First, the status quo of school management model
The current school management system is formed under the planned economy system, which often emphasizes experience, rigidity, results and immediate needs, which is incompatible with the socialist market economy and quality education. Mainly manifested in:
First, under the highly centralized and unified education system, schools lack autonomy and flexibility in running schools, the management system is closed and rigid, and the management work is in a passive and weak state, so it is difficult to fully mobilize the initiative, enthusiasm and creativity of faculty and staff, and the efficiency of running schools is low.
Second, the school management institutions overlap, their responsibilities are unclear, their personnel are bloated, their operation is ineffective, and they have no authority, interest awareness and innovative spirit.
However, when you walk into a school and see a set of school rules and regulations, it can be said that every post in the school has its rules and regulations. It seems that the system is complete and the work is standardized. In the actual daily management work, I often come to work every day, thinking not about work, but about cloth shops, nurseries, department stores, fashion companies and chatting. Teachers' contact with work depends on their faces. I am sloppy in my work, I sit still for extra work, I rush to do work with extra benefits, and I have an excellent year-end summary, as long as I am not rated as unqualified. All kinds of bonuses are valuable, which leads to overstaffing and inefficiency. Therefore, general affairs management has been in a passive and disorderly state. Always emphasize the so-called service first, and management is lagging behind. Lack of planning and overall coordination. But when we carefully look at the school rules and regulations, we can easily find that these rules and regulations seem to be some revolutionary slogans. So vague, so meaningless. The content is abstract and has nothing to do with the quality of work, rewards and punishments.
This institutionalized school management mode has caused the same post to do different jobs, and different posts may do similar jobs. However, the management mode of each school is very different. There is no standard.
However, under modern office conditions, all kinds of office equipment emerge one after another. At present, all schools have the following equipment: all-in-one machine, office computer, dozens of printers of various models and types (including acupuncture, inkjet and laser), scanners and projectors. But who should be responsible for problems in daily work. For example, the library or counseling room needs a printer, or the counseling office needs a computer, or the printer is out of ink. Who's in charge? Is it audio-visual education? Or network management? General affairs office? Network management said it was the work of audio-visual education, which said it was done by network management, even by the General Affairs Office. Now the classrooms are all equipped with projectors, but the electrician in the general affairs office will not install them, and even if they are installed, they will not debug them. So who should be in charge of this work? Obviously, there is a management vacuum in the management of modern office equipment. Some schools are responsible for audio-visual education, some schools are responsible for network management, and some schools are responsible for general affairs. What can be done at present is often responsible. In our school, I am in charge of this work. No matter which department, as long as there is such a demand, they all come to me, such as installing drivers for printers, adding ink, and even looking for me when the computer is broken.
The fundamental reason for the above situation is that the school management system is chaotic, the division of labor is unclear, and many work divisions have been difficult to define. In other words, there is a phenomenon of "unclear boundary and unclear division of labor" in the daily management of schools. The original rules and regulations can no longer meet the needs of education and teaching now. It is necessary to carry out effective school management mode reform. So how should the General Affairs Office manage some modern office equipment and teaching facilities under the current situation? What's the problem? Mechanism? Mode？ But how to change it? Change what?
Second, introduce enterprise management mode-implement standardized management.
The reform of school internal management system is a comprehensive reform focusing on the reform of labor and personnel system, a measure to deepen the reform of school education, and a profound change in education facing the socialist market economy and adapting to the development requirements of market economy.
Scientific and standardized educational administration has become a development trend. Therefore, the use of standardized means to manage schools is an important means to improve the efficiency of school management.
Therefore, schools must establish a people-centered management mechanism. It must be recognized that in schools, faculty members are both managers and management objects.
The management mode of the school must come out of the original organ management mode and introduce the scientific and standardized management mode in modern enterprise management. Therefore, the author thinks that schools can be classified according to their sizes, such as model high schools, ordinary high schools, junior high schools, primary schools and kindergartens. , and implemented in the following ways.
1, the education administrative department shall train principals at all levels and make clear the post setting standards for middle-level cadres in each school.
2. The education administrative department shall standardize the definition of the existing posts and work contents of each school, and make a job description of "horizontal expiration edge and vertical expiration bottom" for each post.
3. Starting from the personnel system, reform the current "post responsibility system" of the school, introduce the modern enterprise management system, and use the "post description" to clarify the work content and post requirements of each faculty member. Let every faculty member know his work content and requirements.
4, establish a perfect incentive mechanism, according to the standards required in the "job description" for assessment.
Third, improve the system innovation.
Strict system construction and strict standardized management are the inherent requirements of establishing modern school management system, and also the concrete embodiment of managing education according to law in schools. Standardization construction is the premise and foundation of standardized management, which can effectively avoid arbitrariness and short-term behavior in school management, make all the work of the school run orderly and efficiently, and thus improve management efficiency and school-running efficiency. Learn from the experience of modern enterprise management, change the original rules and regulations into "post responsibility book", and clarify everyone's specific job responsibilities. At the same time, strengthen supervision.
As a school administrator, it is also necessary to formulate a series of supervision, reward and punishment systems and incentive measures suitable for standardized management, so as to make the teaching staff play their inherent potential and mobilize their enthusiasm for socialist labor. From the perspective of management, the so-called enthusiasm is the release of personal potential caused by the coincidence of personal goals and organizational goals generated by personal needs, interests and understanding. Personal behavior enthusiasm, enthusiasm for pursuing material needs, but also enthusiasm for pursuing spiritual needs.
The work of the school is multifaceted, and the division of labor among faculty and staff is different, and people's talents are also large and small. But no matter who, no matter what position, because there is a scientific and standardized evaluation system, as long as they have made achievements, they should be recognized, affirmed and rewarded, otherwise they will be punished. Performance should be linked to personal material interests, reputation, year-end evaluation and job promotion. Therefore, the school's reward and punishment system should be serialized, scientific, concrete and standardized. As a system, it is not static, and it needs to be constantly revised and improved, but it should also be relatively stable. Any good system will have authority and vitality only if it is seriously implemented.
Four, formulate the principle of "job description"
Under the modern background, we should pay attention to the following aspects when formulating and introducing school management models and systems.
1. scientificity: realizing the standardized management of schools is not only a comprehensive indicator of school development and educational science progress, but also an internal driving force to promote school scientific management and develop educational science.
2. Orientation: Establishing standards is the starting point of standardized management in schools. Once the standard is established, it is the expected effect of school management activities, with the functions of guidance, encouragement and evaluation.
3. Practicality: In the whole process of standardized management in schools, implementing standards and practicing standards are the key links. Therefore, the standards formulated and promulgated must be practical and operable.
4. Contingency: The so-called contingency refers to the revision of post standards in practice. Only by constantly completing the formulation, promulgation, implementation and feedback revision of school standards can the standardized system of school management be scientific and rigorous.
The core problem of school management is how to establish a scientific and effective operating mechanism and incentive mechanism. This is the premise and foundation for the smooth development of all work in the school, and it is also the key to the success or failure of school education and teaching. Standardized management is one of the important means of modern school management, and it is a scientific, accurate and efficient rigid management. Combining the post responsibility system and implementing target management is an important part of establishing modern school management system and a powerful lever to promote quality education.
Therefore, in the construction of school post standardization, the advantages of standardized management in enterprise management should be introduced, and the best scheme that can promote school management, educational development and accelerate educational modernization should be included in the standard, and with the development of modern teaching methods, it will be continuously improved and perfected, so that the school management standardization activities will always remain scientific and advanced.
The standardization construction of school management is not only a continuous summary and improvement on the original basis, but also a new goal and requirement in the future, guiding all positions and roles of the school to focus on reaching the standard, so that the school's work order, teaching quality, management efficiency and social benefits start with the standard and stop at the standard.
In a word, only by introducing the enterprise management mode and carrying out scientific, standardized and effective management can the school truly achieve the effect of "governing the school according to law", standardize the school's post responsibilities, improve the school's work efficiency, and let every staff member in the Second Division clearly understand their work contents and responsibilities, so as to better serve education and teaching. Those modern teaching facilities also have a clear responsibility, which not only improves the efficiency of running schools, but also saves education funds.