The success phenomenon in socio-cultural management

However, it should be emphasized that neither competency nor qualification approaches fully meet the educational training needs of a successful manager. Such a situation is unacceptable since it leads to an increase in the number of inefficient managers who do not meet the challenges of today, cannot identify problems and solve them effectively, are confused in different ways of why, what, and how they should do. As a result, there is an increasing number of inefficient organizations that are unable to achieve self-development in the context of globalization changes.

Management is by no means a specialty, nor even a profession in the classical understanding of these terms. This is a specific area of activity, which has a predominantly situational nature. To achieve success in this field, the actions of the individual must be, more, art, distinguished by originality and even uniqueness, that is, often carried out differently. Since the subject matter is characterized by great diversity, it cannot be described not only thoroughly but at least approximately. It is more or less clear what minimum set of knowledge should be mastered and what skills should be acquired. But all this is only a certain qualification minimum, which does not give grounds for achieving the desired results of practical activity in the manager status.

In our understanding, management pedagogy should not only contribute to the development of all these abilities, but above all, be aimed at their development. At the same time, it is crucial that now the world education system has some necessary set of methodological techniques and tools that make it possible to provide students with efficient assistance in these qualities development. Most of these methodological techniques and learning technologies are unique. They are not only far different from the methods of traditional education but often opposite to them.

However, quite often, you have to hear from many business leaders, the main drawback of graduates who have completed management education is their complete lack of ability to disclose and identify problems. And this is the most important task of the manager because the problems themselves hide various business opportunities. According to company executives, even if universities train literate young people who know a lot, they do not give them important things: understanding the processes taking place in business, especially the ability to see problems, dig up to their reasons, and only then offer possible solutions.

Instead, university graduates (unfortunately, this primarily applies to those who have studied well) come with ready answers. With the correct answers, that they were taught and for memorizing which they received positive marks. Businessmen are well aware that catastrophic mistakes are made when there is a ready answer, and at the same time, the problem is not worked out in-depth.

The question arises: why do universities not develop students' ability to solve and identify problems? The answer is in the runoff. In most academic management disciplines, problems are identified, formulated, and described. Consequently, the student's focal attention is aimed at studying the methods of solving already formulated problems. Herewith, very little and even no aten - tion is paid to considering the issue of limiting the possibility of using the proposed methods outside the audience a priori of definite tasks and problems.

As a result of such studying, students firmly believe in the universality of the methods application they have studied, and believe that they have acquired the ability to solve, if not all, then the vast majority of the real problems. This is just one of the most significant shortcomings of management pedagogy in Ukraine.

A significant feature of the academic sphere of society is its duality. On the one hand, it is the most important source of change, renewal, development, and progress for humankind. On the other hand, this sphere is very conservative, hard to change. Therefore, there is a paradox: education and science as social institutions are pushing society forward, and they are slightly keeping pace with those changes in public life.

Business is one of the most dynamically developing spheres of society. It is in business that breakthroughs are carried out, relying precisely on the achievement of scientific thought. Business transposes society, transferring it from one stage to another. Therefore, management pedagogy is most in need of updating, bringing its methodology and technology to the needs of a business that are constantly changing. And this allows us to argue that management pedagogy is, in many ways, a source of development in the field of education as a whole.

Now there is a paradigm shift in management pedagogy. The educational process of industrial society is focused on the questions: «what?» and «how?». Therefore, the education system's task, adequate to the needs of this type of society, is to train workers of a specific specialty and qualification.

The process of educational training of a post-industrial society manager does not deny the preliminary paradigm, but the priority is to focus on the questions: «why?» and «what for?». And this brings to the forefront the main task of the educational process - to increase the general level of the future manager development and form a specific type of behavior.

The paradigms' comparison of the management pedagogy of industrial and post-industrial society allows us to see their striking difference (Table 3).

The first is focused on the transfer of subject knowledge (in fact, it is the transfer of systematized information in individual educational disciplines) and the development of particular skills corresponding to a given qualification model, that is, the one who learns should know and be able (often supplemented by the formula «be able to apply in practice»).

The second paradigm of management pedagogy is aimed, relatively speaking, at educating the future manager, forming a certain model of his behavior. This type of paradigm is characterized by the student's specific personal qualities development, instilling in him suitable values, appropriate behavior standards, the need for creative activity, a steady understanding that the basis of everything is the activity. And this cannot be achieved through the simple transfer of systematic information and the acquisition of some set of skills (through traditional lectures, practical classes, and seminars). This requires group work on projects, immersion in real practical activity, attending master classes of authoritative people, that is, filling the learning process with a creative and emotional context.

Does this mean that the self-development of an individual in the educational process of managers does not imply their assimilation of certain systematized information, usually called knowledge, or the development of professional skills and abilities? The answer is obvious - of course not. Education cannot go without expanding the student's awareness, without obtaining ideas, definitions, concepts, etc. It will also be defective without mastering several operations and a definite set of actions. Undoubtedly, all this is necessary, but it is not the main thing.

In today's world, you can always get the information you need through data array access. In addition, information in terms of its relativity and usefulness is constantly becoming outdated. And the technologies used in the management sphere are also developing at a very high pace. Therefore, now all this should no longer be the main component of management pedagogy. At the initial stage of its formation, knowledge and skills were at the center of the educational process. Now they should be replaced by personal characteristics, emotional intelligence, real activity, and above all, its moral and ethical side.

The world-famous psychologist Howard Gardner (1986), the author of the monograph «Multiple Intelligence: New Horizons in Theory and Practice», which made a truly revolutionary breakthrough in understanding intelligence, and as a result, in realizing the essence of education, concluded that in the modern world, intelligence is higher than interpersonal intelligence.

Daniel Goleman (2005), in the super bestseller «Emotional Intelligence: Why It Can Matter More Than IQ», cites the following statement by Gardner: «Many people with a mental development rate of 160 work for those whose ratio does not exceed 100, if the first has low interpersonal intelligence, then the second - high. In everyday life, there is no higher intelligence than interpersonal. That is, we merely need to teach children at school to use personal mental abilities» (p. 75).

In modern life, especially in management, the ability to use emotional intelligence, as well as the ability to understand, feel and use the emotions of others, are powerful sources of competitiveness and, consequently, the key factors for success in life. Emotional intelligence is the basis for the creation, development, destruction of relationships and interactions between people. The statement means that its development and use must be at the center of the manager's education. However, the practical pedagogical process is aimed mainly at the rational mental abilities development (it is about logic, the logic of thinking, and behavior), the improvement of emotional abilities is virtually excluded from the learning tasks. In the case of management pedagogy, such a state of affairs is unacceptable because management is not based on logic but on the people's interests. And in general, real life does not fit into logical schemes.

Table 3. Priorities of management pedagogy paradigms

Professor Dan Ariely, who received widespread worldwide appreciation after the publication of the bestseller Predictably Irrational (2008), wrote in his also well-known monograph, The Upside of Irrationality (2010): «Of course, it would be great if we were rational and follow what should be done. Unfortunately, it is not… How else can you explain the fact that millions of sports clubs' membership cards bought to maintain health are unused. Or the risk to which many expose themselves and others by sending SMS while driving a car. You can continue indefinitely. It follows that it is wrong to assume that a human is a perfectly intelligent computer. On the contrary, by observing how people behave, very often our observations lead us to the conclusion that people are irrational» (p. 7). At the end of the monograph, he concludes that there are many manifestations of our irrational behavior: «We have many persistent, irrational manifestations; we often do not know how these irrationalities affect us and therefore do not fully realize what determines our behavior» (p. 289). This means that you need to learn (for managers, this is especially important) to succeed in irrationality conditions, that is, to develop in yourself those qualities that rely on emotional intelligence.

We noted that management pedagogy and traditional pedagogy are very different in the vector of their main efforts. Managers in their work are focused on creating, creating the future. They must have an alternative vision, be emotionally minded, in direct communication, reveal problems, and look for opportunities. And they must constantly take into account people's interests and assess the degree of emotions influence on their behavior. And traditional pedagogy, deployed in the past (proven theorems, formulated propositions, written theories, etc.), manipulates abstract symbols, proceeds from the prism of absolute impartiality, aims at analysis, neutrality in communications, often written.

When moving from traditional to modern management pedagogy, the teacher-student relationship is replaced by the boss-specialist relationship. The central element of learning is the ability development to solve the problem and formulate tasks, which solution should lead to the problem elimination. Communication - through setting the «right» questions and not by repeating the «right» answers. Studying - based on an experiment mainly in the form of group work on projects.

Of course, traditional teaching methods such as group discussion, analysis of specific situations, tests, and homework in essay writing cannot be excluded. But all this, together with creative, experimental activity, must necessarily end with a reflection, the student's answer to the question: «What has changed in me?», «What have I seen differently?», «What have I not achieved yet?». It is the reflection that serves as an indicator of how the learning has taken place.

It is important to understand that learning through the acquisition of knowledge in the form of systematic information, and even more, in the form of fragmentary information, is very often not only useless but also dangerous. Since it creates the illusion of development. Of course, in this case, we are not talking about useless, harmful, or inaccurate information. We are talking about the correct and, as many believe, necessary information for obtaining an education.

For several reasons, knowledge should not be considered the sole basis of a manager's educational process. After all, knowledge has a dual character. You can understand life, mainly looking back. But at the same time, life is only moving forward. It follows that knowledge both helps and inhibits adequate inclusion in the life process. There is a metaphor, relying on knowledge, we seem to move forward in the car, looking in the rearview mirror. If the road is relatively flat, then it is possible. But on a winding road, what modern life is, it will constantly lead to failures or even disasters.

Another point is connected with the fact that management is creativity, art. And, as you know, real creativity and art go beyond the «right - wrong» plane. Finally, it is important to understand that the more we know, the more the space of our ignorance becomes. We find ourselves trapped in limited knowledge. The solution: you need to move in the space of wisdom, and the knowledge itself does not give such an opportunity and does not allow you to achieve management success.

Conclusions

The article provides a theoretical and philosophical analysis of the success phenomenon as a driving force in the socio-cultural management of the modern world. The study results make it possible to draw the following conclusions:

1. Success occupies an important place both in the individual life and in the life of the whole society. In this sense, human history is a history of successes and failures. Philosophical, cultural, psychological, and organizational methodological approaches can be applied to study this phenomenon.

2. The concept of «success» is filled with many meanings. In our understanding, success is the achievement of the desired goal of a person, or group of people, due to their dedication and (or) luck and public recognition of what has been achieved.

3. Success-efficiency and success-luck are the existential value of different worlds, organizational behavior, and ways of the manager thinking - ordered and chaotic, rational and irrational, logical and intuitive, applying efforts and tuning the senses.

4. The most important personal qualities of the individual, which can guarantee success in the manager role, are alternative vision, non-standard thinking, creativity, sociability, orientation in chaos, obsession, self-confidence.

5. The pedagogy of successful management, first of all, should be aimed at developing these abilities. The educational process should be oriented to the future with an attempt to project «tomorrow» with the «day after tomorrow», to teach action, develop emotional intelligence, gain knowledge and personal experience, which will coincide with practice, and even outrun it.

The scientific novelty. The scientific novelty of the study consists in deepening the understanding of the success phenomenon nature and the peculiarities of its achievement in socio-cultural management in conditions of complicated social relations, increasing uncertainty and turbulence.

The significance of the study. The significance of the study is manifested in the addition of management science to new theoretical provisions on success as a driving force in management, as well as the possibility of using them in the process of training managers of business organizations.

Prospects for further research. The prospect of further research in this direction may be to find out the factors for achieving success in various areas of human life.

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