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DEVELOPMENT OF MANAGEMENT COMPETENCES IN THE PROCESS OF EDUCATION AND TRAINING

This article analyses about the development of managerial competence, integrated information systems, information and educational portal, as well as information and methodological systems, continuous monitoring mechanisms and andragogic principles focused on the cognitive level and corporate-individual needs of managers. Also characterizes the process of management staff in education sphere , their skills and development in education system. Management competence of the management staff of the higher education institution - the acquisition of knowledge, skills and competencies necessary for effective work in the field of management, personal and socially significant qualities, the ability to make independent decisions in clear and non-standard situations, self-governance and is the level of preparation associated with a sense of responsibility for the action.


Introduction
The current state of the process of development of management competence of the management staff of higher education institutions requires the widespread introduction of innovative technologies in the education system through the modernization of the content of vocational education, diversification of educational services, which contributes to improving the quality of education through the transfer of advanced foreign experience, innovations in the education system, including modern, interactive and creative methods of teaching; This, in turn, shows that the development of management competence can be achieved through the effective use of information technology, the creation of modern information and methodological systems, electronic information learning environment, and the need for targeted research in this area.
Management competence of the management staff of the higher education institution -the acquisition of knowledge, skills and competencies necessary for effective work in the field of management, personal and socially significant qualities, the ability to make independent decisions in clear and non-standard situations, self-governance and is the level of preparation associated with a sense of responsibility for the action.
The development of managerial competence was considered as an integrated process based on modern approaches, innovative technologies, the acquisition of new knowledge, skills and competencies in the field, aimed at improving the level and quality of professional skills based on individual needs and qualification requirements.
Indeed, the successful implementation of the task associated with the widespread use of information technology and information systems in the development of managerial competence of managers today requires the improvement and widespread implementation of integrated information systems for the application of advanced teaching methods and forms in retraining and advanced training.
During our empirical analysis, the content of the current curricula of advanced training courses for managers of higher education institutions was analyzed. These programs include the regulatory framework and legislation of higher education, modernization of the educational process and teaching activities in the higher education system and the introduction of innovative educational technologies, professional competence and creativity of education managers, information and communication technologies in management, electronic information of higher education institutions. the formation of the educational environment, practical foreign language, systems analysis and optimal decision-making technologies in management, as well as the development of a quality culture in higher education.
At the same time, integrated information and methodological systems for the development of managerial competence, including distance learning, webinar technologies, portal technologies, public information systems, automated monitoring, electronic portfolio, are the content of the programs and training materials created on the basis of these programs. Topics related to systems are not fully reflected. Within higher education, professional staff are not comprised of one unified body of workers, but a loose association of diverse staff whose main defining characteristic (from an organizational perspective) was, until recently, simply that they were -nonacademic‖ staffliterally defined in the negative (Sebalj et al. 2012). The enormous range of professional norms and workplace cultures encountered within the broad body of professional staff (both within and across institutions) poses a number of challenges to researchers in this space, for example, the risk of missing significant nuance by treating this diverse body as a singular group or focusing instead on a small subset and thus risk missing larger trends. Other challenges researchers might face include the comparison and overlaps that the literature makes (or fails to make) between the career experiences of professional staff to their academic colleagues within higher education institutions, or even the comparisons with professional counterparts within commercial or governmental sectors Empirical studies have shown that the teaching aids developed in the above areas are mainly based on the traditional approach, which does not adequately form elearning resources, multimedia products, video, audio materials, as well as distance learning resources based on interactive-innovative technologies.
The above analysis shows that today the improvement of the integrated information and methodological system is one of the most important issues in improving the quality of the educational process, aimed at developing the management competence of management. In this regard, our study analyzed the content, components and andragogic principles of the integrated information and methodological system, which serves to develop the management competence of management personnel. Here also we can talk about leadership in education system. Two big challenges characterize leadership today. One is the need to juggle a growing series of paradoxical demands (do more with less; cut costs but innovate; think globally, act locally). The other is the unprecedented pace of -disruptive change,‖ which speeds up the interaction of these demands and simultaneously increases the pressure on organizations to adapt. These challenges have significantly amplified the need for versatile leaders who have the ability to cope with a variety of changes and the wherewithal to resolve competing priorities. It is not an overstatement to say that versatility is the most important component of leading effectively today. Versatile leaders have more engaged employees and higher performing teams. Their business units are more adaptable and innovative. Their organizations are more capable of gaining a competitive advantage because they know how to disrupt before being disrupted. In short, versatility is the capacity to read and respond to change with a wide repertoire of complementary skills and behaviors. Leaders are typically better at reading change than they are at responding to it, largely because developing a broad range of behaviors requires a systematic effort that often pushes them out of their comfort zones. To help leaders understand how to expand their behavioral repertoire, we devised a practical model that synthesizes the work on leadership behavior from the last 100 years of research in both psychology and management. assessing their current ability to use an effective mix of the above behaviors. The goal for most leaders, then, is to develop the ability to consider opposing needs and avoid maximizing one at the expense of the other simply because their current skill set makes them more attuned to it. While diving deep into the details of execution on a project, for example, can the leader also keep one eye on the big picture? Or while involving the team in a decision, can the leader also synthesize their input and make the call? It's a tall order. As F. Scott Fitzgerald wrote, -The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function.‖ The first is learning from a variety of different and challenging work experiences that can broaden their perspective, promote a wider range of skills, and provide a network of colleagues with different expertise and points of view. Versatile leaders tend to have more diverse career paths and work experiences than others, as well as the learning agility to absorb lessons and incorporate them in their leadership tool kits. We encourage managers to compare their current skills and experiences to those needed in jobs they aspire to and seek out roles that can stretch them. For instance, being a part of the strategic planning process -even as -gopher‖ or notetakercan provide exposure to new skills that are practiced less in tactical jobs. Seeking commercial experience in different businesses is also a great way to prepare yourself for enterprise leadership. Related to this third strategy, there is a great debate presently raging, not just among leadership professionals but also among sports coaches, teachers, and parents who want to prepare athletes, students, and children for an increasingly uncertain future.
On the one hand, there are those who recommend maximizing strengths, which leads to people becoming narrow specialists. On the other hand, there are those who recommend trying a variety of things, which leads to people becoming broad generalists. David Epstein's book, Range, provides an excellent analysis of this debate.
Our program of research and practice squares with Epstein's conclusion: The wider a leader's lens on the world, the larger their repertoire of skills, abilities, and behavior, and the broader they are as a person, the more likely they are to lead their people, teams, and organizations to success in a rapidly-changing world. creates conditions that provide opportunities for a holistic understanding of the process of formation, planning and management of the purpose of educational, educational, organizational, scientific and methodological activities.

Materials and Methods
In this 21st century, the term -technology‖ is an important issue in many fields including education. This is because technology has become the knowledge transfer highway in most countries. Technology integration nowadays has gone through innovations and transformed our societies that has totally changed the way people think, work and live (Grabe, 2007). As part of this, schools and other educational institutions which are supposed to prepare students to live in -a knowledge society‖ need to consider ICT integration in their curriculum Process of adoption of ICT is not a single step, but it is ongoing and continuous steps that fully support teaching and learning and information resources (Young, 2003). ICT integration in education generally means technology-based teaching and learning process that closely relates to the utilization of learning technologies in schools. Due to the fact that students are familiar with technology and they will learn better within technology-based environment, the issue of ICT integration in schools, specifically in the classroom is vital. This is because, the use of technology in education contributes a lot in the pedagogical aspects in which the application of ICT will lead to effective learning with the help and supports from The analysis showed that, firstly, the audience, the leadership of higher education institutions, did not have a complete picture of the integrated information and methodological systems, secondly, the content and components of existing information and methodological systems did not cover the requirements of competency-based and person-centered approaches; training is not systematized and, fourthly, the didactic capabilities of integrated information systems are not systematically used in the development of managerial competence of management personnels.
We know that the information-methodical system consists of tasks and tasks that provide the formation of the necessary skills and competencies of students, as well as the qualification requirements of retraining and advanced training courses, the content of science programs, determine the amount of knowledge they need to master, presented in a logical system , will need to conform to the principles of continuity and finally to meet the principle of structurality.
The didactic requirements are: -Provided information resources should be reliable, relevant to the current state of the science, systematic and consistent, demonstrative, linked to practice; -The optimal version of the scientific and educational ease of teaching materials; -The description of teaching materials should be learner -centered.
In accordance with these principles, the study identified the structure of an integrated information and methodological system that serves to develop the management competence of the management staff in the process of professional development.

Results and discussion
Integrated information-methodical system Figure 1. The structure of the integrated information-methodical system During our research, the following components of the improved integrated information-methodical system were developed on the basis of the author's approach: -vertical portal (niche portal) technology, is a type of activity aimed at providing information in specific thematic areas, based on the needs of the audience. That is, the introduction of tutoring and consulting services for retraining and advanced

Continuous monitoring component :
Integrated e-portfolio with higher education: statistical diagnosis, strategic planning and scientific cooperation) -Improved open software -media.bimm.uz portal, including public open online courses (multimedia products).

Integrated information-methodical system
In order to improve the integrated information and methodological system, it is necessary to meet the andragogic requirements.

Conclusion
In conclusion, organizational and pedagogical conditions and motivational mechanisms for the development of managerial competence will be developed through the use of alternative and differentiated professional development programs based on diagnostics and continuous monitoring of professional performance and the use of integrated electronic portfolio information system. The very first stage of ICT implementation must be effective to make sure that, teachers and students are able to make the best use of it. Thus, preparations of a technology-based teaching and learning begin with proper implementation and supports by the school top management. If the implementation process of technology integration in schools take place appropriately from the very beginning stage and the continuous maintenance are adequately provided, ICT integration in schools will result in a huge success and benefits for both teachers and students.
The use of ICT especially in teaching and learning is more about practicality as compared to theories and that is why teachers must be given time to learn and explore it, face the -trial-anderror‖ phase before they are completely comfortable with its usage and able to make use of it for teaching and learning. Finally, the integration of ICT in classroom needs serious consideration in order to increase the competency of the country's education system. This will help in increasing the world ranking of the national education and produce the better future work force.
In order to enhance the use of ICT in classroom, the government needs to improve and change the teachers' belief about the integration of ICT in classroom. As the teachers' role is the key role in making any of the new policy to be implemented efficiently and successfully. The changes that is taking place is driven by advanced technology and communication devices that should be available to students wherever they are either at school or home. In addition , the needs for teachers to be literate and have good skills and knowledge in using ICT to improve their teaching methods and approach is desired to promote effective learning as well as to meet the demand of the 21st century teaching skills. Also, the development of an