

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