Development of self-skills of heads of educational organizations in the system of advanced training

The research problem and the rationale for its relevance. The managerial activity of a modern head of school is characterized by multitasking, a high degree of uncertainty and, at the same time, regulation. Under these conditions, the system of additional education is faced with the challenges of developing not only the rigid and flexible professional competencies of a manager, but also the search for new formats for developing their self-management skills. The goal of research: substantiation, development and testing of the structure and content of the module course on the development of self-skills of managers in the context of the innovative activities of their educational organizations. Methodology (materials and methods): analysis of psychological and pedagogical literature on the topic “Self-management”, content analysis of the pilot study, the method of constructing the structure of the modular course, psychological diagnostics and elements of self-diagnosis. Results. The article positions self-skills as tools of innovation management in the conditions of innovation activity. The principles of organization of modular education in the system of additional education are listed and characterized. The structure and content of the module course "Development of self-skills of heads of educational organizations" are presented, as well as the results of its testing among students of advanced training courses at Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators. The modular course is represented by the following blocks: 1) installation block, goal setting of the course; 2) development of techniques of resource states; 3) reflection of the usual ways of goal-setting and planning; 4) awareness of unconscious structural stereotypes of perception of oneself, the social environment and managerial situations; 5) elements of training for the actualization of socio-psychological resources for personal and professional development. The results of self-diagnosis and diagnostics demonstrated positive dynamics in the reflection of the role repertoire of the participants in the module course, as well as the development of the skill of using cultural and mythological symbols, the skill of setting priorities and determining the initial actions to implement the set personal goals.