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YOSH YETAKCHINING RAHBARLIKKA XOS PSIXOLOGIK JIHATLARI
Qarshiboyev Sardor Alisher oʻgʻli
O‗zbekiston Milliy universitetining Jizzax filiali
―Psixologiya‖ kafedrasi magistranti
Annotatsiya:
Bugungi kunda zamonaviy liderlar kamayib boroyotganligi hammamizga
ma‘lum shuning uchun yosh zamonaviy liderlarni yetkazib chiqarish dolzarblik kasb etmoqda.
Har bir sohada liderlarni izlab topish va ularni qo‗llab-qo‗vvatlab turish lozim. Chunki bugungi
kun jamiyatiga har doimgidanda ko‗proq mukammal shaxslar kerak.
Kalit so‗zlar:
E‘tiqod, qadriyat, liderlik, faoliyat, kirishimlilik, zehnlilik, ishonch,
tartiblilik, tashabbuskorlik, kuzatuvchanlik, mustaqillik, qunt-matonatlilik, tashabbus.
Yosh yetakchi - o‗ziga tengdosh shaxslar manfaatlari uchun qonun doirasida faol ish
yuritishni anglatadi. Yetakchi o‗z kuchiga ishongan, jasur va xarizmatik inson bo‗lishi lozim. U,
hatto, yosh avlodning himoyachisi bo‗la oladi. Odatda, yosh yetakchilar tengdoshlari orasida
ajralib turadigan yorqin xislatlarga ega shaxslardir. Ular nafaqat tengdoshlarini o‗ziga jalb qila
oladi, balki o‗zidan katta yoshdagilar bilan ham tez til topisha oladi. Bunday yetakchi
465
tengdoshlaridan ko‗ra ko‗proq ma‘lumotga ega bo‗ladi, bu esa unga muhim masalalarni hal etish
imkonini beradi.
Zamonaviy psixologiya fani yosh yetakchiga xos bo‗lgan jihatlarni 3 toifaga bo‗ladi:
1) jamoa manfaatining ustuvorligi;
2) kasbiy mohirlik, ya‘ni har qanday muammoli vaziyatda qiyinchilikni o‗z bo‗yniga olish
va ishni hal etishda tashabbuskor bo‗lish;
3) emotsional, ya‘ni hissiy jalb etuvchanlik. Tavakkalchilik va dadillik - yetakchilikning
ajralmas jihati. Boshqa jihatdan, haddan tashqari dadillik va beboshlik (hamma narsa mumkin
deb o‗ylashlik) o‗spiringa belgilangan axloqiy chegaralar (ichkilikbozlik, giyohvandlik va h.k.)
ni bosib o‗tish ehtimolini yuzaga keltiradi.
Mazkur jihatlar, xislatlar majmuasining izchilligi o‗z mantiqiga ega. Jamiyatning
intellektual ma‘naviy darajasi qanchalik yuqori bo‗lsa, qonunlarning o‗rni va roli muttasil orta
boradi. Shu boisdan ham atoqli nemis sotsiologi Zimmel fikricha, ―Odamlarni ularning
taraqqiyot darajasiga ko‗ra uch xil boshqarish mavjud. Ba‘zilarni, shaxsiy namunalar,
ko‗rsatmalar bilan, boshqalarni urf-odatlar, rasm-rusum va an‘analar bilan boshqarish, eng
rivojlanganlarni esa faqat qonunlar vositasida boshqarish mumkin‖.[1]
―Yetakchilik‖ tushunchasini tahlil qilishda xilma-xil nazariyalar mavjud. Jumladan,
A.Bagardus, F.Grinstayn, R.Stogdillarning xislatlar nazariyasi shular jumlasidan. Mazkur
olimlar yetakchilarning aqli, kuch-quvvati, salomatligi va hokazolarga alohida e‘tibor
qaratadilar. Bu xislatlarga ega shaxsni ular yetakchi, deb hisoblashadi.
Yana bir yondashuv - vaziyatli yetakchilik nazariyasi bo‗lib, asoschilari: A.Taninbaun,
A.Shmit, M.Fidler, A.Blonshar, E.Rum va boshqalar. Mazkur nazariyaga ko‗ra, yetakchini
asosan ma‘lum bir vaziyat shakllantiradi. Hozirda shaxs strukturasini ifodalovchi turlicha
ta‘riflar mavjud. Ulardan eng ahamiyatlisi sifatida quyidagini aytish mumkin: shaxs ruhiyati,
ichki dunyosi pastdan yuqoriga o‗sib boruvchi piramida shaklida namoyon bo‗ladi.
Shaxsning ijtimoiy-psixologik strukturasi.
Bunday piramidaning tarkibiy qismlarini qatlamlar deb qabul qilsak, yuqoridagi tarkib
o‗zidan pastdagi qatlamlardan tashkil topadi. Demak, ushbu tizimning birinchi pog‗onasida
turgan ―xatti-harakat‖ deb ataluvchi qatlam birlamchi hisoblanadi, uning asosida shaxsning
yuksak tarkibiy sifatlari shakllana boshlaydi. Yuqori pog‗onada turuvchi tuzilmalarning sifati va
ifodalanishi pastki o‗rindagi qatlamlarning sifat, mohiyati bilan bevosita va uzviy bog‗liq
bo‗ladi. Shu nuqtai nazardan, insonda avval pastki qatlamlar (xatti-harakat va ko‗rsatma)
shakllanadi, so‗ngra ular qadriyatlarning shakllanishiga asos bo‗ladi, qadriyatlar negizida
esa insonning e‘tiqodi shakllanadi, e‘tiqodlar majmuasi insonning yuksak vazifalari orqali
birlashadi. Piramida shaklida tasvirlangan shaxs tizimining asosiy psixologik mazmuni shundan
iboratki, qatlamlar o‗rtasidagi bunday bog‗liqlik inson faoliyatiga ma‘no kiritadi, hatto inson
ichki dunyosini bir butun, yaxlit tarzda tushunish imkonini beradi. Bunda komil inson hayotidagi
hamma qatlamlar bir-biri bilan o‗zaro uyg‗unlashgan holda namoyon bo‗ladi. Demak, uning
amalga oshirayotgan ishlari qadriyatlarga mos keladi, e‘tiqodi va hayotidagi asosiy maqsadi
bo‗lmish - yuksak vazifa (missiya)siga qarshi chiqmaydi. Yosh yetakchini sinchkovlik bilan
kuzatish orqali uning shaxsidagi qatlamlar o‗rtasida uyg‗unlik yoki ziddiyatni ilg‗ash mumkin.
Psixologiya fanida yetakchi shaxsning yetakchilik xislatlarini shakllantirish bo‗yicha
―Xislatlar nazariyasi‖ ta‘limoti muhim ahamiyat kasb etadi. Unga ko‗ra, yetakchida
mujassamlashgan bir necha xislatlar mavjud, ushbu xislatlar majmuasi shaxsning o‗zgalarga
ta‘sir etish qobiliyatini belgilaydi.
Yoshlar o‗rtasida muloqotga kirishishda o‗zaro samarali tashqi faoliyatning 4 qoidasiga
amal qilish lozim:
- insonning nuqtai nazarini hurmat qilish;
- samimiylik;
- insonning his-tuyg‗ulari va xulq-atvorini tushunish;
- muloqotdagi aniqlik va lo‗ndalik.
466
Yosh rahbarlar muhokama va qaror qabul qilish jarayonida yuksak aqliy salohiyatga ega
bo‗lishlari kerak. Ular tashabbuskor, muayyan siyosiy va ijtimoiy mavqega ega, ishga aloqador
tanish-bilishlari ko‗p, intuitsiya (ichki his-tuyg‗u, sezgi)si rivojlangan va tashkilot faoliyati
yo‗nalishini tezda tushunishlari kerak. Bunday salohiyat kutilmagan vaziyatni tahlil etishda,
muammoni to‗g‗ri hal qilish jarayonida bir necha vazifani bir vaqtning o‗zida boshqarish
zaruratidan kelib chiqadi. Masalan, tashkilotchilik, masalaga oid yechimni taklif etish, guruh
manfaatlari haqida g‗amxo‗rlik va h.k.
―Dominantlik‖ so‗zi bir necha ma‘noni bildiradi. Rahbarlik mavzusidan kelib chiqilsa,
―o‗zgalarga ta‘sir etish‖ degan ma‘noni anglatadi. Yuqorida ta‘kidlangan ma‘nodagi ―ta‘sir
etish‖ iborasi hissiyot tufayli o‗zgalarni o‗ziga jalb eta bilish, o‗zaro munosabat natijasida o‗ziga
nisbatan xayrixohlik tuyg‗usini shakllantirishni anglatadi. Chunki tashkilotning ilg‗or faoliyati
uchun rahbar zimmasidagi majburiyat va vakolatlarning o‗zi yetarli emas. Boshqarav sohasi
mutaxassislari G.Kuns va S.Donnelning fikricha, ―Agar xodimlar rahbariyat tomonidan
o‗rnatilgan tartib-qoidalargagina rioya etib mehnat qilganlarida, ular imkoniyatlarini 60-65 %
ishlata olar va o‗z majburiyatlarini bajarib, ishdan bo‗shamaslikka bahona topar edilar. Rahbarga
xos fazilatlardan yana biri vazminlik va sabr-bardoshlilik. Ma‘lumki, rahbar turli dunyoqarashga
ega bo‗lgan odamlar bilan ishlaydi. Binobarin, o‗zaro kundalik muloqotda unga atrofdagilarning
salbiy yoki ijobiy his-tuyg‗ulari tez «yuqishi» mumkin. Shuning uchun rahbar ziddiyatli
vaziyatlarda boshqalarning ta‘siriga berilmaslik, balki og‗ir-bosiqlik bilan, oqilona qaror qabul
qilish bilan ta‘sir eta olishi kerak. Shaxsning bu fazilati, bir tomondan, tug‗ma bo‗lsa, ikkinchi
tomondan esa hayotiy amaliy tajribaga bog‗liq. [2]
Boshqaruv faoliyatini samarali olib borish uchun rahbarga zarur fazilatlardan yana biri -
maqsadga intilish. Rahbar o‗z oldiga aniq maqsad qo‗ya olishi va uni bajarishga intilishi shart.
Insonga xos intilishni 2 toifaga bo‗lish mumkin: birinchisi, maqsadga intilish bo‗lsa, ikkinchisi,
mag‗lubiyatdan qochish.
Inqirozli holat yuzaga kelganda, ba‘zi rahbarlar mazkur holatni hal etish orqali
muvaffaqiyatga erishish haqida o‗ylasa, boshqalar esa o‗zini o‗ylab, iloji boricha ―ofat‖ dan
qochadi. Bu bir xil vaziyatga 2 xil yondashuv bo‗lib, uning egalari turlicha harakterdagi insonlar
hisoblanadi. Boshqaruvni samarali olib boruvchi rahbar birinchi toifaga mansub bo‗lgani sababli,
u muammolarni tezda hal etadi va o‗z maqsadi sari yanada oldinga intiladi. Bunday toifadagi
rahbar ba‘zan tavakkal ham qilishi hech gap emas. Kezi kelganda, u katta (strategik) maqsadni
bo‗laklarga bo‗lib, har bir kichik maqsad ortida turgan natijani oldindan tasavvur etadi. Biroq,
bunday usulni hamisha amalga oshirish oson ish emas. Binobarin, rahbar tavakkal ish qila
oladigan va xavf-xatardan qo‗rqmaydigan bo‗lishi lozim. Mashhur biznesmen va menejer Li
Yakokkaning ta‘kidlashicha: ―Ba‘zida tavakkal ham ma‘qul, lekin yo‗l qo‗yilgan xatolarni o‗z
vaqtida tuzatib ketish lozim‖
1
. Maqsadga erishish ishtiyoqi bilan yashaydigan rahbar doimo o‗z
faoliyat natijalari haqida to‗liq xabardor bo‗lishni istaydi. Bunda mehnat bilan bog‗liq vaziyatda
faoliyati bo‗yicha ma‘lumot olishi unga tahlil etish imkonini beradi. Shu toifaga mansub
shaxslardan birining aytishicha: ―Men uchun biznes faqatgina boyish vositasi emas, boylik
orttirish men uchun hech qachon maqsadga aylanmagan. Biznes shuning uchun ham menga
rohatbaxshki, u har kuni cheksiz muammolarni hal qilish maqsadida aql-idrokimni bir nuqtaga
jamlashga undaydi‖. Albatta, bunday yondashuv ko‗pgina tadbirkorlarga xos bo‗lib, o‗z maqsadi
yo‗lida ular uchun pul katta ahamiyatga ega emas.
Rahbarning obro‗sini oshiradigan, qiyin vaziyatda uni asosiy maqsad yo‗lidan
yetaklaydigan fazilatlardan yana biri - mustaqillik. Rahbar o‗z mushohadasi va shaxsiy qarashiga
ega bo‗lib, mustaqil qaror qabul qilishi shart. To‗g‗ri, yetakchi o‗z hamkasblariga, shuningdek,
maslahatchilarining fikrlarini inobatga olishi kerak, lekin qaror va uning ijrosi rahbar zimmasiga
yuklatiladi. Shu nuqtai nazardan fikrlash va xatti-harakatlardagi mustaqillik samarali
boshqaruvning asosiy omillaridan biridir.
Samarali boshqaruv uchun yana bir zaruriy xislat bu - mas‘uliyat. Ma‘lumki, hech bir
inson yuqorida aytilgan xislatlar bilan birga tug‗ilmaydi. Bular inson yashash tarzining
467
mahsulidir. Bunday xislatlarning rahbar faoliyatida namoyon bo‗lishi shaxsdan muntazam tartib,
o‗z ustida ishlash, o‗zini anglash, individual ―men‖ni va unga amal qilishni talab qiladi.
Foydalanilgan adabiyotlar ro‗yxati:
1.
Raximova D, Bekmurodov M. Liderlik va tashkilot madaniyati. -T.: ―Akademiya‖,
2006.
2.
Mahmudov I. Boshqaruv psixologiyasi. -T.: ―Akademiya‖, 2006
3.
Xolbekov A.J. Boshqaruv sotsiologiyasi. -T.: ―Akademiya‖, 2008
MODERN INNOVATIVE METHODS OF TEACHING PSYCHOLOGY
Makhliyo Bakhtiyorovna Yuldasheva
lecturer of psychology department
Ferghana state university Ferghana city
Abstract.
One of the actual tasks in the methodology of teaching psychology is the
transition to an innovative path of development. To implement innovative activities, specialists
are needed who have the methods, means and forms of managing innovative processes. This
article is devoted to the consideration of innovative technologies in psychology in higher
educational institutions.
Keywords:
method, conversation, explanation, problem-based learning, verbal learning.
Currently, the problem of innovative searches in the educational process has become
particularly relevant. Global educational trends, called ―Megatrends‖, are characterized, first of
all, by such features as: mass character and continuity of education; orientation of training to the
student‘s personality; development of creativity and ability to generate innovations; active
development of human methods of cognitive activity. Active methods of teaching at the
University, first of all, mean new forms, methods and means of teaching, called: problem
lectures, seminars, discussions, business games, methods of mathematical modeling. As well as
comprehensive course and diploma design, production practice, etc.
As in other disciplines, when developing methods of teaching psychology, one should
take into account the fact that the student is both an object and a subject. If the teacher does not
cause the students to have a goal that is adequate to their goal, then the act of training will not be
able to take place and the method of influence will not achieve the desired result. At the same
time, the student‘s goal should not coincide with the teacher‘s goal, it should only correspond to
it. The teaching of psychology is based, first of all, on the teaching methods known in the world
pedagogical practice [2].
Updating the content of education, developing new training technologies allow us to
solve such important tasks of professional training as acquiring deep and versatile knowledge;
developing analytical abilities and critical thinking of future specialists; developing the ability to
quickly and effectively solve emerging professional problems; developing a sense of
responsibility for their actions; developing self-analysis and awareness of their own capabilities;
awakening creativity, initiative, imagination; developing sociability; formation of a global vision
of the world [5].
In this regard, the indisputability of using innovation as the basis for achieving the above-
mentioned goals and solving these tasks, as well as the strategic competitive advantage of an
educational institution, does not require special evidence. Over the past decades, research has
been conducted to create a system of training with guaranteed high performance, which involves
the development and implementation of innovative training technologies: personal-oriented,
interactive, modular, reflexive-creative, information and computer training, etc. [1, p. 9].
Teaching psychology in higher education in the context of an innovative model of
education is becoming more and more difficult. Modern teachers should not only be competent
in the field of their specialty and ready to share a deep knowledge of the subject taught, but also
