{"id":3131,"date":"2014-11-02T08:12:05","date_gmt":"2014-11-02T08:12:05","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=3131"},"modified":"2014-11-05T08:24:28","modified_gmt":"2014-11-05T08:24:28","slug":"elaborarea-proiectului-de-diagnoza-si-dezvoltare","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/elaborarea-proiectului-de-diagnoza-si-dezvoltare","title":{"rendered":"Ghid de elaborare a proiectului de diagnoz\u0103 \u015fi dezvoltare \u00een managementul resurselor umane"},"content":{"rendered":"<p>Unitatea analizat\u0103 este \u015ecoala cu Clasele I-VIII \u201dIon Creang\u0103\u201d (SIC) Bac\u0103u \u2013 unitate de \u00eenv\u0103\u0163\u0103m\u00e2nt cu func\u0163ie de predare-\u00eenv\u0103\u0163are-evaluare subordonat\u0103 Inspectoratului \u0218colar al Jude\u021bului Bac\u0103u, cu ocazia cercet\u0103rii f\u0103cute la MRU \u2013 Masterul Managementului Resurse Umane, Ia\u015fi 2010.<br \/>\n<!--more--><\/p>\n<p>Concep\u0163ia managerial\u0103 are la baz\u0103\u00a0 realizarea idealului educa\u0163ional propus de\u00a0 Legea \u00cenv\u0103\u0163\u0103m\u00e2ntului \u015fi de documentele de politic\u0103 educa\u0163ional\u0103 ale Ministerului Educa\u0163iei, Cercet\u0103rii \u015fi Inovarii. Din aceast\u0103 perspectiv\u0103\u00a0 finalit\u0103\u0163ile \u00eenv\u0103\u0163\u0103m\u00e2ntului gimnazial au \u00een vedere formarea unui absolvent \u00een m\u0103sur\u0103 s\u0103 decid\u0103 asupra propriei cariere, a dezvolt\u0103rii sale intelectuale \u015fi profesionale, activ integrat \u00een via\u0163a social\u0103. Pentru atingerea acestui deziderat SIC trebuie s\u0103 conduc\u0103 c\u0103tre realizarea urm\u0103toarelor finalit\u0103\u0163i:<\/p>\n<ul>\n<li>formarea capacit\u0103\u0163ii de a reflecta asupra lumii, de a formula \u015fi de a rezolva probleme, rela\u0163ion\u00e2nd cuno\u015ftin\u0163e din diferite domenii;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>valorizarea experien\u0163ei personale;<\/li>\n<li>dezvoltarea competen\u0163elor func\u0163ionale esen\u0163iale pentru reu\u015fita social\u0103 (comunicare, g\u00e2ndire critic\u0103).<\/li>\n<\/ul>\n<p><strong>Misiunea \u015fi viziunea \u015fcolii<\/strong><\/p>\n<p>Pornind de la dezideratele stabilite de documentele educa\u0163ionale \u00een vigoare, \u015fcoala noastr\u0103 \u015eIC are \u00een vedere ca \u00eentregul procesul instructiv-educativ s\u0103 se orienteze c\u0103tre formarea unui absolvent cu solide competen\u0163e transferabile de c\u0103tre un personal competitiv, empatic \u015fi deschis la schimbare, \u00eentr-un mediu s\u0103n\u0103tos, relaxant, dotat cu utilit\u0103\u0163ile necesare educa\u0163iei.<\/p>\n<p>Profilului moral \u015fi ac\u0163ional al absolventului SIC este caracterizat de un set de valori pe care ne propunem s\u0103 le promov\u0103m prin procesul de \u00eenv\u0103\u0163are \u015fi educa\u0163ie.<\/p>\n<p>Misiunea noastr\u0103 este dezvoltarea\u00a0 fiec\u0103rui elev la poten\u0163ialul s\u0103u maxim;\u00a0 punem accentul pe dezvoltarea valorilor promovate prin filosofia educa\u0163ional\u0103 a \u015fcolii \u015fi a competen\u0163elor cheie care \u00eei permit crearea unui traseu profesional -al carierei \u015fi\u00a0 \u00eenv\u0103\u0163area pe tot parcursul vie\u0163ii.<\/p>\n<p><strong>Factorii-cheie ai succesului<\/strong><\/p>\n<p>Realizarea urm\u0103toarelor puncte conduce la \u00eendeplinirea scopului propus:<\/p>\n<p>A. Crearea unui mediu \u00een care fiecare s\u0103 se m\u00e2ndreasc\u0103 de \u015fcoala sa \u015fi s\u0103\u00a0 se simt\u0103 responsabil de succesul acesteia\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nB. Dezvoltarea unui curriculum \u00eembog\u0103\u0163it \u015fi promovarea unei proiect\u0103ri didactice subiective.<br \/>\nC. \u00cembun\u0103t\u0103\u0163irea culturii organiza\u0163ionale pentru \u00eenv\u0103\u0163are<\/p>\n<p>Factorii strategici:<br \/>\n<em>Care sunt oportunit\u0103\u0163ile \u015fi pericolele pe termen lung pentru ramur\u0103 \u015fi pentru firm\u0103?<\/em><\/p>\n<p>OPORTUNIT\u0102\u0162I:<\/p>\n<ul>\n<li>existen\u0163a programelor na\u0163ionale de formare continu\u0103 propuse personalului din \u00eenv\u0103\u0163\u0103m\u00e2ntul preuniversitar ;<\/li>\n<li>valorificarea curriculum-ului la dispozi\u0163ia \u015fcolii pentru construirea unei oferte educa\u0163ionale interesante ;<\/li>\n<li>organizarea \u00een \u015fcoal\u0103 \u015fi \u00een afara ei a unor activit\u0103\u0163i extracurriculare atractive ;<\/li>\n<li>interesul autorit\u0103\u0163ilor locale de a sprijini \u015fcoala;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>existen\u0163a unui colectiv didactic receptiv, dornic de perfec\u0163ionare, de colaborare , implicat \u00een diverse proiecte;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>accesul creat cadrelor didactice prin aplicarea programelor AEL, Internet.<\/li>\n<\/ul>\n<p>RISCURI:<\/p>\n<ul>\n<li>mic\u015forarea num\u0103rului de elevi din zona prin sc\u0103derea natalit\u0103\u0163ii \u015fi prin plecarea \u00een str\u0103in\u0103tate<\/li>\n<li>implicarea redus\u0103 a p\u0103rin\u0163ilor \u015fi a partenerilor sociali \u00een via\u0163a \u015fcolii influen\u0163eaz\u0103 negativ imaginea \u015fcolii \u015fi-i scade credibilitatea\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>existen\u0163a \u00een apropierea \u015fcolii a unui bar \u015fi a\u00a0 unei s\u0103li de biliard.<\/li>\n<\/ul>\n<p><em>Cum ar trebui s\u0103 ac\u0163ioneze MRU fa\u0163\u0103 de acestea?<\/em><\/p>\n<p>Formarea continu\u0103 a cadrelor didactice \u00een perspectiva \u00eenv\u0103\u0163\u0103m\u00e2ntului activ-participativ are \u00een vedere realizarea urm\u0103toarelor obiective\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nO1. Con\u015ftientizarea cadrelor didactice privind importan\u0163a cunoa\u015fterii \u015fi utiliz\u0103rii metodelor \u015fi a tehnicilor moderne de predare- \u00eenv\u0103\u0163are\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nO2. Participarea tuturor cadrelor didactice la activit\u0103\u0163i de formare continu\u0103 pentru cre\u015fterea calit\u0103\u0163ii activit\u0103\u0163ii acestora, at\u00e2t la CCD c\u00e2t \u015fi la Universitate\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nO3. Dob\u00e2ndirea abilit\u0103\u0163ilor de utilizare a calculatorului de c\u0103tre toate cadrele didactice, at\u00e2t la CCD c\u00e2t \u015fi \u00een \u015fcoal\u0103 .<\/p>\n<p>FACTORI DE MEDIU<\/p>\n<p>a. Identificarea ac\u0163ionarilor \u2215actorilor cu influen\u0163\u0103 \u00een organiza\u0163ie<br \/>\nPrim\u0103ria aloc\u0103 fonduri anual\u00a0 pentru \u00eentre\u0163inerea bazei materiale.<br \/>\n\u00cen cadrul lectoratului cu p\u0103rin\u0163ii \u00eentotdeauna s-a pus \u00eentotdeauna problema atragerii unor sponsori (\u00een mare lucru realizat)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/p>\n<p>b.Identifica\u0163i principale constr\u00e2ngeri de mediu (legislative, politice, sociale, RU, culturale)<br \/>\nInstabilitatea legislativ\u0103 \u015fi a curriculumului \u00een sistemului de \u00eenv\u0103\u0163\u0103m\u00e2nt;<br \/>\nSc\u0103derea num\u0103rului de ore la unele discipline\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nMobilitatea cadrelor didactice la unele discipline\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nProfesori care vin f\u0103r\u0103 concurs, la dispozi\u0163ia inspectoratului- nu este asigurat\u0103 continuitatea ;<br \/>\nFonduri foarte mici pentru dezvoltare\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nLipsa descentraliz\u0103rii bugetare\u2013impas \u00een colaborarea cu centrul bugetar<\/p>\n<p><em>\u00cen ce mod influen\u0163eaz\u0103 ace\u015fti factori recrutarea, selec\u0163ia personalului \u015fi celelalte activit\u0103\u0163i ale M.R.U?<\/em><\/p>\n<p>Lipsa autonomiei \u015fcolii \u00een selectarea cadrelor didactice las\u0103 ca factorii aminti\u0163i mai sus s\u0103 influen\u0163eze recrutarea, selec\u0163ia personalului \u015fi alte activit\u0103\u0163i ale M.R.U.<\/p>\n<p>Pentru efectuarea analizei, am utilizat:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/p>\n<ul>\n<li>observa\u0163iile directe ale conducerii, colegilor \u00een cancelarie mai ales<\/li>\n<li>interviuri cu directoarele prim \u015fi adjunct\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>documentele pe baza c\u0103rora s-a \u00eentocmit regulamentul de ordine intern\u0103 R.O.I.:<\/li>\n<li>Regulamentul de organizare \u015fi func\u0163ionarea unit\u0103\u0163ilor din \u00eenv\u0103t\u0103mantul preuniversitar de stat (primar, gimnazial, liceal, profesional, postliceal)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Legea privind Statutul cadrului didactic \u2013 Legea 128 \/ 1997 \u2013 revizuit\u0103.<\/li>\n<li>Legea \u00eenv\u0103\u0163\u0103m\u00e2ntului \u2013 Legea 84 \/ 1995 revizuit\u0103 \u015fi ad\u0103ugit\u0103\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Legea contabilit\u0103\u0163ii Legea 82 \/ 1985\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Codul muncii \u2013 Legea 10 \/ 23.XI.1972\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Legea privind protec\u0163ia muncii \u2013 Legea 90 \/ 12.07.1995\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Ordine ale M.Ed.C\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Legea 53 \/ 2002 \u2013 Regulamente emise de M.Ed.C\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Plan anual managerial 2010\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Proiectul de dezvoltare institu\u0163ional\u0103 2008-2012\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>chestionare (30).<\/li>\n<\/ul>\n<p><em>Factorii care influen\u0163eaz\u0103 managementul resurselor umane<\/em><\/p>\n<p>Factorul 1: Rela\u0163ii interne \u015fi externe ale unit\u0103\u0163ii analizate (UA)<\/p>\n<p>Clien\u0163ii, \u00een interiorul sistemului, sunt elevii, iar \u00een exterior p\u0103rin\u0163ii.<br \/>\nFurnizorii sunt profesorii, cadrele didactice, \u00een exterior sunt formatorii de la C.C.D. \u015fi I.\u015e.J. Bac\u0103u, Ministerul Educa\u0163iei Cercet\u0103rii \u015fi Inov\u0103rii prin programe, legi&#8230;<br \/>\nConcep\u0163ia managerial\u0103 are la baz\u0103\u00a0 realizarea idealului educa\u0163ional propus de\u00a0 Legea \u00cenv\u0103\u0163\u0103m\u00e2ntului \u015fi de documentele de politic\u0103 educa\u0163ional\u0103 ale Ministerului Educa\u0163iei, Cercet\u0103rii \u015fi Inovarii. Din aceast\u0103 perspectiv\u0103, \u00a0finalit\u0103\u0163ile \u00eenv\u0103\u0163\u0103m\u00e2ntului gimnazial au \u00een vedere formarea unui absolvent \u00een m\u0103sur\u0103 s\u0103 decid\u0103 asupra propriei cariere, a dezvolt\u0103rii sale intelectuale \u015fi profesionale, activ integrat \u00een via\u0163a social\u0103. Pentru atingerea acestui deziderat SIC trebuie s\u0103 conduc\u0103 c\u0103tre realizarea urm\u0103toarelor finalit\u0103\u0163i:<br \/>\n&#8211; Formarea capacit\u0103\u0163ii de a reflecta asupra lumii, de a formula \u015fi de a rezolva probleme, rela\u0163ion\u00e2nd cuno\u015ftin\u0163e din diferite domenii;<br \/>\n&#8211; Valorizarea experien\u0163ei personale\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\n&#8211; Dezvoltarea competen\u0163elor func\u0163ionale esen\u0163iale pentru reu\u015fita social\u0103 (comunicare, g\u00e2ndire critic\u0103)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\n&#8211; Formarea autonomiei morale\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nMediatizarea insuficient\u0103 a performan\u0163elor \u015fcolii \u015fi slaba implicare a p\u0103rin\u0163ilor \u00een rezolvarea problemelor\u00a0 ei afecteaz\u0103 fluxurile generatoare de valoare.<br \/>\n\u00cembun\u0103t\u0103\u0163irea constant\u0103 a procesului instructiv-educativ are \u00een vedere :<br \/>\n\u00cen domeniul resurselor umane:<br \/>\n1. Organizarea echipelor de lucru, prin:<br \/>\na) numirea \u015fefilor de catedr\u0103 \u015fi ai celorlalte comisii\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nb) avizarea planurilor de lucru ale comisiilor sus men\u0163ionate\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nc) elaborarea planului de \u015fcolarizare \u015fi \u00eencadrare 2010 \u2013 2011\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nd) identificarea \u015fi participarea la programe educa\u0163ionale na\u0163ionale \u015fi interna\u0163ionale<br \/>\n2. Sprijinirea dezvolt\u0103rii profesionale, prin:<br \/>\na) informare despre oferte de formare, alte cursuri.<br \/>\nb) continuarea schimburilor de experien\u0163\u0103 cu liceul \u201eLawrence Academy\u201d, Groton, Mass, SUA, cu International School Laval, Montreal, Canada \u015fi stabilirea de contacte \u00een vederea unui parteneriat cu SVGS, Fisherville, VA, SUA.<br \/>\nc) organizarea de activit\u0103\u0163i la nivelul catedrelor, privind metode, tehnici de predare inductiv\u0103, evaluare obiectiv\u0103 \u015fi unitar\u0103.<br \/>\n.<br \/>\nFactorul 2: Implicarea M.R.U. \u00een managementul strategic al organiza\u0163iei<\/p>\n<p>Nu exist\u0103 un departament anume de resurse umane la nivelul \u015fcolii, un departament privind recrutarea \u015fi selec\u0163ia \u00een vederea asigur\u0103rii cu resurse umane exist\u0103 la nivelul I.\u015e.J.Bac\u0103u prin compartimentul personal care execut\u0103 tot ce vine de la minister privind calendarul mi\u015fc\u0103rii personalului didactic.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<br \/>\nDe planificarea resurselor umane , doamna directoare prim se ocup\u0103 de a\u015fa-zisa analiza posturilor \u015fi estimarea necesarului de personal \u015fi de men\u0163inerea \u015fi dezvoltarea resurselor umane prin:.<br \/>\n&#8211; asigurarea climatului de munc\u0103, protec\u0163ia muncii \u015fi siguran\u0163a posturilor prin regulamentul de ordine interioar\u0103 \u015fi fi\u015fa postului fiec\u0103rui angajat;<br \/>\n&#8211; formarea profesional\u0103 care se face prin universit\u0103\u0163i \u015fi Casa Corpului Didactic;<br \/>\n&#8211; evaluarea performan\u0163elor \u00een cadrul consiliilor profesorale \u015fi administrativ;<br \/>\n&#8211; recompesarea prin salariul de merit \u015fi alte sporuri 2 %&#8230;.<br \/>\nNu exist\u0103 un management strategic al resurselor umane; doamna directoare, la \u00eenceputul mandatului, prezint\u0103 Planul de dezvolare institu\u0163ional\u0103 pe 4 ani, care e aprobat prin Consiliul profesoral la \u00eenceputul anului \u0219colar.<\/p>\n<p>Pentru urm\u0103torii ani \u015fcolari, se vor orienta \u00eentreaga activitate, demersul didactic \u015fi educa\u0163ional pe urm\u0103toarele <strong>priorit\u0103\u0163i strategice<\/strong>:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/p>\n<ul>\n<li>Cre\u015fterea calit\u0103\u0163ii \u015fi men\u0163inerea actualit\u0103\u0163ii activit\u0103\u0163ii cadrelor didactice;<\/li>\n<li>\u00cembun\u0103t\u0103\u0163irea constant\u0103 a procesului instructiv-educativ;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Elaborarea de standarde de predare \u015fi evaluare, \u00een vederea atragerii elevilor c\u0103tre marea performan\u0163\u0103;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .<\/li>\n<li>Permanentizarea utiliz\u0103rii sistemului informatic-Ael,, ca instrument de \u00eenv\u0103\u0163are;<\/li>\n<li>Eficientizarea lucrului \u00een echip\u0103 \u00een procesul de predare-\u00eenv\u0103\u0163are.<\/li>\n<\/ul>\n<p><em><strong>Bibliografie:<\/strong><\/em><br \/>\n1. Nica Panaite, support de curs MANAGEMENTUL PERFORMAN\u0162ELOR \u015eI RECOMPENSELOR RESURSELOR UMANE, FEAA, Ia\u015fi 2009<br \/>\n2. Mathis, B.R., Nica, P., Rusu C. &#8211; MANAGEMENTUL RESURSELOR UMANE, Ed. Economic\u0103, Buc. 1997<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Unitatea analizat\u0103 este \u015ecoala cu Clasele I-VIII \u201dIon Creang\u0103\u201d (SIC) Bac\u0103u \u2013 unitate de \u00eenv\u0103\u0163\u0103m\u00e2nt cu func\u0163ie de predare-\u00eenv\u0103\u0163are-evaluare subordonat\u0103 Inspectoratului \u0218colar al Jude\u021bului Bac\u0103u, cu ocazia cercet\u0103rii f\u0103cute la MRU \u2013 Masterul Managementului Resurse Umane, Ia\u015fi 2010.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[41],"class_list":["post-3131","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-georgeta-rusu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/3131","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=3131"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/3131\/revisions"}],"predecessor-version":[{"id":3178,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/3131\/revisions\/3178"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=3131"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=3131"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=3131"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}