Volume 04 Issue 02-2024
128
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
128-132
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article explores the principles of pedagogical support for the process of developing the management culture of
executive employees. Also analyzed are forms of Management, important principles that form its basis.
KEYWORDS
Management employee, principles, forms of management, business, management in general education, pedagogical
support.
INTRODUCTION
Many executives have learning disabilities. In most
cases, this is due to reluctance to change and
psychological reasons: concern about his reputation,
fear of appearing incompetent in the eyes of others,
incompatibility of the image of a "tough man" with the
traditionally understood role, etc. Today, the
complexity of executive education is aggravated by the
fact that all of them have experienced the influence of
the old pedagogical paradigm and all its inherent
shortcomings, namely: the dogmatic type of teaching,
the lecture style of conducting classes, the separation
of learning from life, superiority of technocratic
education, orientation to the acquisition of ready-
made knowledge and individual forms of work.
It is important for leaders to identify the specifics of
business education, to understand how it differs from
traditional training. Experts described a number of
fundamental differences.
1. Learning as opposed to reading. The traditional
education system is aimed at transferring a set of
knowledge to the student, and business education is
aimed at opening up additional practical opportunities
Research Article
PRINCIPLES AND PRINCIPLES OF PEDAGOGICAL SUPPORT FOR
DEVELOPMENT OF MANAGEMENT CULTURE OF LEADERS
Submission Date:
February 19, 2024,
Accepted Date:
February 24, 2024,
Published Date:
February 29, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue02-21
Djurabaeva Ravshanxon Toxtasinovna
Researcher At The Republican Research Institute Of Pedagogical Sciences Named After Kari Niyazi, Assistant At
The Andijan Institute Of Mechanical Engineering, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
129
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
128-132
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
for the student as a result of mastering new skills and
competencies.
2. Analyzing a general div of knowledge, as opposed
to studying the specifics of specific situations and
tasks. The traditional teaching system gives the
student the tools to organize existing facts and master
previously created methods. Business education is
aimed at solving actual practical problems, achieving
concrete results, mastering new methods, that is,
mainly the future.
3. The dominant role of the teaching content ("what to
teach?") is different from the leading role of the
educational process ("how to teach?"). In traditional
education, the main role is played by the lecture form
of presenting material in which the student passively
receives information, and active teaching methods are
used in business education, a person participates in
acquiring new knowledge, forming new skills and
competencies.
4. Finding the right answer as opposed to finding an
acceptable result. In real life, there is no "answers"
section like in a school problem book, and the
"correct" answer is often the answer that solves the
problem. If "true-false" is characteristic of the
traditional educational system, here another one
appears: "reliable-unreliable", which allows you to find
more options for solving the problem and accept it.
allows you to check the decision made. It is not unusual
for a decision that was made in practice to be
completely wrong.
5. Different roles of teachers: "expert" as opposed to
"facilitator, facilitator and consultant". In the
framework of traditional education, the teacher works
as a carrier of knowledge, whose task is to convey to
the student the wisdom accumulated by mankind. In
business education, the teacher is more of an assistant,
and his task is to organize the learning process so that
students become not only partners, but also co-
authors of their learning process.
6. Control as opposed to self-control. In traditional
classes, the "supervisor" functions are performed by
the teacher, and in business education, the student
controls the level of achievement of the set goals.
Based on the problems of executive education, David
A.
The
cyclical
four-stage
empirical
model
(experimental learning model) of the process of
learning and assimilation of new information by an
individual, proposed by Kolb and his colleagues at Case
Western Reserve University, has become particularly
popular.
Researchers have found that people learn in one of
four ways:
1) through experience;
2) through observation and reflection;
3) through abstract conceptualization;
4) through active experience - giving preference to one
of them over others.
According to the ideas of the authors, teaching
consists of repeated stages of "performance" and
"thinking". This means that it is not possible to learn
something effectively just by reading, studying theory
or listening to lectures on the subject. However,
training cannot be effective, during which new actions
are performed without thinking, without analysis and
conclusion.
Volume 04 Issue 02-2024
130
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
128-132
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
After summarizing new information and adding it to
the existing system of knowledge, a person comes to
abstract ideas and concepts. These new knowledge are
hypotheses
that
are
tested
during
active
experimentation in different situations - imagined,
simulated and real. The learning process can start at
any stage. It continues cyclically until the necessary skill
is formed; as soon as one skill is mastered, the brain is
ready to learn the next.
Many practitioners and theorists use this cycle as a
basis for developing learning models. Based on our
experience in conducting business trainings, we
suggest using two cycle options, each consisting of five
stages:
- personal experience - understanding of experience -
theoretical concepts - practical application - reflexive
analysis;
- practice - reflexive analysis - theoretical concepts -
experience - understanding.
In D. Kolb's educational model, ideas about the
connection between understanding experience,
analyzing current problems, mastering theory and
testing it in practice are widely used. It turns out that
people have a clear preference for actions that
correspond to any stage of the cycle: practical actions
or theory (and this applies to both the trainees and the
teachers or trainers themselves).
English psychologists P. Honey and A. Mumford
described different learning styles and developed a
test to determine the preferred learning style. As a
general rule, in the general cycle of experiential
learning, people begin to learn in their preferred style.
Based on the analysis of different approaches to the
distribution of educational principles, we have
formulated the principles of pedagogical support for
the process of developing management culture of
managers in general education.
First, the principle of relying on existing management
experience should be observed, since additional
information is usually obtained by specialists with work
experience aimed at expanding and enriching it. The
knowledge, skills and competences acquired during
training in the field of management must be applied in
practice as soon as possible (principle of updating
educational results). The proposed tasks, situations,
training exercises, tasks should be directly related to
the practical activity of the leader.
The principle of choice in education includes giving
leaders the opportunity to choose the place, time,
forms, methods, tools, and technologies of additional
education, which will undoubtedly increase its
effectiveness.
It is also necessary to follow the principle of an
individual approach, that is, it is necessary to take into
account the needs, the level of the current formation
of
management
culture,
the
personal
and
psychological characteristics of students, their
educational opportunities, etc.
In the process of training managers, it is necessary to
ensure the use of new training and development
technologies (principle of innovative approach).
In the process of general education, it is mandatory to
observe the principle of reflexivity when there is
constant feedback of students, analysis of the progress
and results of teaching, development and self-
development.
Volume 04 Issue 02-2024
131
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
128-132
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Thus, the principles of pedagogical support for the
process of developing management culture of
managers in general education are as follows: the
principle of relying on existing management
experience, the principle of selection in training, the
principle of individual approach, the principle of
innovative approach, and the principle of reflexivity.
Many scientists consider leadership as the basis of
management theory and consider it through the prism
of the decision-making process. Indeed, decision-
making is an important component of leadership and is
necessary to transform the initial elements into results.
This action is related to, but not exhaustive of, all
control functions. This is only part of leadership. In
addition to decision-making, management functions
also include the influence of decision-makers on those
who implement them.
In any case, management cannot be done without the
use of scientific methods. They help to form and
develop a cognitive base, play an important role in
production management, effective in planning and
control,
and
decision-making
suitable
for
algorithmization.
Let's move on to the concept of "management". There
is no general term "management" in English, and each
field of activity uses its own terminology: control
(direction) of the army, organization, production;
country management - rule; work management -
manage; machine control - operate, run; car
management - drive; orchestra management - conduct;
to lead - govern, etc. In contrast to management, which
is concerned with the management of a firm, social
management is generally concerned with the
management of a social system, which is a complex
organized orderly whole, including individuals, and a
social community united by various connections and
relationships. understood as communities.
Management is the means of choosing the necessary
conditions (technical, economic, personnel) for
management activities and participation in their use,
such a concept was defined by V.M. Posted by Shepel.
There are many other approaches to management that
reflect the diversity of attitudes. For example, F. Taylor,
the founder of the school of scientific management,
defined management as "the art of knowing exactly
what needs to be done and how to do it in the best and
cheapest way."
According to P. Drucker, management is a special type
of activity that transforms an unorganized crowd into
an effective, purposeful and effective group.
Management is understood as a special type of
professional activity that is not limited to achieving the
goals of the system, organization, but also a means of
ensuring the integrity of any complex social system, its
optimal functioning and development.
V.I. Kutsenko defines management as the process of
understanding and organizing the solution of current
problems. In his opinion, management functions
should include discretion, awareness, understanding
of the current problem, assessment of the existing
problematic situation.
Summarizing the results of the above research in the
context of subject-subject interaction, aspects of
management relations such as the interaction of
management with itself, with the team it manages,
including with administration (manager - manager,
manager - team, manager - administration) can be
separated.
Volume 04 Issue 02-2024
132
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
128-132
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
According to the definitions in almost all social sciences
(philosophy, sociology, political science, etc.),
"management is an element and function of organized
systems of various natures (biological, social,
technical) that determines their specific structure,
activity ensures the regime, implementation of the
program, the purpose of activity".
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