{"id":9503,"date":"2023-01-18T22:08:38","date_gmt":"2023-01-18T21:08:38","guid":{"rendered":"https:\/\/www.euroekonom.sk\/?p=9503"},"modified":"2024-05-13T14:58:03","modified_gmt":"2024-05-13T12:58:03","slug":"pedagogika-a-manazment-zasady-a-ich-porovnanie","status":"publish","type":"post","link":"https:\/\/www.vrtulniky.sk\/news\/pedagogika-a-manazment-zasady-a-ich-porovnanie\/","title":{"rendered":"Pedagogika a mana\u017ement: z\u00e1sady a ich porovnanie"},"content":{"rendered":"

Cie\u013eom pr\u00e1ce Porovnanie z\u00e1sad pedagogiky a mana\u017ementu je stanovi\u0165 a definova\u0165 z\u00e1sady pedagogiky a z\u00e1sady mana\u017ementu. Ur\u010di\u0165 ktor\u00e9 z\u00e1sady s\u00fa uplat\u0148ovan\u00e9 v pedagogike a ktor\u00e9 sa vyu\u017e\u00edvaj\u00fa v mana\u017emente. Na z\u00e1klade takto definovan\u00fdch z\u00e1sad\u00e1ch prostredn\u00edctvom kompar\u00e1cie stanovi\u0165 ich rozdiely a spolo\u010dn\u00e9 znaky.<\/p>\n

Z\u00e1sady pedagogiky<\/h2>\n

Ak chce by\u0165 pedag\u00f3g \u00faspe\u0161n\u00fd, mal by dodr\u017eiava\u0165 z\u00e1kladn\u00e9 pedagogick\u00e9 z\u00e1sady.<\/p>\n

    \n
  1. Primeranos\u0165 – <\/strong>Primeranos\u0165 v pedagogike znemen\u00e1 prisp\u00f4sobi\u0165 formy a met\u00f3dy \u0161t\u00fadia mo\u017enostiam \u017eiakov, nepre\u0165a\u017eova\u0165 \u017eiakov, ale dostato\u010dne ich vy\u0165a\u017eova\u0165. Pedagogika sa s\u00fastre\u010fuje na z\u00e1kladn\u00e9 u\u010divo, nie na mno\u017estvo \u00fadajov.<\/li>\n
  2. Individu\u00e1lny pr\u00edstup – <\/strong>Pedagogika re\u0161pektuje individu\u00e1lne rozdiely \u017eiakov, pr\u00edstup k \u017eiakom je individu\u00e1lny, v\u00fdchova ale prebieha v kolekt\u00edve. Ka\u017ed\u00fd \u017eiak m\u00e1 vlastn\u00fa, osobn\u00fa hodnotu. Pedag\u00f3g by mal re\u0161pektova\u0165 individu\u00e1lne schopnosti \u017eiakov, ich predpoklady k u\u010deniu, ich rodinn\u00e9 z\u00e1zemie, zdravotn\u00fd stav, motiv\u00e1ciu k u\u010deniu, sk\u00fasenosti, z\u00e1ujmy a individu\u00e1lne vlastnosti.<\/li>\n
  3. Postupnos\u0165 – <\/strong>Pedagogika postupuje od bl\u00edzkeho ku vzdialen\u00e9mu, od zn\u00e1meho k nezn\u00e1memu, od konkr\u00e9tneho k abstraktn\u00e9mu, od \u013eahk\u00e9ho k n\u00e1ro\u010dnej\u0161iemu, od jednoduch\u00e9ho k zlo\u017eitej\u0161iemu, od v\u0161eobecn\u00e9ho ku konkr\u00e9tnemu.<\/li>\n
  4. Systematickos\u0165, s\u00fastavnos\u0165 – <\/strong>Pedagogika si vy\u017eaduje s\u00fastavn\u00fa pr\u00e1ca u\u010dite\u013ea, t.j. pravidelnos\u0165 v dom\u00e1cej pr\u00edprave a v pr\u00edprave pom\u00f4cok. U\u010divo mus\u00ed tvori\u0165 logick\u00fd syst\u00e9m, mus\u00ed na seba logicky nadv\u00e4zova\u0165.<\/li>\n
  5. Uvedomelos\u0165, cie\u013eavedomos\u0165 – <\/strong>V pedagogike sa uplat\u0148uje uvedomel\u00fd postoj \u017eiakov k u\u010deniu – vysvetli\u0165 u\u010divo tak, aby ho \u017eiaci prijali za svoje. Pedag\u00f3g mus\u00ed dba\u0165, aby \u017eiaci u\u010divu porozumeli, pri sk\u00fa\u0161an\u00ed m\u00e1 po\u017eadova\u0165 porozumenie a da\u0165 \u017eiakom priestor na premyslenie toho, \u010do sa u\u010d\u00ed. Ve\u013emi d\u00f4le\u017eit\u00e1 je aj sp\u00e4tn\u00e1 v\u00e4zba.<\/li>\n
  6. Trvalos\u0165 – <\/strong>Osvojen\u00e9 vedomosti, znalosti, n\u00e1vyky, z\u00e1ujmy, postoje \u017eiakov by mali by\u0165 trval\u00e9. Predpokladom je pochopenie, precvi\u010dovanie, opakovanie a dodr\u017eovanie ostatn\u00fdch z\u00e1sad.<\/li>\n
  7. Akt\u00edvnos\u0165, iniciat\u00edvnos\u0165, samostatnos\u0165, tvorivos\u0165 – <\/strong>Pedagogika vych\u00e1dza zo samostatnej pr\u00e1ce \u017eiakov, sna\u017e\u00ed sa, aby \u017eiaci boli pri v\u00fdu\u010dbe \u010do najviac akt\u00edvny a nesedeli pas\u00edvne. Pedag\u00f3g by nemal ich pr\u00e1cu vykon\u00e1va\u0165 za nich. Pasivita \u0161tudentov ub\u00edja ducha i pozornos\u0165. Najviac sa \u010dlovek nau\u010d\u00ed, ke\u010f s\u00e1m nie\u010do rob\u00ed, ke\u010f s\u00e1m nie\u010do sk\u00fa\u0161a, ke\u010f nie\u010do vysvet\u013euje, \u010di u\u010d\u00ed in\u00fdch.<\/li>\n
  8. N\u00e1zornos\u0165 – <\/strong>Pedag\u00f3g sa m\u00e1 sna\u017ei\u0165 aby zapojil \u010do najviac zmyslov \u017eiakov, mal by pou\u017e\u00edva\u0165 n\u00e1zorn\u00e9 pom\u00f4cky, ako napr. kvalitn\u00e9 u\u010debnice, po\u010d\u00edta\u010de, mapy, tabu\u013eky, sch\u00e9my, filmy, obr\u00e1zky, zvukov\u00e9 nahr\u00e1vky, m\u00faze\u00e1, chodenie do pr\u00edrody alebo robi\u0165 pokusy. Vedie to k lep\u0161iemu zapam\u00e4taniu.<\/li>\n
  9. Sp\u00e1janie te\u00f3rie s praxou – <\/strong>Pedagogika m\u00e1 umo\u017eni\u0165 \u017eiakom z\u00edskan\u00e9 inform\u00e1cie v \u0161kole overova\u0165 a precvi\u010dova\u0165 v praxi, a z\u00e1rove\u0148 prepoji\u0165 \u0161kolu a vyu\u010dovanie s okol\u00edm \u0161koly a prirodzen\u00fdm prostred\u00edm \u017eiaka.<\/li>\n
  10. Kvalita, pravdivos\u0165 – <\/strong>U\u010divo, ktor\u00e9 pedag\u00f3g predklad\u00e1 \u017eiakom m\u00e1 by\u0165 kvalitn\u00e9, pravdiv\u00e9 a overen\u00e9.<\/li>\n
  11. V\u00fdchova – <\/strong>Pedag\u00f3g m\u00e1 \u0161tudentov nie len u\u010di\u0165, ale ich m\u00e1 aj vychov\u00e1va\u0165. U\u010dite\u013e m\u00e1 \u00eds\u0165 pr\u00edkladom mravn\u00e9ho chovania.<\/li>\n
  12. Optimisticky, pozit\u00edvne, \u013eudsky – <\/strong>Pedag\u00f3g m\u00e1 o\u010dak\u00e1va\u0165 dobr\u00e9 v\u00fdsledky, veri\u0165 v zlep\u0161enie a z\u00e1rove\u0148 uk\u00e1za\u0165 svojim \u017eiakom \u00faprimn\u00fd z\u00e1ujem o nich. Vyu\u010duj\u00faci m\u00e1 re\u0161pektova\u0165 ich d\u00f4stojnos\u0165 a neponi\u017eova\u0165 ich.<\/li>\n
  13. S\u00fastredenie na \u017eiaka – <\/strong>Pedag\u00f3g m\u00e1 hodnoti\u0165 vyu\u010dovanie nie zo svojho h\u013eadiska, ale predov\u0161etk\u00fdm z poh\u013eadu \u017eiaka. Krit\u00e9riom m\u00e1 by\u0165, \u010do \u017eiak za\u017eije, \u010do bude robi\u0165, c\u00edti\u0165 a myslie\u0165 si, \u010do si z v\u00fdu\u010dby odnesie.<\/li>\n<\/ol>\n

    Z\u00e1sady mana\u017ementu<\/h2>\n

    V mana\u017emente sa naj\u010dastej\u0161ie uplat\u0148uj\u00fa nasledovn\u00e9 z\u00e1sady.<\/p>\n

      \n
    1. De\u013eba pr\u00e1ce – <\/strong>Pr\u00e1ca by mala by\u0165 rozdelen\u00e1 medzi jednotlivcov a skupiny s cie\u013eom zabezpe\u010di\u0165, aby \u00fasilie a pozornos\u0165 boli zameran\u00e9 na rozdelen\u00e9 \u010dasti \u00falohy . De\u013eba pr\u00e1ce je najlep\u0161\u00ed sp\u00f4sob ako efekt\u00edvne vyu\u017e\u00edva\u0165 \u013eudsk\u00e9 zdroje v organiz\u00e1cii.<\/li>\n
    2. Autorita – <\/strong>V mana\u017emente je potrebn\u00e9 d\u00e1va\u0165 pr\u00edkazy a vy\u017eadova\u0165 poslu\u0161nos\u0165. Autorita predstavuje ostatn\u00fdmi uznan\u00e9 nadriaden\u00e9 postavenie vo vz\u0165ahu k in\u00fdm.<\/li>\n
    3. Discipl\u00edna – <\/strong>Organiz\u00e1cia si vy\u017eaduje spolo\u010dn\u00fa snahu a disciplinovanos\u0165 pracovn\u00edkov. Za nedodr\u017eanie by mali by\u0165 stanoven\u00e9 sankcie, ktor\u00e9 by mali by\u0165 pou\u017eit\u00e9 na podporu spolo\u010dn\u00e9ho \u00fasilia.<\/li>\n
    4. Jednota prikazovania – <\/strong>Pracovn\u00edci by mali prij\u00edma\u0165 nariadenia, pokyny a pr\u00edkazy iba od jedn\u00e9ho mana\u017e\u00e9ra.<\/li>\n
    5. Jednota smeru – <\/strong>Cel\u00e1 organiz\u00e1cia by mala smerova\u0165 k spolo\u010dn\u00e9mu cie\u013eu. Podriadenos\u0165 individu\u00e1lnych z\u00e1ujmov by nemali ma\u0165 prednos\u0165 pred z\u00e1ujmami organiz\u00e1cie ako celku.<\/li>\n
    6. Odmena – <\/strong>Syst\u00e9m odme\u0148ovania je sp\u00f4sob stanovenia miezd a platov, pr\u00edpadne zamestnaneck\u00fdch v\u00fdhod pracovn\u00edkov. Syst\u00e9m odme\u0148ovania sl\u00fa\u017ei najm\u00e4 ako prostriedok kompenz\u00e1cie zamestnancov za vykonan\u00fa pr\u00e1cu.<\/li>\n
    7. Iniciat\u00edvnos\u0165 – <\/strong>Mana\u017e\u00e9r by mal prij\u00edma\u0165 opatrenia na podporu pracovnej iniciat\u00edvy.<\/li>\n<\/ol>\n

      Kompar\u00e1cia pedagogiky a mana\u017ementu<\/h2>\n

      V pedagogike plat\u00ed primeranos\u0165, pedag\u00f3g by nemal pre\u0165a\u017eova\u0165 \u0161tudentov, to ist\u00e9 plat\u00ed aj v mana\u017emente. Pokia\u013e s\u00fa zamestnanci organiz\u00e1cie a \u0161tudenti pre\u0165a\u017eovan\u00ed, nie s\u00fa schopn\u00ed plne sa koncentrova\u0165 a pod\u00e1va\u0165 v\u00fdkony, ak\u00e9 sa od nich vy\u017eaduj\u00fa.
      \nIndividu\u00e1lnos\u0165 sa nevyu\u017e\u00edva len v pedagogike, ale aj v mana\u017emente. Ako ka\u017ed\u00fd \u017eiak, aj ka\u017ed\u00fd zamestnanec m\u00e1 svoju osobn\u00fa hodnotu, \u017eiadna organiz\u00e1cia nem\u00e1 rovnak\u00fdch zamestnancov tak, ako ani jedna \u0161kola nem\u00e1 rovnak\u00fdch \u0161tudentov.
      \nTak ako u\u010divo v \u0161kole mus\u00ed na seba logicky nadv\u00e4zova\u0165, musia ma\u0165 aj pracovn\u00e9 postupy a met\u00f3dy uplat\u0148ovan\u00e9 v mana\u017emente logick\u00fa postupnos\u0165. V pedagogike sa m\u00e1 vysvetli\u0165 u\u010divo tak, aby ho \u017eiaci prijali za svoje, v mana\u017emente je \u00falohou mana\u017e\u00e9ra objasni\u0165 pracovn\u00e9 postupy a ciele tak, aby organiz\u00e1cia smerovala k jej \u00faspe\u0161n\u00e9mu napredovaniu.
      \nPedagogika vych\u00e1dza zo samostatnej pr\u00e1ce \u017eiakov, aby boli \u017eiaci \u010do najviac akt\u00edvny, aj mana\u017e\u00e9r by mal motivova\u0165 svojich zamestnancov k tomu aby pas\u00edvne nevykon\u00e1vali svoju pr\u00e1cu, ale samostatne pod\u00e1vali nov\u00e9 n\u00e1vrhy, pr\u00edpadne postupy na zlep\u0161enia.
      \nNielen pedag\u00f3g m\u00e1 predklada\u0165 \u017eiakom pravdiv\u00e9 a overen\u00e9 u\u010divo, ale aj mana\u017e\u00e9r by mal svojim zamestnancom pod\u00e1va\u0165 len presn\u00e9 a spo\u013eahliv\u00e9 inform\u00e1cie. V pr\u00edpade \u017ee inform\u00e1cie nie s\u00fa v oboch pr\u00edpadoch pravdiv\u00e9 a relevantn\u00e9, m\u00f4\u017ee doch\u00e1dza\u0165 k omylom.
      \nK\u00fdm v mana\u017emente je de\u013eba pr\u00e1ce najlep\u0161\u00ed sp\u00f4sob ako efekt\u00edvne vyu\u017e\u00edva\u0165 \u013eudsk\u00e9 zdroje v organiz\u00e1cii, v pedagogike nemo\u017eno hovori\u0165 o de\u013ebe pr\u00e1ce. Ka\u017ed\u00fd \u017eiak sa m\u00e1 nau\u010di\u0165 rovnak\u00e9 u\u010divo.
      \nV mana\u017emente na z\u00e1klade autority jednotlivci i skupiny v organiz\u00e1cii dodr\u017eiavaj\u00fa v\u0161etky nariadenia a stanoven\u00e9 pravidl\u00e1. V pedagogike to plat\u00ed rovnako, \u0161tudenti dodr\u017eiavaj\u00fa pokyny a pravidl\u00e1 pedag\u00f3ga. V mana\u017emente aj v pedagogike je nutn\u00e1 disciplinovanos\u0165.
      \nOdmena ovplyv\u0148uje motiv\u00e1ciu nielen pracovn\u00edkov, ale aj \u017eiakov. V mana\u017emente sa naj\u010dastej\u0161ie vyskytuje v pe\u0148a\u017enej forme, v pedagogike s\u00fa odmenou pre \u017eiakov nadobudnut\u00e9 vedomosti a hodnotenie v podobe zn\u00e1mok.<\/p>\n

      Z\u00e1ver<\/h2>\n

      V pedagogike ide o z\u00e1sady zalo\u017een\u00e9 na psychologickej b\u00e1ze, s\u00fa z\u00e1kladom efekt\u00edvneho u\u010denia a v\u00fdchovno-vzdel\u00e1vacieho p\u00f4sobenia pedag\u00f3ga, rodi\u010dov a \u0161koly. Aby organiz\u00e1cia \u00faspe\u0161ne fungovala, je nevyhnutn\u00e9 ju usmer\u0148ova\u0165, riadi\u0165 a vies\u0165 pod\u013ea z\u00e1sad uplat\u0148ovan\u00fdch v mana\u017emente. Pop\u00edsan\u00e9 z\u00e1sady by mal ka\u017ed\u00fd pedag\u00f3g a mana\u017e\u00e9r nielen pozna\u0165, ale hlavne dodr\u017eiava\u0165 a neust\u00e1le pod\u013ea nich korigova\u0165 svoje myslenie a spr\u00e1vanie vo\u010di \u017eiakom a svojim zamestnancom.<\/p>\n

      Zoznam bibliografick\u00fdch odkazov<\/h2>\n

      MAJT\u00c1N, M. a kol. 2007. Mana\u017ement<\/em>. Bratislava : SPRINT. 2007. 424 s. ISBN 978-80-89085-72-9.
      \nMIKU\u0160. P. \u2013 DROPPA, M. 2010. Z\u00e1klady mana\u017ementu. <\/em>Ru\u017eomberok : VERBUM. 2010. 261 s. ISBN 978-80-8084-622-0.
      \nSEDL\u00c1K, M. 2000. Mana\u017ement<\/em>. Bratislava : Elita. 2000. 456 s. ISBN 80-8044-015-8.
      \n\u0160IMOV\u00c1, H. 2007. Mana\u017ement<\/em>. Ko\u0161ice.2007. 195 s. ISBN 978-80-8073-780-1.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Cie\u013eom pr\u00e1ce Porovnanie z\u00e1sad pedagogiky a mana\u017ementu je stanovi\u0165 a definova\u0165 z\u00e1sady pedagogiky a z\u00e1sady mana\u017ementu. Ur\u010di\u0165 ktor\u00e9 z\u00e1sady s\u00fa uplat\u0148ovan\u00e9 v pedagogike a ktor\u00e9 … <\/p>\n","protected":false},"author":15,"featured_media":25269,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[62,553],"tags":[],"class_list":["post-9503","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-manazment","category-vzdelavam-sa"],"yoast_head":"\nPedagogika a mana\u017ement: z\u00e1sady a ich porovnanie<\/title>\n<meta name=\"description\" content=\"Z\u00e1sady pedagogiky. Z\u00e1sady mana\u017ementu. 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