Testing management skills. Psychological tests for managers. Block "Intellectual abilities"

This test is designed for managers

The test is intended to be determined by the Head himself:

- what moments in managing people cause him discomfort;
- in what issues the leader is most successful;
- which problem areas bring the greatest difficulties to the Manager;
- what changes should be made by the leader in the personal management style.

This test will help you to reveal how well you understand the nature of management and power, as well as how well you use the patterns of this nature in your daily activities.
After passing the test, you will be able to independently draw up your personal plan for improving management skills. Following this plan, plan your training and professional development as a Leader.
We will definitely discuss your plan, and we will take it into account in training on the course "Management Shaolin".

If you decide to take this test and are not a Shaolin Managerial student:

1. There are results and recommendations for you at the end of the test.
2. Get acquainted with the nature of power, as well as, with regularities effective management of people, consolidate your knowledge, structure it - you can at the seminar “Management and Power. Leadership and Influence "

For convenience, print the test.

Read the questions and answer them unequivocally - "Yes" or "No".

In questions that contain enumerations, for example: "employees / clients / partner / team / deputy" choose what is most meaningful to you in terms of improving interaction.

At the end, count the number of your positive answers and the number of negative ones.

Test in Word format

Count the total number of "YES" answers.

High level of management skills:

If you got 11 "Yes" answers to questions # 1, 30, 42, 51, 52, 55, 56, 61, 62, 70, 74.

You know how to coordinate and direct the activities of the team, provide independence to the most capable subordinates, this is a natural management tool for you. Control issues don't stress you. You develop initiative in your subordinates appropriately by intelligently introducing new methods of work. You know how to convince and provide moral support in a conversation, in a dispute you are tactful and are guided justice. The successful solution of management problems is ensured by understanding the nature of the problem, cause-and-effect relationships, influences and decisive factors.
You turn your attention for individual personality traits and socio-psychological team processes. In your decisions, you must take these features into account.
Maintain openness in communication, use constructive criticism wisely, which helps you to prevent conflicts and create a friendly atmosphere.
Employees respect you. You are their authority and role model.
A recommendation for you:
Do not downgrade your managerial skill level by continuing to hone it.

* Average level of management skills:

If you succeed 12-25 "Yes" answers, you answered no to the rest of the questions.

In your management, contradictions can be traced between the fact that you strive to live in the interests of the team and at the same time, you are visited by an insistent desire to shift your responsibilities for deputies.
Care for staff can be expressed undemanding, excessive gullibility, which leads, in some cases, to fears to make decisions on their own. This can manifest itself in being overly lenient with discipline breakers, persistent rule violations, and a tendency to persuade.
As a result of contradictions in management, these are problems with delegation, feedback, employee responsibility, process and results control.
A recommendation for you:
To eliminate confusion and vacillation in the team, you should increase the degree of your influence on it. Proper delegation and control will keep you strong. Take care of strengthening your authority.
How to do it? To improve personal managerial skills, we recommend taking the seminar “Management and Power. Leadership and Influence "

* Low level of managerial skills:

If you succeed 26–67 "Yes" answers.

Difficulties with which you face in daily management, cause extreme stress and fatigue. Gradually, this can lead not only to a loss of strength, loss of interest in management and business, but also a loss of control.
Your leadership position as a leader is in dire need of strengthening.
When answering the test questions, you might find that they exactly match your situation. Repetition individual situations, with the same employees or different people, emphasize the urgent need to increase the power of your influence in managing the team.
You do not fully use your potential as a Manager and experience difficulties in assessing and using the potential of your employees.

A recommendation for you:
To increase the power of influence, strengthen your authority, eliminate repetitive problems in management, to master the finest diagnostics, to understand what affects what and what exactly needs to be controlled in a particular situation - you should carefully study the patterns of management at the seminar “Management and Power. Leadership and influence

When managing a team, managers are more often passionate about the status and exciting functionality of the leader than about the quality of the management services provided.

Nevertheless, the leader is responsible precisely for the competent implementation of management. After all, even if there is a strong leader in the organization who will inspire the team, show the goal and challenge it, it is pointless to count on a good result without effective implementation of processes.

Will management skills pass the test?

To be a great manager, you need to have large set skills - from planning and delegation to communication and motivation. From of this list it is enough to apply only some components and this will already give some, but a result. But if the goals are more global, and ambitions do not allow one to be content with little, then it is necessary to develop oneself in all facets of leading people.

Before starting any development, it is important to transparently understand the level of proficiency in each competence significant in management. This approach will allow you to hit right on target, saving time on the analysis of illusions and images of an imaginary result. The test below will help you assess your strengths and weak sides, thereby maximizing the benefits of the former and managing the latter.

Test instructions

The test contains 20 statements. For each of them, you need to write down the score of the answer that most corresponds to reality. When passing the test, it is important to describe the actual situation, and not the one in which one would like to be and which is considered correct. At the end of the test, it is necessary to add up the resulting scores.

Test:

Result:

Effective management requires a wide range of skills, each of which is complementary. The task of the manager is to develop and maintain all these competencies in order to guide the team towards achieving a stable result. It is important to remember: as soon as development stops, degradation begins! The following is the “nourishment” for the brain to become even stronger and more professional as a leader.

Good governance model

The test is based on eight essential management skills. These are precisely the foundations, the secret of success, which demonstrates aerobatics in people management.
Understanding team dynamics and building good relationships.
Selection and development of personnel.
Effective delegation.
Motivating people.
Discipline management and conflict management.
Information exchange.
Planning, decision making and problem solving.

Understanding team dynamics and building good relationships

Questions: 5, 15, 17
Competent management means awareness of the principles of team work. As a rule, each team adheres to a certain development model:
1) Formation.
2) Conflicts.
3) Rationing.
4) Execution (efficient work).
It is important to encourage the passage of each stage of development, this contributes to the rapid formation of an effective team. In team building, the role of the manager is to balance the recruitment of the diverse skills of the group members. Undoubtedly, it is easier to manage a homogeneous group, but only with the maximum diversity of people can mistakes be almost completely avoided. The most valuable competence in this area will be the ability to direct all differences in the right direction.

Selection and development of people

Questions: 11, 17
Finding the right people and leveling them up is the shortest path to success. Systematic training and analysis of the need for it quickly takes the team to the next level.

Effective delegation

Questions: 2, 18
Some managers, especially those who have risen from lower positions, tend to do most of the work on their own. They are convinced that this is the only way to produce high-quality results. In such cases, a valuable rule is forgotten: the leader is needed for management, not execution. And the team can achieve much more if all work is distributed to the right people, and not concentrated on one person. Sometimes it is difficult to trust, in this case it helps to realize that if the team is selected the appropriate functionality, people are trained and motivated, as a rule, the work will be done with high quality.

Motivating people

Questions: 13, 19
Motivation is another essential skill in management. Motivating yourself and someone else are completely different things. It must be remembered that motivation is individual and that what warms one person is completely uninteresting to another. In the same way as life values ​​differ, goals - the ways of motivation also differ. If a warm, trusting relationship has developed with the team members, then motivation will not be difficult.

Discipline management and conflict management

Questions: 3, 6, 12
Sometimes, despite all efforts, some subordinates have difficulties in their work: systematic failures, underperformance of indicators. If you close your eyes, letting things go on their own, do not correct and do not correct such failures, then this will affect the whole team negatively. Staff motivation is diminished when the next person to work is someone who consistently does not meet expectations.

There are often cases when, due to differences in values, direct conflicts arise between employees. The manager's task is not to panic, but to facilitate the solution of the situation. But it is important to remember that disagreements have and positive side, they highlight systemic problems and potential failures in the organization. In any case, confrontation requires dealing with the cause of the disagreement, not suppressing or avoiding symptoms.

Information exchange

Questions: 8, 9, 16, 20
The ability to communicate, to convey information correctly is important in any profession, but for a manager it is of particular value. It is necessary to convey to the team everything that is happening within the company. Employees need to understand nature decisions taken, job changes and other situations. This not only eradicates rumors, discussion of issues allows you to establish contact.

Planning, decision making and problem solving

Questions: 4, 10
This competence becomes especially important when a manager is promoted from an ordinary employee. At the initial stages, priorities go from planning and resolving issues of the team to rocking oneself as a former specialist. Without changing development priorities, without switching to swaying managerial skills, you can very quickly get into a puddle and return to your previous position. You must constantly make sure you are focusing on the essentials!

How to avoid common manager mistakes

Questions: 1, 7, 14
Building interaction within the team helps to avoid a number of difficulties and simplifies the procedures. A common mistake is the unwillingness to think ready-made and the inability to ask oneself the question "What can I myself do to solve the situation?" Often, novice managers knock over the thresholds of their leaders, urging them to solve the problem that has arisen, thereby distracting from the completion of more global strategic tasks.

Another mistake is a shift in development priorities when moving from a line employee to a managerial position. It is necessary to say "stop" to yourself in time, otherwise the entire routine of the department can fall on the shoulders of the manager, because he will try not to teach others to do the tasks correctly, but to take on more obligations than he should.

Delegating, motivating, communicating, and understanding team dynamics are some of the key skills needed for a leader. With these skills, along with patience and a developed sense of balance, they reach incredible heights in management.

Instructions: Below are a number of statements with an indication of the answer options. Select and underline your answer option in the questionnaire itself.

1. I tend to build my relationships with subordinates rather on a) the basis of trust; b) the basis of control.

Answer options: a), b).

2. The basis of my good relations with people is rather a) regular communication with them; b) the presence of community

views.

Answer options: a), b).

3. If a subordinate does not work well, then I usually tend to a) get rid of him as soon as possible; b) teach him to work well.

Answer options: a), b).

4. When producing various products, one should strive for a) their maximum durability; b) their durability, limited by a predetermined period.

Answer options: a), b).

5. It is impossible to produce low-grade products, even

if it has sales.

Answer options: "you can", "you can't", "in some cases

it is possible, in others it is not possible. "

6. When speaking to an audience, I rely more on a) preliminary preparation for the report; b) that I can find the right words in the process of the report itself.

Answer options: a), b).

7. I rather a) trust my first impression of a person, b) do not trust.

Answer options: a), b).

8. I am more inclined to a) independently put things in order in my business papers; b) entrust this to the technical

the secretary.

Answer options: a), b).

9. Which expression do you think is more correct: a) bureaucrats generate certain type managerial

systems of society; b) they become bureaucrats due to a certain psychological makeup of the personality. Answer options: a), b).

10. Before solving the problem of selling goods, these goods must be produced.

Answer options: "agree", "disagree".

11. I like the beauty of a) panthers b) gazelles. Answer options: a), b).

12. I tend to rather a) eliminate the risk of being late by arriving early and losing some time; b) arrive on time, with some risk of being late.

Answer options: a), b).

13. To a greater extent, I tend to strive for a) a variety of hobbies; b) "deepening" of the same hobbies.

Answer options: a), b).

14. I tend to rather a) do the necessary things in advance; b) do the necessary things when "time is running out."

Answer options: a), b).

15. The basis for effective team management is rather a) a well-thought-out system of job descriptions; b) the authority of the team leader.

Answer options: a), b).

16. When making a report, I keep in my head rather a) a general holistic idea of ​​the topic of the report; b) detailed understanding of the topic of the report.

Answer options: a), b).

17. When I want to convince someone that I am right, I rely more on a) a small number of "main" arguments; b) a large number of arguments that make it possible to comprehensively substantiate the idea.

Answer options: a), b).

18. I prefer rather a) to develop my opinion on a particular problem only after I have studied it enough; b) immediately work out my opinion about the problem, given that in the future, with a more detailed acquaintance with it, I can change this opinion.

Answer options: a), b).

19. I would prefer to have an assistant (deputy) who would rather a) be capable of jointly finding solutions to managerial problems; b) would be able to work on the implementation of my decisions.

Answer options: a), b).

20. If a subordinate commits an unjustified blunder, then I tend to rather a) express to him my attitude to this in "strong" (even non-literary) expressions; b) hold back.

Answer options: a), b).

Answer options: a), b).

The quantitative indicator that assesses the level of development of managerial qualities is the coefficient of development of managerial qualities (KRUK). KRUK values ​​are less than 40 st. units, correspond to a low (weak) group of subjects; KRUK values ​​falling within the interval from 40 to 60 st. units, correspond to the average (normative) group; and KRUK values ​​exceeding 60 Art. units correspond to a high (strong) group of subjects.

Managerial qualities are the realization of managerial abilities. It may also be that managerial qualities are high and managerial skills are low. In this case, managerial qualities are a "trace" of the realization of some other, non-managerial abilities.

Managerial qualities determine the effectiveness of activities in standard, typical situations, as well as the ability to use the accumulated (by yourself or others

people) management experience, use it to solve current problems.

KRUK determines the degree of responsibility, punctuality, the ability to keep your word, speak on the phone, fulfill your obligations, as well as the ability to plan your working day, maintain order in business papers, etc.

If managerial skills are needed in order to come up with something new, difficult or fundamentally not replicated, then managerial qualities are needed to implement the decisions already made.

KPUK does not reflect the level of development of managerial abilities.

The art of communicating with the boss
1. Provide explanations for your messages.

Bosses are always very busy and have more than one subordinate under their command. Don't expect your boss to understand everything that happens in your area. Start each conversation with something like, “I'm going to look at a situation that arose on Friday at a seminar. Last week you asked me to revisit my communication skills so that I could focus more on interpersonal conflicts.
^ 2. Be direct, decisive and concise.

Bosses won't want to play puzzle games with you. Use clear language. Save on words. Shorten your presentation, throw away everything unnecessary. Don't sound too carried away or indifferent when you speak.
^ 3. Provide questions and information needs in advance.

Good conversations will answer most of the questions. If you've studied your boss, you know what the questions might be roughly. Prepare your answers and then you will look great.

^ 4. Learn your writing style and relationships with other people. Simulate this when you communicate (especially when you write) on his behalf. Sketch the draft letters so that the boss can only sign them without correcting them.
^ 5. Take criticism calmly.

Don't defend yourself; rather, show your willingness to use his criticism to improve your work.

6. Take the praise calmly.

Accept the praise you deserve calmly, with dignity, without displaying insincere modesty or denying it. A simple "thank you" is enough.
^ 7. Correct your boss tactfully.

Don't challenge, threaten, or criticize. Do not say: "You are wrong" when you can say: "It would be better if we (not you) take a different look at the solution ..." Do not agree on everything, but do not always make excuses.
^ 8. Praise but don't flatter.

Bosses need friendly help from time to time. If what the boss has developed is bad, don't be afraid to say so. (“I think the decision to hire a PR manager was wrong.”)
^ 9. Don't make unnecessary promises to win favor.

Broken promises are a recipe for failure.

To keep any boss happy
^ 1. Do the job well.

Make sure everything you do gets done on time, on budget, on demand, and with a sense of pride in the craftsmanship.
^ 2. Be a leader.

Try to keep your people happy, qualified, and act in a way that doesn't sit around your neck.
3. Save the organization's money.

Every boss at every level is under constant pressure material resources... Your help in cutting costs will be remembered.
^ 4. Make money for your organization.

If you find unrealized revenue potential in your sector of the organization, suggest to your boss to use it, and then your boss will be nice to you.
^ 5. Find out what really matters to your boss.

Demonstrate that the same things are important to you.
6. Examine the boss's expectations.

Not all bosses express their expectations directly and definitely. However, they hope that you will meet their requirements. If your boss does not talk about his requirements for you, do not show your displeasure, and on occasion, find out what he wants to get from you. Phrase: "Did I give you enough details in my report for the month?" better than, "I'm not entirely sure what you expect from my report?"
^ 7. Ask for opinions on your work.

Find out how well you are doing. Some bosses hold back on praise, perhaps because you're not receiving them too kindly. Others don't like to criticize, perhaps because you immediately become defensive. Ask for his opinion without embarrassing or looking insecure.

^ 8. Make sure that most problems are resolved before they get into the boss's field of vision.

But don't go beyond reasonable limits.
9. Make sure that both good and bad news come from you.

Keep your boss as informed as he / she wants. Don't make your boss be surprised by news received from a third person. Both of you can get into a quandary because of this.
^ 10. Agree to difficult and unpleasant tasks.

You will only benefit if you take a step forward to help your boss. And if you succeed where no one else can, you will become a rising star.
^ 11. Advertise only worthwhile ideas.

If your boss rejects most of your suggestions and requests, then you may look like a frivolous person. The secret to success is advertising an idea that raises the profile of the entire organization and your boss especially. If this idea does neither one nor the other, this idea is not worthwhile.
^ 12. Don't ask for unnecessary directions.

Many bosses are more informed about what you are going to do when they fix your plan.

It is better to say, "Here is my training plan. If I understand your instructions correctly and you have no objection, I will send it to the printer by Friday" than: "Let me know which form of training you prefer."
^ 13. Don't complain about others.

When things go wrong, accept your share of responsibility and don't shift the blame onto others. Most bosses, however, want not so much that you admit your mistake, but that it doesn't happen again.
^ 14. Be self-critical.

Your boss is going to tell you that you are doing badly. It is better to know how you work yourself, so be fully aware of your actions. Watch the attitude of employees towards you, listen to their opinion. Always work on yourself.

How to get rid of time wasters

Below is a list of the "time wasters" that you have to deal with. In order for the reader to analyze their own "time wasters", we offer possible reasons for their appearance and advice on how to get rid of them. This is done in order to help establish a diagnosis. The reasons and decisions for each person may be different, at the same time, the "time wasters" themselves are the same for everyone.

As shown by American and Japanese management studies, firms in which a calm moral and psychological environment reigns achieve stable success. Her statement is possible in that labor collective where managers are respected and credible. Based on the results of these studies, an "ideal" type of leader was constructed. Its characteristics are recognized:

firm but flexible at the same time;

serious but humorous;

friendly, but knows how to keep his distance;

devoted to his work, but does not lose his head with successes and failures;

dreamy, but with a highly developed will;

ready to take risks, but thoroughly calculating everything.

We add to this from ourselves that the "ideal" manager makes significant efforts to equip his office. Both in terms of its technical equipment and considering the ergonomic and aesthetic requirements. Personal experience the author of advising business people on how to arrange an office, an office, testifies that such steps are taken by those who understand how much everything should be in place in offices. The state of the office is a clear evidence of the culture of a business person. Compliance with it always brings civilized business people closer together, makes them more open to each other.

Ergonomics of offices and their designs are an urgent problem today. However, her solution is not always successful. In some cases, there are not enough funds to invite the appropriate specialists. In others, the customer's bad taste and his underestimation of the rules of work organization ruin the matter. As a result, the professional image suffers. Just as the absence of a business card is a non-observance of business etiquette in communication, so a primitive, and even more so sloppy, office and office rooms cause hard-to-repair damage to corporate reputation. Better not to let this happen. It is rightly noticed that the miser pays twice. When it comes to personal prestige or corporate honor, such miscalculations should be minimized.

Various barriers inevitably arise on the way of establishing the image of business people. A lot of time and effort is spent on overcoming them. It is humanely insulting when, having mastered difficult problems, they admit the most elementary breakdowns due to the fact that they did not take into account the psychological nuances of communication. As you know, many reformers died at the hands of the crowd they wanted to enlighten. Let's remember Danko, who tore out his heart to light the way for people. Then these same people trampled on his heart, for they did not bother, walking, to look at their feet. For all the allegorical example, business people should study the weaknesses of people well and be patient with those with whom they work and communicate, not getting angry with them, not despairing, even when faced with ingratitude and betrayal. Do not burn the bridges of communication - this is the motto of the "ideal" leader. Always strive to reserve the opportunity to continue and renew contact with people. Achieving this is an excellent guarantee of an attractive personal image.

Imaging is a series of deliberately built patterns of behavior. One of the missions is to have the necessary special knowledge and experience. vocational training modern leaders. Their personal capabilities are crystallized in the image. Here is the following fact. In mid-1992, a little-known businessman from Dallas, Perot, gained national fame in three months through two dozen television interviews. For some time he was the leader in popularity among all candidates for the presidency.

How did he do it? Let's turn to the next digest to find the answer.

According to most observers, the main trump card that Perot played in the first phase of his campaign was simplicity. In his speeches, speaking in a simple and at the same time figurative language, he constantly argued that simple solutions should be sought for any problems. Lashing out at Washington politicians, "he accused them of" these guys in crocodile shoes "forgetting about the needs of ordinary Americans. Even outwardly, a new candidate devoid of metropolitan gloss, with a face that seemed weathered and" non-aristocratic ", appeared to provincial voters much more "own" than refined George W. Bush and Bill Clinton.

As some journalists believe, in the minds of many Americans, Perot has become something like a character from cowboy stories, who, strictly following his own

"code of honor" comes to "put things in order" among corrupt politicians.

Such an image in modern conditions looked very profitable: for many Americans, distrustful of the political establishment due to ineffective economic strategies and incessant corruption, the way out seemed to be a return to the healthy conservatism and traditional values ​​that Perot personified.

Ultimately, in the competition for the presidency, Perot lost, but those who are closely acquainted with the technology of his image assertion have a lot to learn. First of all - - accurate calculation of the models of their behavior, their skillful demonstration to the public. Let's give him his due. With his billion-dollar fortune, naturally, without acting artistry, playing the role of an ordinary American who sincerely wants to help all ordinary Americans is by no means easy.

A useful example to think about! Why do the voices of leading businessmen and managers sound like a mosquito in our political life? Not because they have nothing to say. To reach a mass audience, you need to master the technique of self-control and the ability to behave with dignity. And, which is important, while maintaining the ability to say what is needed and how. It takes years to create entrepreneurial capital, but you can lose it overnight when you face people. Here it will be appropriate to refer to the statement of Jean de La Bruyère: "Many people have no other virtues than a name. You look at them up close and you see how insignificant they are; but from a distance they inspire respect." 1

A great tip for business people. No matter how great your achievements are, no matter how you are superior to people economically and powerfully, do not disappoint them in face-to-face communication. Without human recognition, no riches will brighten up human life, will not bring true satisfaction from the possession of them.

^ Test "Check what kind of leader you are"

DIAGNOSTICS OF MANAGEMENT ABILITIES

EAT. BORISOVA, G.P. LOGINOVA, M.O. Mdivani

The professional activity of a manager, which has always been considered one of the most informative, interesting and prestigious abroad, in recent years has begun to receive a similar assessment in our country, is gaining popularity, and is increasingly called high school students among the most attractive.

A very large number of publications in our country and abroad (,,,,, etc.) are devoted to the study of the features of this activity, the conditions and factors for achieving success in it. It can be stated that the psychological characteristics of the activities of a leader and a manager have been studied quite fully. Therefore, in the study of the psychological content of their work, we relied on the already available and generalized data on the activities and professionally important qualities of managers of different levels and on our own empirical results.

All, known to us from publications, studies of the professional qualities of managers were carried out either on the basis of a complex of well-known diagnostic techniques (D. Veksler's test, R. Cattell's questionnaire, etc.), which, in our opinion, did not allow to fully reveal the specifics of the structure of the specialists' abilities this profile, or using questionnaires, the reliability and validity of which have not been proven.

Since we do not know of any Russian special aptitude test designed for managers, the original General Managerial Ability Test (OTUS) was developed. Foreign tests, such as, for example, the Graduate Management Admission Test (GMAT), cannot be used not only for reasons of social and cultural differences, but also because foreign managers are very far advanced in professionalism compared to ours, and the criteria for professionally important qualities, adopted in Russia do not fully comply with their standards.

M. Shaw identifies general (intellectual) and special abilities; there is evidence that managers with an average level of intelligence are most effective. According to R.L. Krichevsky, a high-level leader should have high intelligence, but this should not be so much theoretical intelligence (which, in fact, is revealed by classical tests), but practical. Among the special abilities are awareness, competence, special skills.

RL Krichevsky, referring to R. Stogdill, identifies the most important qualities of a leader: "Dominance, self-confidence, emotional balance, stress resistance, creativity, striving for achievement, entrepreneurial spirit, responsibility, reliability in performing tasks, independence, sociability"; A.G. Shmelev et al. - intelligence, competence, activity, energy, self-control, sociability; A.U. Kharash - independence of judgments and decisions, the ability to accept and master new things, focus on business (business orientation), respect for the personality of another person, the ability to find an individual approach to each subordinate, willingness to cooperate and empathize, "dialogicity", t .e. constant willingness to listen and understand another person, to take into account his point of view when making your own decision. Among the qualities that hinder the leader are listed conformity, rigidity, suggestibility, authoritarianism, formalism, egocentrism, "monologue". Thus, among many authors, we find similar features that are identified as the most important for a leader: intelligence. independence, activity, the ability to work with people, etc. It should be borne in mind that different levels and profiles of managers can make this list specific.

To clarify the list of professional abilities and personality traits of the leader, a study was carried out on a sample of 20 highly qualified managers. They were asked to fill out a questionnaire developed on the basis of an analysis of literature data and the results of individual conversations with teachers of the MGIMO School of Business. The experts were asked to rate the qualities listed in the questionnaire as follows: “not at all necessary” (0 points), “rather not than yes” (1 point), “moderately needed” (2 points), “definitely needed” (3 points ), "as much as possible" (4 points).

Based on the analysis, a number of qualities were identified that are most important for the successful implementation of professional management activities... First of all, it is a fairly high intelligence. It provides the ability to perceive and analyze a variety of information, systematize and generalize it, quickly grasp the meaning of documents, orders, clearly formulate the goals of activities, predict the development of the situation, evaluate the consequences of their decisions, organize the activities of other people, build a logical system of evidence, if necessary, convince subordinates of their correctness. At the same time, an important feature of a leader's thinking is the ability to produce new ideas, to be able to see elements of novelty and creativity in the activities of other people ("hunting for ideas"), which is closest to the concept of creativity.

No less important are consistency, analytical thinking, its flexibility and plasticity, which make it possible to abandon habitual stereotypes of behavior when the situation changes, as well as readiness for learning, mastering new knowledge, techniques and ways of working.

Among the personality traits, the experts identified the following: dominance (the ability to influence other people, "inspire subordinates"), self-confidence, persistence and the ability to persuade, restraint, the ability not to lose self-control in an extreme situation, the ability not to exaggerate difficulties and obstacles on the path to achieving goals, and look for ways to overcome them, business orientation, the desire to take responsibility for themselves. Activity, the ability to manage their emotions and behavior was also highlighted.

Among the dynamic features mental processes the most important are the ability for long-term hard work (high efficiency), the speed of thinking, the ability to quickly engage in a new activity and switch from one type to another, emotional balance, avoidance of impulsive reactions.

Thus, three main blocks of professionally important qualities of a leader were identified: intellectual (competence, analytical thinking), personal (leadership, resistance to frustrations, activity, business orientation) and dynamic (strength and lability of nervous processes).

Of course, the test developed by us cannot include all professionally important abilities, but it covers a fairly wide range of them.

When developing a test to diagnose the corresponding "qualities, we used three questionnaires known in psychology: 1) to identify the threshold of activity, 2) the severity of the achievement motive, and 3) the strength of the nervous system. The remaining seven subtests are the original developments of the three authors of the test.

Thus, the test included ten subtests. Intellectual ability was studied using four subtests: Awareness, Analogy, Classification, and Generalization. When selecting concepts for these subtests, we consulted with MGIMO teachers, who helped to outline a range of terms from the field of economics, politics and jurisprudence. Along with the latter, some socio-political and scientific-cultural concepts were included. We proceeded from the fact that possession of them is necessary for the competent implementation of managerial and legislative activity in modern conditions. The terms introduced into the test are not narrowly specialized, they are now "on everyone's lips", they are constantly used in the media.

Here are examples of tasks for each of the subtests aimed at diagnosing the level of development of conceptual thinking.

1. Subtest "Analogy" - three words are offered; there is a certain logical connection between the first two; it is necessary for the third word to select one of the concepts offered to choose from and indicated by the letters a, b, c, d, e to establish a similar connection.

Price rise: cost rise = bankruptcy:?

a) decrease in profits;

b) profitability;

c) impossibility to pay debts;

d) poverty;

e) losses.

2. Subtest "Classification" - you require "from six words to choose two, which are united by one general concept of the highest category:

a) democrat;

c) urbanist;

d) reservist;

e) monarchist;

f) Buddhist.

3. Subtest "Generalization" (it is required to generalize two concepts on the most general basis):

A stock is a bond.

4. Subtest "Awareness" - it is necessary to insert the proposed pairs of concepts instead of the words missing in the sentence:

Good ... can articulate ...

a) broker - loans;

b) broker - rates;

c) manager - goals;

d) producer - resources;

e) manager - prices.

To study the peculiarities of operating with quantitative relations, flexibility of thinking, the ability to switch from one algorithm to another, the "Numerical series" subtest was used (this subtest was used only when testing students). For example, it was necessary to continue the number series:

47 39 32 26 21 17 ...

To diagnose manifestations of the lability of the nervous system, a special subtest was developed, in which it was required to follow a series of simple instructions as quickly and accurately as possible. The subject had to follow as many simple instructions as possible in a limited time. For example: "Underline the second letter and in the word legitimacy. Write here ... any letter of the English alphabet, except the letter k, but here ... write the word no, if the result 144: 12 = 12 is the correct answer. If Feuerbach is not a poet , then underline all the vowels in the word license ".

The correctness of the use of this type of tasks for diagnosing the manifestation of lability of nervous processes in mental and speech activity was proved in the study of V.T. Kozlova.

To identify resistance to frustrations, the style of responding to emerging obstacles and obstacles, a special test was developed by analogy with the Rosenzweig test, which includes 20 situations. Unlike the Rosenzweig test, where free formulations of answers are assumed, all figures were accompanied by answer options, one of which was chosen by the subject.

In eleven cases, frustrating situations were asked, caused by accusations and claims. Extrapunitive, intrapunitive and impunitive reactions of the subject were recorded. The predominance of extrapunitive reactions was considered by us as a sign of aggressiveness, conflict, a desire to blame other people or circumstances. Intrapunitive reactions indicated a tendency to self-blame, anxiety, self-doubt; impunitive (or neutral) - about resistance to frustrating influences, the ability to cope with them without falling into self-flagellation or aggression.

In nine cases, situations of the occurrence of an obstacle or obstacle were asked

on the way to achieving goals. Three ways of responding to it were envisaged: fixation, when an obstacle is perceived as insurmountable, causes acute emotional experiences, blocking the adoption of the right decision; leaving, when the obstacle does not affect the emotional sphere, does not hurt personally, but no attempts are made to overcome it (it is, as it were, devalued by the subject); business response, which involves an active search for overcoming the obstacle and finding the best solution.

To determine the ability to assess the causes and consequences of events, the ability to take responsibility, make the right decisions, 10 problem situations were developed, presented in writing. Each was a short story about some important and dramatic event that took place in a particular small group (formal or informal) or established team. To resolve a difficult situation, options were offered, suggesting the choice of a specific strategy for the leader's behavior. The situations were framed in such a way that the right decision could require an authoritarian, democratic, or even conniving style of managerial decision-making. At the same time, for the adoption of some of them, the help of experts was required, the need to involve which was also determined by the head. Thus, the subtest allowed not only to reveal the ability to choose the right decision in a difficult situation, but also to determine the prevailing leadership style. To make the right decision, the subject needed the ability to analyze the situation, the consequences of his decisions for each member of the team.

Let's give an example of one of the situations.

"The spacecraft after a long interstellar expedition returns to Earth, where over this time a thousand years have passed. On board the ship, the commander and the team, which over the years of flight have become a close-knit highly qualified team. When approaching the solar system, the commander receives a confidential message from Earth, in which it is said that during the absence of the ship on Earth, irreversible environmental changes have occurred and civilizations in the usual form for people no longer exist. Intelligent life on the planet has been preserved in a different form - energy - and created a new civilization on the planet. New inhabitants of the Earth offer their help to the team either to transfer each crew member to an energy form, or to create a reservation for the team with the usual forms of flora and fauna The commander is invited to inform the crew about what happened.

What would you advise the commander to do in this situation?

A. Make a decision for the whole team and report it to Earth. The team is presented with a fait accompli.

B. Talk to each member of the crew, find out his personal preference, and then make a decision for everyone.

B. Assemble a team, report on the radiogram and listen to the collective opinion. After that, make your own decision.

D. Call the first mate and doctor of the expedition and together with them make a decision for everyone.

E. Gather a team, report on the radiogram and invite everyone to work out a joint solution, participating in this process as an ordinary member. "

In this case, the decision placed under the letter D, which is characteristic of the conniving style of management decisions, can be recognized as correct. It is true for the reason that everyone has the right to choose their future independently and the commander cannot take on this responsibility and decide the fate of people.

Thus, the developed test (OTUS) made it possible to diagnose the intellectual characteristics of managers (the level of conceptual thinking,

its analyticity); professionally important personal qualities- business orientation, resistance to frustrations, leadership style; dynamic characteristics of the psyche (manifestation of strength and lability in mental and speech activity).

The test was tested for reliability and validity on samples of high school students with different training programs (more than 200 subjects) and groups of professional managers (more than 300 subjects). Satisfactory data were obtained for all parameters.

To identify the dynamics of the formation of professional abilities of managers, a comparative study of three samples of subjects was undertaken: students of the Faculty of Business Administration of the Institute of Business and Business Administration of the Academy of National Economy under the Government of the Russian Federation (44 people), a group of highly qualified managers that passed a special selection (16 people) and a group of managers of different levels applying for work in the apparatus The State Duma(329 people) (the examination of the last group was carried out jointly with M.K. Akimova, V.T.Kozlova, A.M. Raevsky).

To compare the results of diagnosing intellectual abilities, the data obtained on a sample of students and established professionals were compared. The total score for the success of the four subtests (awareness, analogy, classification, generalization) was calculated for each subject. Then these results were ranked within each sample separately and divided into five groups according to the success of the intellectual block of test items as follows: group 1 (high level of performance - 10%), group 2 (close to high - 20%), group 3 (average - 40%), 4th group (closer to low - 20%), 5th group (low level of performance - 10%). For each group, the upper and lower boundary values ​​of the total score for the four subtests of the smart block are highlighted; for example, for students they turned out to be as follows: 97-81, 80-67, etc. Table 1 shows data on the ratio of indicators for these groups in the samples of students and professionals.

In general, individual data among students range from 24 to 97, in the sample of managers - from 50 to 92, managers - from 14 to 107 points (such a wide spread in the last sample is explained by the fact that about one third of it was occupied by heads of various economic services and subdivisions for which the development of practical rather than theoretical intelligence is more important, and it is they who fall into groups 4 and 5.

As you can see from the table. 1, on the upper limit of indicators of the level of intelligence development, the best results were demonstrated by the managers of the State Duma, whose main function is to analyze a variety of information, prepare a variety of documents, reports to top management, hold meetings and meetings. The requirements of the profession for intellectual development are very high, therefore, the corresponding abilities are constantly being improved and developed in the course of professional activity.

Table 1

Numerical scoring boundaries

Group numbers

Students

Managers

Managers

The professional requirements for the intellectual abilities of managers are somewhat lower, they remain less in demand and, as a result, are developed in a lesser degree.

degree than in the previous group, except for business executives (groups 4 and 5 in the sample of managers).

In students, we observe a less pronounced development of intellectual professional abilities in all indicators, except for the upper boundary value of group 1 (97 points). Further, there is a gradual decrease in indicators for all groups in comparison with professionals. Indicators intellectual development students are lower than those of heads of economic services (with the exception of the lower boundary value in group 5). Students showed slightly better results on the intellectual part of the test than managers, only in one case - on the upper limit of indicators in group 1. Thus, the results obtained allow us to state that under the influence of the professional activity of a manager, a directed formation of intellectual skills important for her takes place. The greater the demands made by the "working post", the specialization within the profession to these abilities, the more they are expressed in the developed highly qualified specialists. Students' professional abilities are at an early stage of development.

We will continue our further analysis of the dynamics of professional abilities using the example of comparing a group of students and managers.

To compare the severity of individual professional abilities of established and novice professionals, we calculated the average indicators of the severity of each of them in the studied groups (Table 2).

table 2

The severity of individual professional abilities among established and novice professionals

Students

Managers

Indicators

Intelligence (total score for four subtests)

Properties of the nervous system

Lability

Personal indicators block

Achievement motivation

Activity threshold

Extrapunitivity

Intrapunitivity Immunity

5,6(51%) 4,9(44%)

Fixation on the problem

Avoiding decision Business orientation

1,7(18%) 3,4(37%)

Making decisions

For a more detailed comparison of the results obtained, we used not only the values ​​of the arithmetic means, but also the modes and medians, which, as is known, give Additional information about the characteristics of the numerical series of indicators.

Then these data were converted into percentages (of the maximum indicator on each scale) and on their basis a graph of the "ideal" manager was drawn. This method of analyzing the results based on drawing an individual test profile is generally accepted in psychodiagnostics.

From presented in table. 2 results can be made certain

conclusions about the dynamics of the formation of professional abilities of representatives of managerial professions.

As for intellectual functions, the average data confirmed that they are more pronounced among professionals than among students (78% and 60% of tasks are performed, respectively, in these two samples. Due to the very large scatter of data, it was not possible to obtain unambiguous indicators of fashion and median) ...

Dynamic characteristics are presented by data on the strength and lability of nervous processes. We did not get any differences in the severity of the strength of nervous processes, which can partly be explained by the not very high differentiating power of the Y. Strelyu questionnaire, which we introduced into our test. Probably, it should be duplicated by another technique. At this stage of the study, we state that there are no differences in the severity of the strength of nervous processes in beginners and established representatives of managerial professions.

As for the lability of nervous processes, the predominant manifestation of this property in the thinking and speech activity of managers was revealed.

compared to students. This advantage appears in all indicators (arithmetic mean, mode and median). Moreover, the average indicator obtained in the group of students (45%) is classified as the average severity of the property, and in the group of managers (60%) - as its high representation.

Consider the personality block of professionally important qualities. We did not find differences in the severity of achievement motivation across the samples; moreover, it is slightly higher in the group of students. A possible explanation is that for a manager who has achieved success, the most optimal is the average level of achievement motivation (as you know, too strong motivation can reduce performance as well as too low). Students who are just starting their careers may have more pronounced motivation, since their achievements in the profession are still ahead.

The threshold of activity among managers and students differs significantly for all indicators. As you know, the higher the threshold, the lower the activity. The sample of managers has a higher indicator of activity than students. This suggests that professionals are in a state of constant readiness to act, of high activity. As expected, activity is a professionally significant quality of a manager and is formed in the process of mastering a specialty.

Very impressive data were obtained on the parameters of resistance to frustration. Established professionals turned out to be more resistant to frustrating influences.

So, they have practically no extrapunitive reactions, i.e. they are not characterized by aggressiveness, conflict, blaming other people or explaining failures by external circumstances. They more often than students have expressed impunitive, neutral reactions to frustration, which indicates the ability to settle difficult situations, not to get hung up on frustrating stimuli. These qualities are especially valuable in working with people and are important for a leader of any rank. At the same time, the average severity of intrapunitivity testifies against this background of an adequate assessment of oneself, an understanding of the possibilities of one's own mistakes, and a readiness to take the blame upon oneself.

Differences in tactics for overcoming obstacles on the way to achieving goals are less pronounced. However, managers have less fixation on the problem, which slows down the activity of finding a way out of a difficult situation, and there are slightly fewer departures from solving the problem compared to students.

And finally, there are differences in the ability to find the right management solution in a difficult situation related to the team. If managers find the right way out in an extreme situation on average in 40% of cases, then for students this figure reaches only 28%.

Thus, it can be stated that with the help of OTUS it was possible to identify professionally important qualities managers, which include three blocks: intellectual, dynamic and personal. Each of the blocks in this structure carries a certain load, but the share of each is ambiguous. So, the main

The "elements" of the blocks, judging by the data obtained in our study, should be recognized as intellectual abilities, lability of the nervous system in mental and speech activity, activity, resistance to frustrations, the ability to make correct managerial decisions.

These abilities are not given to a person from the outset, they are formed in the course of mastering a profession and are determined by the specifics of tasks, the content of which depends on the specialization, job post. The obtained model of the structure of the manager's abilities, however, should not be absolutized, since some of its elements are changeable and can vary depending on the specifics of individual qualities and socio-psychological conditions of professional self-determination.

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Received January 30, 1996

source unknown

They say that a soldier who does not dream of becoming a general is bad. However, before applying for high management positions, it would be a good idea to check if there are suitable prerequisites for this. Well, if you are already a leader, then check yourself anyway: the proposed test is an additional opportunity to assess your capabilities.

Instruction. After reading the question, choose one of the options that suits your habits and personality. Next, using the key table, calculate the amount of points you have gained as a result of self-assessment.

1. Imagine that with tomorrow you have to lead a large group of employees who are somewhat older than you in age. In this case, you would be afraid that:

a) you may be less knowledgeable about the essence of the matter than they;

b) will ignore and challenge the decisions you make;

c) you will not be able to do the job at the level you would like.

2.If a major failure befall you in any business, then you:

a) try to console yourself, neglecting her, considering what happened is insignificant, and go to unwind, for example, to a concert;

b) begin to feverishly wonder whether it is possible to blame someone else or, in extreme cases, on objective circumstances;

c) analyze the reasons for the failure, assessing what your own mistake was or how to fix it;

d) you will experience despair, you will fall into depression, your hands will drop.

3. Of the following characteristics, the most suitable for you:

a) modest, sociable, indulgent, impressionable, good-natured, slow, obedient;

b) affable, persistent, energetic, resourceful, demanding, decisive;

c) hard-working, self-confident, restrained, diligent, executive, logical.

4. Do you think most people:

a) likes to work well and diligently;

b) treats work in good faith only when their work is paid properly;

c) considers work as a necessity, no more.

5. The manager should be responsible for:

a) for maintaining Have a good mood in a team (then there will be no hassle with work);

b) excellent and timely execution of tasks (bosses and subordinates will be satisfied).

6. Imagine that you are the leader of a team and must within a weeksubmit to the superiors a plan for certain work. What will you do?

a) draw up a draft plan, report it to your superiors and ask them to correct it if something is wrong;

b) listen to the opinion of subordinates, specialists, and then draw up a plan, accepting only those of the proposals made that are consistent with your point of view;

c) instruct subordinates to draw up a draft plan and will not make any significant amendments to it, sending your deputy or other competent employee for approval to a higher authority;

d) develop a draft plan together with specialists, and then report on the plan to the management, justifying and defending its provisions.

7. In your opinion, the best results are achieved by the leader who:

a) vigilantly monitors that all subordinates accurately perform their functions and tasks;

b) connects subordinates to the solution of a common problem, guided by the principle: "Trust, but verify";

c) takes care of the work, but does not forget about those who do it in the tumult of affairs.

8. Working in a team, do you consider responsibility for your own work to be equivalent to your responsibility for the results of the work of the entire team as a whole?

9... Your opinion or action is met with criticism by others. How will you behave?

a) do not succumb to an instant defensive reaction and do not rush to objections, but you will be able to soberly weigh the pros and cons;

b) do not pass up, but try to prove the advantages of your view;

c) due to the irascibility of character, you will not be able to hide your annoyance and, possibly, be offended and angry;

d) keep silent, but do not change your view, you will act as before.

10. Solves the educational problem better and brings the greatest success:

a) encouragement;

b) punishment.

11. Would you like to:

a) so that others see you as a good friend;

b) so that no one doubts your honesty and determination to help at the right time;

c) arouse admiration for your qualities and achievements among others.

12. Do you like to make independent decisions?

13. If you have to make an important decision or give an opinion on a particular important issue, then:

a) try to do it urgently and, having done it, do not return again and again to this matter;

b) do it quickly, but then you are tormented by doubts for a long time: “Wouldn't it have been better to do it differently?”;

c) try not to take any steps as long as possible.

Calculate the number of points for the key.

Interpretation of results.

If you typed more than 40 points, it means that you have a lot of makings to become a good leader with a modern style of behavior. You believe in people, their knowledge and good qualities, you are demanding of yourself and your colleagues. You will not tolerate idlers in your team, you will not try to gain cheap authority. For conscientious subordinates, you will be not only a boss, but also a good friend who, in difficult situations, will do everything possible to provide help in word and deed.

If you typed from 10 to 40 points, then you could manage certain objects and works, but they would often face difficulties (and the more often, the fewer points you scored). We would try to be a guardian for our subordinates, but sometimes we could take out our bad mood and anger on them; would help them and give them all kinds of advice, regardless of whether there is a need for it.

If you typed less than 10 points, then, frankly, you have little chance of being successful as a leader. Unless only if you have the willpower to reconsider many views and abandon ingrained habits. First of all, you need to gain faith in people and yourself.