THE FUNCTIONS OF SOCIAL INTELLIGENCE OF THE HEAD OF THE EDUCATIONAL INSTITUTION IN DETERMINING THE FORMATION OF THE ABILITY OF MANAGERS TO THE CREATIVE PROCESS

Abstract

The article deals with the results of the empirical research that allowed us to identify the functions of social intelligence of the head of the educational institution.
1. Cognitive-evaluative function is explained in determining the individual capabilities of the leader, which are actualized in order to achieve results, providing a real help to others, in determining the content of interpersonal interactions, which are due to the processes of socialization.
Social intelligence provides the processing of information that is necessary for a specialist to predict the results of professional activities. On the one hand, a person, receiving information about the nature of other people’s activities, is aware of it and it is a subject to this information of mental operations that will be carried out in the future. And, on the other hand, in the process of information processing it is useful the formation of judgments about the significance of those events that take place.
The information having been received by the manager often finds its explication in the manifestation of evaluative judgments about the possibility of its use, the actual levels and the achievement of certain results. In general, the processes of professional creativity are included into the paradigm of self-knowledge, which allows a person to understand himself/herself, his/her essence. Thus, the implementation of this function allows us to select the most relevant information, which is largely adequate for the current conditions of the professional activity for the realization of the specialist as a full-fledged subject (the actualization of the cognitive aspect of a cognitive activity). The latter gives the manager the opportunity to form evaluative judgments about what really happens in the world around the person.
2. Communicative and valuable function of social intelligence, related to the need to understand others, and, in turn, to be understood by them. Knowing yourself in a constant communication with other people begins as a process in which a person actively models the interaction with others and masters the norms and standards of relationships. Thus, professional communication is realized in the ability of the individual to convey certain information, to describe people’s own personal conditions, their attitude to what was perceived in the message; finally, we tell about the ability to identify intentions and targets for a particular message.
In addition, the process of nonverbal communication, on the one hand, is a way to establish a connection between a man and a social environment, and, on the other hand, between the process of finding personal meanings among the values of his/her life. Accordingly, we can distinguish two dominant manifestations of communicative and valuable function:
1) creating an ideal content plan of the professional activity, which is associated with determining the situation of social action at the level of quasi-communication, which contributes to the process of understanding the another person. The leader not only communicates and perceives information, but also transforms it, formulating tasks and modeling problems that are directly related to social relationships;
2) the act of revealing oneself in another person (so-called “existential communication”), which is realized by the ability to understand, to perceive personal and socio-psychological positions of people, in analyzing the behavior of the leader, to imagine another person in his/her place or himself/herself on the place of this specialist.
In our opinion, this existential communication finds its explication in the anticipation of a certain attitude, opinions, assessments of specific people or groups as a whole. The latter leads to the formation of its original, unique image, the content of which largely depends on the realism of a person’s thinking, his/her ability to perceive and summarize objectively numerous and sometimes diverse assessments of his/her personality by others, which allows the leader to really shape the image by his/her own system of values.
3. Reflexive-corrective function of social intelligence is reflected in self-knowledge and awareness of the advantages and disadvantages of social interaction, as well as changes in the process of interaction with the aim of leveling the premise of cognitive dissonance, which largely allows the leader to control his/her emotions and needs.