Gabriela Şerban
Inspectorate of Education, Olt County, Slatina Citty, Ecaterina Teodoroiu Street, nr. 64 B, Postcode 230053, Romania
Abstract
The current century could be synthetically described as being under the sign of the management or as truly representing “the management era” (M. Vlasceanu )
The management assertion as a profession represents an event with a major significance in the 21st century, an accepted and desired reality in the labour market and ,generally, it receives a great deal of attention, recognition and social respect.
The manager’s role is essential in any educational organization because he is the one who, by using his promoted position, practices and values, can develop a school into a dynamic institution or ca bar any lead of improvement. ‘The manager is the door which the transformative measures could pass through easier or more difficult (or they even can’t pass) and this way they can reach the proper place-in this case the teachers and students.
(Iosifescu, 2001, pag.9)
More often, the notions “manager” and “leader” are put side by side. The literature on this theme is considerable and so it is the implication of these debates for the development and the improvements of the managerial practices in organizations.
P Drake in “The Practice of Management” defines the two terms distinctively:
“management” means to do the things properly; whole “leadership” means to do what you have to do. Such an analyses is sustained by the metaphor of the way through the jungle: in organizing and displaying the expedition- which is often similar to the organizations’
activity in attaining their goals- the manager prepares the tools, give them to the participants, writes down and debates upon the books of procedure, while the leader checks out for directions, for the route, as he has a special sense in finding the best route.
Therefore, while the manager generates order and organization, the leader creates and stirs up the change, maps out directions, not only objectives, sets out directions, not only agendas, looks for new resources, not only assigns rationally the ones that he has already had.
In the literature of speciality, there is a certain tendency bent for bringing forward the leader who dissociates himself from the manager because of his motivation, way of thinking and operating. The latter tends to take an impersonal line, even a passive one regarding the assumed targets, and this way the managerial objectives come from necessity rather than will.
Socializing with different people who held a leadership position, it was proved that they are dynamic people, shaping and animating different ideas. They are those who take an
Gabriela DESPAN / Procedia – Edu World 2010
active line in relation to the determined objectives and it is significant the exerted influence in changing the present situation, in evoking images and expectations or in setting specific goals.
The managers socialize with other people by token of the role these people play in a chain of events or in a decision making process, while the leaders, who are mostly concerned about ideas, interact in a more intuitive and empathic way.
John P. Kotter considers that such each position requires a certain type of necessity: “the leader is rather associated with the imaginative, pre-emptive and intellective plan, while the manager is associated with the operative plan. The former is the architect the latter is the builder; it is certain that there is no way to have one without the other, no one is superior to the other.”
The near future inevitably brings about uncounted changes of content and spread regarding the philosophy and managerial practice on a level with the Romanian school. By the intricacy, earnestness and spread of the assumed actions, decentralization is the capital factor for the reorganization and re-dimension of the managerial position. The two actions go together axiomatically, encompass and define themselves mutually. This is because decentralization imperatively supposes a redeployment of the authority in charge and the public accountability for specific educational positions, from a central to a local level.
These goals cannot be attain unless school consolidates its educational capacity to assume an extended and responsible decisional role.
At the same time, decentralization supposes the transition from a leading culture centered on procedures, on the school functionality as an adequate goal, to a strategic approach. This means as well a reversal of the leading pyramid from administrative to leadership, from a management oriented toward the internal school to a public, co-operant and prospective approach.
An essential role in the success of the managerial activity is represented by the psychological and social managerial competences acquired in different formal/ standardized or informal contexts. So, the manager must be able to generate, to manage and control the interpersonal relationships in the surroundings where he carries on his activity; he must also prove self-control and he must be able to surpass stress and anxiety.
Because of the social skill lack, the intellectual excellence produced a haughty behavior, a lack of genuine communication between the manager and his subordinates, failing to communicate them a work vision and, more than that, failing to determine them to involve in attaining the assumed standards.
The art of leading is a form of emotional intelligence which refers to the individual’s capacity of being assertive, empathic, of socializing easily and of being charismatic.
Those managers who prove to have a high IQ meet with more professional success than those with a lower IQ, they are better viewed in the organization, they are more internal motivated, more optimistic.
In conclusion, the management is science, as well as art, because it is based not only on well-based knowledge, but it also requires intuition, spirit of anticipation, innovative solutions.
At the same time, the compulsory abilities of a manager should regard the self assessment capacity, the super evaluation and control capacity, the communication and socialization ability at the organizational level; he must batch his time properly, identify, analyse and solve the problems efficiently, manage successfully the subordinates’ activities, evaluate the attaining of the assumed objectives, be aware of his own qualities and
Gabriela DESPAN / Procedia – Edu World 2010
drawbacks as well as the others’, and he also must have the ability to get next to his subordinates, successfully solving delicate situations.
This novel blend between knowledge, informing, creativity, empathy, adapting capacity of the theoretical models to real situations and contexts, makes the management a complex activity which requires at the same time not only charisma, but also knowledge;
not only information, but also formation.
References:
Androniceanu, A. (1998), Managementul schimbărilor, Editura ALL, Bucureşti.
Argyle, M. (1984), Some new developments in social skills training, Bulletin of the British Psychological Society, 37, pp. 405-410.
Băleanu, C. (1996), Managementul îmbunătăţirii continue, FIMAN, Bucureşti, 1996.
Beatty, R.W., Ulrich, D.O. (1991), Re-energizing the Mature Organization, Organizational Dynamics, Summer.
Ciobanu, V. (2001), Instrument de testare psihologică a managerilor. Testul TSM, Revista de psihologie organizaţională, vol. I, nr.1, pp. 113-117.
Ciucurel, M. (2005), Antrenarea competenţelor psihologice şi sociale ale managerilor, Revista de Psihologie organizaţională, a Centrului de Psihologie Aplicată, din Universitatea Bucureşti, vol. V, nr.1: 11-33.
Constantinescu, D.A., Dobrin, M., Niţă, S., Niţă, A. (1999), Managementul resurselor umane, Editura Semne ’94, Bucureşti.
Goleman, D. (1995), Emotional Intelligence, Bantam Books, New York.
Hăhăianu, L. (coord.), (2000), Consilier – Managementul resurselor umane, Editura Rentrop & Straton, Bucureşti.
Livian, Y.F. (2001), Organisation. Theories et pratiques, Dunod, Paris.
Marcus, S. (2000), Charismă şi personalitate, Societatea “Ştiinţă şi tehnică”, Bucureşti.
Mathis, L., Jackson, J.H. (1991), Personel Human Resource Management, West Publishing Compamy, New York.
Măţăuan, G. (1999), Assessing management training needs in Central and Eastern Europe, European Training Foundation, Torino.
McGregor, D. (1969), La dimension humaine de l’entreprise, Gauthier – Villars, Paris.
Pitariu, H. (1983), Psihologia selecţiei şi formării profesionale, Editura Dacia, Cluj-Napoca.
Tabachiu, A., Moraru, I. (1997), Tratat de psihologie managerială, Editura Didactică şi Pedagogică, Bucureşti.
Vlăsceanu, M. (1993), Psihosociologia organizaţiilor şi a conducerii, Editura Paideia, Bucureşti.
Vlăsceanu, M. (2002), Organizaţiile şi cultura organizării, Editura Trei, Bucureşti.
Vlăsceanu, M. (2003), Organizaţii şi comportament organizaţional, Editura Polirom, Bucureşti
4th International Conference "Education Facing Contemporary World Issues" Piteşti, Romania, 2010, 2010, October
, ,
88thth – 9 – 9ththProcedia – Edu -World 2010