Psychology of personality and social organizations. How to form a cohesive team

The formation of a team is currently being considered from several development models, each of which captures special stages in this movement.

The most comprehensive concept of team formation belongs to A. V. Petrovsky. He views the group as consisting of three strata (layers). In the first layer, primarily direct contacts between people are realized, based on emotional acceptability or unacceptability. In the second layer, these relationships are mediated by the nature of joint activity. In the third layer, called the core of the group, relationships develop based on the acceptance by all group members of common goals of group activity. This layer corresponds to the highest level of development of the group, and therefore, its presence allows us to state that this is a collective.

Currently, psychologists prefer to consider the levels of group structure in reverse order, starting with the characteristics of nuclear relationships.

The central link of the group structure is formed by the objective activity of the group itself, and this is necessarily a socially positive activity. The second layer of group structure represents a fixation of the attitude of each group member to group activities, its goals and objectives. This layer is described as a coincidence of values ​​concerning joint activities and the development of a certain motivation of group members, emotional identification with the group. The third layer records the actual interpersonal relationships mediated by activity. The fourth layer of group structure captures the superficial connections between group members, this is the part interpersonal relationships, which is built on direct emotional contacts.

The strength of any team is its cohesion. Cohesion can be very high when people are closely connected with each other and are jointly responsible for achieving the goals facing them and the team as a whole, and therefore do everything to successfully achieve them. It can be very low, when the team does not even receive a clear organizational design, there is no common goal, everyone acts on their own, at their own peril and risk, trying to demonstrate individual results even to the detriment of others.

In many ways, the cohesion of a team depends on the stage of its development. From the maturity stage. Psychologists identify five such stages. The first stage is called "grinding in". At this stage, people are still looking at each other, deciding whether they are on the same path as the others, and trying to show their “I”. Interaction occurs in familiar forms in the absence of collective creativity. The leader plays a decisive role in uniting the group at this stage.

The second stage of team formation - “conflict” - is characterized by the fact that clans and groupings openly form within its framework, disagreements are openly expressed, the strengths and weaknesses of individual people come to light, and personal relationships acquire importance. A power struggle for leadership and a search for compromise between the warring parties begins. At this stage, opposition may arise between the manager and individual subordinates.

At the third stage of team formation, experimentation occurs - the potential of the team increases, but it often works in spurts, so a desire and interest arises to work better, using other methods and means.

The fourth stage of team formation is characterized by the emergence of experience in successfully solving problems that are approached, on the one hand, realistically, and on the other, creatively. Depending on the situation, functions in such a team are transferred from one member to another, each of whom is proud of his belonging to it.

At the last - fifth stage - strong connections are formed within the team, people are accepted and appreciated, and personal differences between them are quickly eliminated. Relationships develop mostly informally, which allows for high performance results and standards of behavior to be demonstrated. Not all teams reach the highest (4.5th) levels.

Thus, a real cohesive team does not appear immediately, but is formed gradually, going through a number of stages. Let's look at the formation of a team and its stages using an example study group. At the first, organizational stage, a group of secondary special education students educational institutions(SSUZ) does not represent a team in the full sense of the word, since it is created from students entering the SSUZ with different life experiences, views, different attitudes towards collective life, therefore, people naturally “grind in” with each other. The organizer of the life and activities of the educational group at this stage is the teacher; he makes demands on the behavior and mode of activity of students. For a teacher, it is important to clearly identify the 2-3 most significant and fundamental requirements for the activities and discipline of students, without allowing an abundance of secondary requirements, instructions, and prohibitions to be put forward. At this organizational stage, the leader must carefully study each member of the group, his character, personality traits, identifying, based on observation and psychological testing, an “individual psychological map” of the student’s personality, gradually identifying those who are more sensitive to the interests of the team and are an effective asset. In general, the first stage is characterized by socio-psychological adaptation, i.e. active adaptation to the educational process and joining a new team, assimilation of the requirements, norms, and traditions of life of the educational institution.

The second stage of development of the team (formation stage) occurs when an effective, rather than formal, asset of the team is identified, i.e., organizers of collective activity are identified who enjoy authority among the majority of team members. Now demands on the team are put forward not only by the teacher, but also by the activists of the team. But the identification of activists and leaders occurs through the stages of confrontation, distribution of group roles, with a gradual transition to the stage of experimentation. The leader at the second stage of team development must objectively study and analyze the interpersonal relationships of team members using the methods of sociometry and referentometry, and promptly take corrective action to correct the position of group members with high and low sociometric status. Raising group assets - the most important task leader, aimed at developing the organizational skills of the asset and eliminating negative phenomena: arrogance, vanity, “commanding tone” in the behavior of the asset.

Knowledge of the structure of informal relationships, what they are based on, facilitates the understanding of the atmosphere within the group and allows you to find the most rational ways to influence efficiency group work. In this regard great importance acquire special research methods that make it possible to identify the structure in a group and identify its leaders.

A person’s position in a team is determined not only by individual characteristics, the personality of the person himself, but also by the characteristics of the team. In a loosely knit team, the status of an individual depends largely on the level of his sociability. In close-knit teams in which complex tasks are performed Team work, the status of an individual is determined to a greater extent by his business and moral qualities than by his sociability. Whatever determines a person’s status in a team, it has a strong influence on his behavior and self-awareness.

When organizing any type of activity, it is useful to keep in mind those real groups (3-5 people each) that exist in the team, to unite people who sympathize with each other. Thus, a fairly authoritative group of people in the team can lead the preparation and holding of a certain event, because, relying on their social circle, people can perform organizational functions much more effectively. Taking into account actually existing interpersonal connections, the leader achieves a dual goal: he includes group members in collective life and influences the life of the group itself.

Involving team members in various types joint activities (work, study, sports, recreation, travel, etc.), setting interesting and increasingly complex goals for the team, tasks that are attractive to many participants, establishing friendly and demanding relationships, responsible dependence between people - all this helps to strengthen and team development at the second stage.

However, at the second stage of formation, the team is not yet in the full sense a cohesive group of like-minded people; there is significant heterogeneity of views. Free exchange of opinions, discussions, the manager’s attention to the mood and opinions of team members, a democratic collegial method of decision-making and management creates the basis for creating a cohesive team.

At the third stage of formation, the team reaches a high level of cohesion, consciousness, organization, and responsibility of team members, which allows the team to independently solve various problems and move to the level of self-government. Let us note that not every team reaches this highest level of development.

A highly developed team is characterized by the presence of cohesion as a value-orientation unity, closeness of views, assessments and positions of group members in relation to objects (persons, events, tasks, ideas) that are most significant for the group as a whole. The index of cohesion is the frequency of coincidence of views of group members in relation to the moral and business spheres, in the approach to the goals and objectives of joint activities.

The value-orientation unity of the collective does not presuppose the strengthening of people’s conformity, but the implementation of collectivist self-determination of the individual - a selective attitude of the individual to the influences of a particular group, expressed in the acceptance of some and rejection of other group influences, depending on the person’s awareness of the need to act in accordance with his value orientations that have developed in team in the process of joint activities.

A highly developed, cohesive team is characterized by the presence of a positive psychological climate, a friendly background of relationships, emotional empathy, and sympathy for each other. The presence or absence of these qualities serves as a diagnostic sign for distinguishing between a simple group of people and a collective. An experiment was carried out on a device - a group integrator, which has six handles, the coordinated rotation of which sets in motion a needle moving along a 5-shaped slot. The subjects must work together to move the needle from the beginning to the end of the slot as quickly as possible, without touching its sides. Each touch to the board (mistake) is punishable by electric shock. In the first series of experiments, all participants are punished with electric shock; in the second series, only the responsible leader is punished. An indicator of the presence of sympathy and emotional empathy among group members is the approximately equal speed and accuracy of needle movement in the 1st and 2nd series.

The level of development of the group significantly influences the features of the process of including a new individual in the group. Conducted by A.S. Gorbatenko's research shows that groups of a high level of development favor the process of adaptation of a newcomer to the group. Such groups are open to the newcomer, interacting with him, humanely and kindly supporting him. For groups low level development is characterized by an indifferent attitude towards the newcomer, refusal to interact with him, or even active rejection of the newcomer.

A complex indicator of relationships in a team is its socio-psychological climate - the totality of relationships among group members:
1) to the conditions and nature of joint activities;
2) to colleagues, team members; 3) to the team leader.

If people are not satisfied with the nature and conditions of joint activities, if indifferent or conflicting interpersonal relationships and unfavorable business relationships prevail between them, then a negative socio-psychological climate develops, which worsens the performance of the team, the effectiveness of its activities, negatively affects the well-being and health of people, causes a person’s desire to leave a given group.

The socio-psychological climate of a team largely depends on the personality of the leader and the team, on his relationships with group members, and on the leadership style he uses.

Forming a cohesive team at work– quite a significant moment for the further successful development of the company. In this material we will look at when and what team building activities need to be carried out, what impact they can have on subordinates and what the success of a cohesive and friendly team is.

When to conduct a team building program.

Team building programs are needed if:

The company is in an active growth stage. This happens when the company needs to expand its staff and recruit newcomers. Conflicts between newly arrived employees and former employees are quite likely. In order for communication to work, it is necessary to stimulate friendly relations between leaders. These can be either official leaders: directors, managers, or informal leaders recognized by the team. Team building activities will allow them to get to know each other better and establish friendly contact;

The company's activities are suspended or it is going through a difficult moment. When employees understand that the company is not worried better times, they begin to relax, work without diligence and diligence, because they do not see the future and prospects. Many are simultaneously looking for new jobs and leaving the company. Therefore, the main thing that needs to be paid attention to in such a situation is the team’s confidence in the successful outcome of the matter. Employees must feel that the future of the organization depends on them, and they are able to help it get out of the crisis;

A conflict situation arose between departments of the company. In such a situation, team building can also work very effectively and solve problems in a timely manner. In order to resolve conflict between co-workers, there are many different team building tools.

Let's say the company's sales levels begin to decline. Management should take several measures to stimulate staff, perhaps slightly change sales technology, introduce new schemes and structures, and these actions can already have a positive effect on the future work of the company and subordinates.

Speaking about events that can unite a team, we have not specified exactly what actions fall under this category. In our country, the most commonly used tool is corporate celebrations. Some companies organize their subordinates for sports competitions and training. But elements of team building in the work process are often not taken into account. Let's take a closer look at ways to unite a team.

Corporate celebrations.

Some subordinates cannot perceive a corporate celebration as a vacation. They feel tense because they are next to their superiors, and all those present are representatives of the office or branches of the enterprise. The logic comes into play here: you still have to work with these people and solve serious issues, so if you relax, drink too much, or talk with someone about personal topics, you can greatly regret it later.

Plan your party in advance. Instruct department heads to survey subordinates regarding their wishes regarding the holiday. Let them develop special questionnaires that will include basic questions regarding the holiday. You can provide several options, and also leave room for the employee to write his personal vision of the corporate event. Once the completed forms are in hand, it will be extremely clear how employees see the corporate party. With this data, you can begin selecting employees who will be entrusted with developing the script.

Sports competitions and training as the formation of a cohesive team at work.

You should take the choice of team building techniques very seriously. If you are planning to seek help from a specialist, then consult with your friends - perhaps they know a professional in this industry.

Sporting events are a good thing, but risky. There is a high probability of injury, and if there are strained relationships in the team, then employees can stimulate a situation that will lead to bruises, so you should be careful here.

If, as a manager, you have achieved average or old age, and the team consists mainly of young employees, it is better not to use sports as a way to make friends with the team. If your employees constantly beat you and you are in the rear, it is likely that this will affect the overall image and the boss's rating may suffer.

You should not resort to sports competitions if you are a professional athlete, or force your subordinates to engage in the sport that you are interested in. A leader who loves extreme sports, such as skydiving or mountaineering, should not impose his tastes and interests on others. It is likely that people, due to their characteristics, will not be able to support such an initiative. You can choose those employees who share an interest, and together devote some time to extreme sports, without forcing others to join.

Formation of a cohesive team during working hours.

Stimulating mutual understanding. In order for employees to begin to better understand each other, you can conduct a specific course of lectures for each department of the company, which should be identical. Naturally, people studied at different universities, with different teachers and at different times, so each of them has a slightly different vision of the problem. In order to unite the team at work, it is necessary to teach colleagues to equally understand the essence of the problem and express their thoughts. After such a course of lectures, people use the same notation, characterize the problem using the same methodology, and understand each other better. This method is also very good for bringing the knowledge of all employees to the same level.

Introduction of new employees. It is at a training lecture that a new team member can simultaneously get to know his colleagues, show his level of knowledge and get comfortable among new people. For their part, other employees can also form their own opinion about the person, study his level of awareness and develop a line of cooperation. Without using team building methods, adaptation may take more than one month.

Image formation. A fairly common situation is when the process of becoming a team member comes with complications and problems, especially for managers. In a situation where a new boss comes to an organization from the outside, colleagues are often wary of him and do not want to accept him as the manager of their established team. Work team building methods are also suitable for this, as one of the ways to organize a cohesive team. Let's say new manager can arrange interesting activities in a foreign language, programming or marketing basics. Of course, probably not from the first lecture, but after some time, employees will have an interest and desire to attend this event. The main thing is to organize the lectures themselves in a high-quality, interesting way and choose a good teacher.

Joint creation of documentation. During a lecture or class, you can spend some time creating a new company charter. Give employees the opportunity to independently choose what their corporate culture organization, what value and behavioral norms must be observed and how departments and subordinates will interact with each other. If the boss gives everyone finished document, drawn up at his personal discretion, it is likely that the employees will not take it seriously and will perceive it as the boss’s problem. But a self-developed charter, in which the company’s goals and methods of interaction are formulated by the subordinates themselves, is likely to be received with great enthusiasm.

Bring your team together at work– the task is very multifaceted and complex. Many companies face problems of frequent layoffs, conflicts and non-compliance with work standards in the first years of their work. For example, in construction companies it is quite difficult to maintain a stable composition of work groups, where foremen often drink, ignore going to work, or simply quit because they are bored with the work. The real reason for dismissal is quite difficult to understand, since organizations often set good wages and working conditions meet all standards.

It is at the beginning of its formation that an enterprise always faces a lot of problems, so there is simply not enough time to delve into the reasons for the dismissal of employees. There is pressure from outside competitors, there is a need to find a reliable supplier, buyers, and analysis of market trends, so corporate culture and team building fade into the background.

Some managers are puzzled by the high level of employee turnover and try to apply at least some methods to improve the situation: awarding bonuses, additional bonuses, and improving working conditions. Others choose leverage in the form of fines, increased workloads, or reprimands. But often these or other methods do not bring the desired result.

In such situations, it is necessary to resort to team building and form a friendly and responsible team. Each employee should feel part of common system, realize that the success of the entire company depends on it, regardless of the type of activity. Even a cleaner or a security guard should know that he is needed by the organization and that his activities are important and necessary.

Any subordinate is pleased to feel needed, noticed and in demand - this stimulates them to work efficiently and effectively. This is exactly what lectures and team building events are aimed at, to unite the team and instill in everyone confidence in their importance and necessity for the company.

It is necessary to build the policy of the event not in the form of a strict lecture lesson, but to diversify it with various competitions, games and comic puzzles and riddles. This will help form a cohesive team, bring subordinates closer and get to know each other better.

It is possible that at the initial stage there will be disagreements between employees, but with the help of dialogue and communication their number will gradually be reduced, and people will begin to get to know each other better. The topics of classes can be completely different. This could be free training courses, associative classes, or the formation of personal qualities among colleagues.

The most common problem of all newly recruited teams is formation of separate groups and reluctance to communicate with other employees. Three or four people communicate with each other and ignore everyone else, pitting themselves against them and considering their team to be the best. Here it is necessary to combine these teams into one whole, so that each of them works together with the others.

To do this, you can use a team building technique such as a joint vacation. For example, for the whole team you can take trips to a recreation center for several days, where you can have fun playing sports, cooking together and playing team games. In addition to entertainment, you can conduct several training sessions, but in a playful style. In order to stimulate the desire of employees to take part in various games and entertainment, you can assign gifts for winning, incentive souvenirs that they will need in the future at work.

It is likely that at first the subordinates will argue and a number of disagreements will arise regarding who needs this or that thing more, but over time the situation will calm down and everyone will begin to take part in the game with pleasure, without thinking about their own benefit.

The goals that team building activities are aimed at achieving.

Combating constant staff turnover. A department in which employees are constantly changing works much less efficiently, since the adaptation factor is constantly present. It is necessary that all employees feel equally important and important to the organization, then you will be able to avoid arrogance on the part of higher-level employees in relation to less prestigious positions.

Minimizing voluntary dismissals of employees. With the right approach to team building events and their professional conduct, the number of people wishing to leave workplace should be reduced to the limit. Employees must realize that the company needs them and if they quit, they will let the rest of the team down.

Development of corporate culture.

Method two.

You can perform the same steps as in the first method, but at the same time, each department can independently choose who will process the data. This person must draw up his own version of the charter, and then present it to the rest of the elected representatives of other departments.

Method three.

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• INTRODUCTION
• CONCLUSION
• BIBLIOGRAPHY

INTRODUCTION

The Russian penal system (CES) has been in the process of reform over the past ten years. At the same time, the effectiveness of innovations in penal institutions is limited by the influence of the organizational culture of correctional institutions, since staff do not have the willingness to change previously established norms and rules of behavior in correctional institutions. In this regard, the study of the content of the psychological climate of a group of correctional officers and the characteristics of socio-psychological adaptation of employees to it may be a step towards creating a system for predicting organizational resistance to innovations and planning methods of influence at the organizational level.

Against the backdrop of difficult socio-economic conditions, the state of staff in correctional institutions is characterized by high turnover (especially in the first year of service of employees), a constant increase in the shortage of new employees, high rates of disciplinary violations and abuse of power. At the same time, according to foreign experts in the field of penitentiary psychology, it is the staff of correctional institutions that are the key link in prison reforms, and therefore it is necessary to actively develop and implement programs for psychological training new employees (V.M. Pozdnyakov). Taking all this into account, it can be argued that domestic practice also needs the development and systematic application of special measures to create a favorable socio-psychological climate for the team of PS employees.

Domestic research in the field of legal psychology indicates that correctional officers experience difficulties at all stages of their service, especially during the adaptation process: “73.6% of employees cite a lack of mutual understanding with management as a difficulty, 36.8% indicate a lack of mutual understanding with colleagues at work” (Ushatikov A.I., Kazak B.B.).

It was revealed that overall indicators of job satisfaction among correctional officers decrease depending on the increase in length of service.

As a result of research conducted by foreign psychologists, it was established that the basic conditions for the effective activity of an employee of an organization (commitment to the organization, involvement in it) are formed on the basis of the favorable socio-psychological climate of the institution (Vikhansky O.S., Naumov A.I.).

Creating a system of psychological support for penitentiary correctional officers in the context of reform, based on informing and training new and experienced employees in the skills of humane, non-violent interaction with various categories of communication partners in a correctional institution, is an urgent task of penitentiary psychology.

1. Concept, structure, features of the socio-psychological climate

psychological correctional officer

V.M. Shepel was one of the first to try to reveal the content of the concept of socio-psychological climate as the emotional coloring of the psychological connections of team members, arising on the basis of their closeness, sympathy, coincidence of characters, interests and inclinations. He also identified three “ climatic zones": Shepel V.M. A manual on psychology for foremen and foremen. - M.: Economics. 1973.- p. 65.

1) social climate, which is determined by the extent to which the employees of a given enterprise are aware of common goals and objectives, and how much the observance of all constitutional rights of workers as citizens is guaranteed here,

2) moral climate, which is determined by the moral values ​​generally accepted in a given group and

3) psychological climate, that is, the informal atmosphere that develops between workers who are in direct contact with each other. That is, the psychological climate is a microclimate, the zone of action of which is much more local than the moral and social one.

A person’s attitude to the world is formed within the framework of his lifestyle as a whole, self-awareness develops throughout life, and well-being is significantly dependent not only on his status in the work collective - that is why they fall into the rank of subsequent, and not immediate, manifestations of climate.

Consideration of an individual's self-esteem in a given specific group and depending on it is of particular interest.

The well-being of an individual, as a mental state determined by the atmosphere of the production team, to a certain extent can also serve as a known indicator of the degree of development of his spiritual potential.

Then the very well-being of an individual, her self-esteem, can be considered as one of the most general indicators of the socio-psychological climate.

So, the structure of the socio-psychological climate is determined by the system of relationships that have developed in the team between its members and can be characterized by elements that represent a synthesis of social and interpersonal relations. Through social relations, the social content of personal relationships of people in a team is revealed. These are production, political, legal, ethical, aesthetic relations. Interpersonal relationships are organizational-technological interactions, status-role relationships, administrative-psychological mutual influence, emotional-logical mutual knowledge. They arise on the basis of the subject-practical activities of the team and are determined by the material, technical, organizational, managerial and other conditions of its life. The unity of the content of social and interpersonal relations appears in the form of relationships between people (cooperation, competition, cohesion, compatibility, friendship, harmony), as well as in the form of personality traits on which the psychological characteristics of communication between people in the team of Andreeva G.M. depend. Social Psychology. - M., 2003. - p. 213. .

An essential indicator of the characteristics of relationships in a team are forms of address as a means of verbal communication. The predominance of any one form of treatment - orders or requests, proposals or questions, discussions, advice - characterizes the characteristics of relationships in a team and thereby serves as an indicator of the socio-psychological climate. The study of communication connections in a team based on the number and direction of contacts and their content may indicate the state of relationships in it. Unfavorable development of relationships leads to the gradual isolation of individual members of the team, a reduction in the number of contacts in it, to the predominance of indirect methods of communication, to the reduction of communication connections to formally necessary ones, to a violation feedback between participants in the activity. Thus, communication connections in a team act as empirical indicators of the socio-psychological climate. Andreeva G.M. Social Psychology. - M., 2003. - p. 219.

The essence of each person is revealed only in connections with other people and is realized in forms of collective interaction, in communication processes. Through relationships, a person realizes his social value. Thus, self-esteem acts as a group effect, as one of the forms of manifestation of the socio-psychological climate. Assessing one's position in the system of social relations and personal connections gives rise to a feeling of greater or lesser satisfaction with oneself and others. The experience of relationships affects moods and causes an improvement or deterioration in a person’s psychological well-being. Through imitation, infection, suggestion, and persuasion, various moods in a group spread to all people and, reflected again in their consciousness, create the psychological background of collective life. Psychological well-being and mood, characterizing the mental state of people, indicate the quality of the socio-psychological climate in the team. Self-esteem, well-being and mood are socio-psychological phenomena, a holistic reaction to the influence of the microenvironment and the entire complex of conditions for human activity in a team. They act as subjective forms of manifestation of the socio-psychological climate.

Any person, by virtue of his presence in a social group, and even more so by participating in joint work, influences many areas of the life of the team, including the socio-psychological climate. People have a positive or negative impact on the well-being of others, depending on their socio-psychological and individual psychological properties. The socio-psychological properties of the individual that have a positive impact on the formation of the socio-psychological climate include integrity, responsibility, discipline, activity in interpersonal and intergroup relations, sociability, culture of behavior, and tact. People who are inconsistent, selfish, tactless, etc. have a negative impact on the climate. The well-being of people and, through it, the general climate of the team is also influenced by the characteristics of mental processes (intellectual, emotional, volitional), as well as the temperament and character of the team members. In addition, an important role is played by a person’s preparation for work, that is, his knowledge, skills and abilities. A person’s high professional competence evokes respect; it can serve as an example for others and thereby contribute to the growth of the skills of people working with him. Chufarovsky. Legal psychology. - M., 2006.- p.187

At different stages of development of the work collective, the dynamics of the modality of emotionality of relationships is observed. At the first stage of the formation of a team, the emotional factor plays a major role (an intensive process of psychological orientation, the establishment of connections and positive relationships is underway). At the stage of collective formation, cognitive processes become increasingly important, and each person acts not only as an object of emotional communication, but also as a bearer of certain personal qualities, social norms and installations.

In its meaning, the socio-psychological climate is close to the concept of team cohesion, which is understood as the degree of emotional acceptability and satisfaction with the relationships between group members. The cohesion of the team is formed on the basis of the similarity of ideas of workers on significant issues of the life of their team.

The most important problem in studying the socio-psychological climate is identifying the factors that shape it. The most important factors determining the level of psychological climate of the production team are the personality of the manager and the system of selection and placement of administrative personnel. It is also influenced by the personal qualities of the leader, the style and methods of leadership, the authority of the leader, as well as the individual characteristics of the team members.

Socio-psychological climate is the psychological mood in a group or team. The main factors of the psychological climate: vertical and horizontal relationships, their style and norms, and then various components of the production environment (organization and working conditions, stimulation system). The nature of the socio-psychological climate generally depends on the degree of development of the team. There is a direct positive connection between the socio-psychological climate of the team and the effectiveness of the joint activities of its members. Chufarovsky. Legal psychology. - M., 2006.- p.201.

The socio-psychological climate is the result of the joint activities of people and their interpersonal interaction. It manifests itself in such group effects as the mood and opinion of the team, individual well-being and assessments of the individual’s living conditions and work in the team, and his self-esteem. These effects are expressed in relationships associated with the labor process and the solution of common tasks of the team. Members of a team as individuals determine its social microstructure, the uniqueness of which is determined by social and demographic characteristics (age, gender, profession, education, nationality, social origin). Psychological characteristics of the individual contribute to or hinder the formation of a sense of community, that is, they influence the formation of the socio-psychological climate in the work team. Vasilyev V.L. Legal psychology. - St. Petersburg, 1991.- p. 143.

The well-being of the individual, his self-esteem, efficiency and vitality depend on the established socio-psychological climate in the team. Everyday life shows that with a positive mood, a person’s vitality increases and mental and physical strength are activated. The socio-psychological climate influences the individual through the norms of relationships between people established in the team.

Many psychologists argue that the socio-psychological climate is the state of the psychology of the work collective as a whole, which integrates private group states. Climate is not the sum of group states, but their integral.

2. The team and stages of its development

The Latin word “collectivus” is translated in different ways - assemblage, crowd, joint meeting, association, group. In modern literature, two meanings of collective are used:

any organized group of people;

only a highly organized group of people. Andreeva G.M. Social Psychology. - M., 2003. - p. 179.

In psychological and pedagogical literature: a team is an association of students who are distinguished by a number of distinctive features.

Team attributes:

General socially significant goal. It is important: what is the goal, what is it aimed at. The goal of the collective necessarily coincides with public goals, is supported by society and the state, and does not contradict the dominant ideology, constitution, or state laws.

General joint activity to achieve the goal.

The relationship of social dependence is the unity of experiences associated with achieving a goal and the unity of value judgments (moral unity).

General elected governing body - democratic relations, direct and open election of governing bodies.

Cohesion, mutual understanding, security, a sense of comradeship - the psychological climate. Mutual assistance, goodwill, healthy criticism and self-criticism, competition

A reasonable combination of personal and public interests.

The theory of the collective was developed by A.S. Makarenko. He formulated the law of the life of the collective: movement is the form of its life, stopping is death.

Identified the stages of its development:

Stage 1 - formation of the team. Its conclusion highlights the asset, the common goal, the common activity, and the common organization.

the influence of the asset increases.

the structure of the team is stabilized. Standards of behavior and a range of requirements are drawn up.

Now the teacher uses it for the individual development of each student and personality.

Various contradictions are resolved: between the team and individual students, or individual groups.

Stage 3 - the flourishing of the team: higher demands are placed on oneself than on comrades. A holistic, moral personality is formed. Common experience, identical assessments of the event.

Stage 4 and subsequent ones - each schoolchild, thanks to a firmly acquired collective experience, makes certain demands on himself, the process of education turns into self-education.

3. Features of the socio-psychological climate in the staff of a correctional institution

When analyzing the activities of a team of PS employees, special attention should be paid to its versatility, which includes:

Security and organization of the regime for serving the sentence;

Organization of their production activities;

Organization of general education and vocational training;

Medical care for prisoners;

Organization of their leisure time;

Activities of intelligence services, including the psychological service of correctional institutions. Debolsky M.G. Psychological service of the penitentiary system // Encyclopedia of legal psychology / Ed. ed. prof. A.M. Stolyarenko. - M.: Unity - Dana, 2003. - p. 143.

At the head of the penitentiary institution is a chief who exercises leadership through certain structures over both the group of employees and the group of convicts. At the same time, it relies on the principles of unity of command and subordination.

The activities of PS teams are characterized by the complexity of goals when fulfilling a social order. This is explained by the fact that they are entrusted with the task of properly executing court sentences, which includes organizing a regime for keeping convicts, implying strict supervision, searches, etc. At the same time, this does not relieve teams of employees of the task of correcting convicts.

A serious problem in the work of teams of correctional institutions employees is the formation of professional deformation among individual members. There are three approaches to defining the concept of “professional deformation”:

How psychological changes in personality are influenced by specific conditions of professional activity;

As a complex of personality changes and the emergence of negative character traits;

As a result of activity in similar conditions, which ends in the formation of stereotypes of thinking and behavior.

As a result, all these components of professional deformation lead to a coarsening of the personality of the penitentiary system employee. This process is also affected by constant communication with convicts. Bovin B.G. Methodological recommendations for the psychological selection of persons entering work in correctional labor institutions. - M., 1993.- p.101.

In addition to the problems listed above, the staff of correctional institutions currently faces difficult tasks related to the urgent need to increase the efficiency of their activities in terms of correcting convicts, as well as in connection with the proclaimed slogans of humanization, democratization and civilization of the penitentiary system.

The essence of humanizing the activities of correctional institutions lies in the need to address the personality of the convicted person, the need to see him as a person, a citizen of the country. In this regard, in the work of teams of penitentiary institutions, it is necessary to use non-standard methods and approaches in the pedagogical process for the correction of convicts.

CONCLUSION

Analysis of various points of view on the content of the concept of socio-psychological climate allows us to conclude that it is a multifunctional socio-psychological formation that mediates any activity of the team. Its specificity lies in the fact that it represents an integral and dynamic characteristic of the mental states of all members of the team. The relationships that have developed in the team, acting as objective conditions for labor interaction and communication, require from a person not just anyone, but completely a certain style behavior. The emotions of one group member in a certain way motivate the behavior of other members, directing them not only to achieve the goals of the activity, but also to eliminate frustrating influences.

The structure of the socio-psychological climate is determined by the system of relationships that have developed in the team between its members and can be characterized by elements that represent a synthesis of social and interpersonal relations. Through social relations, the social content of personal relationships of people in a team is revealed. These are production, political, legal, ethical, aesthetic relations. The climate manifests itself in a certain way in the attitude of each member of the collective towards himself, and this, in turn, “crystallizes into a certain situational-social form of self-attitude and self-awareness of the individual.

Within the penitentiary institution, two groups coexist - a group of employees and a group of convicts, who oppose each other. This balance of positions imposes a special responsibility on the team of employees when performing professional functions and in relationships with convicts. In this understanding, the team of employees should be an example in everything for the group of convicts.

BIBLIOGRAPHY

1. Aminov I.I. Legal psychology. - M., 2007.

2. Andreeva G.M. Social Psychology. - M., 2003.

4. Vasiliev V.L. Legal psychology. - St. Petersburg, 1991.

5. Debolsky M.G. Psychological service of the penitentiary system // Encyclopedia of legal psychology / Ed. ed. prof. A.M. Stolyarenko. - M.: Unity - Dana, 2003.

6. Zubkov A.I., Kalinin Yu.I., Sysoev V.D. Penitentiary institutions in the system of the Ministry of Justice of Russia. History and modernity. / Ed. S.V. Stepashin and P.V. Krasheninnikova. - M., 1998.

7. Review of materials of the All-Russian seminar of heads of psychological services of the penal system // Gazette of the penal system. - 2004. No. 5. pp. 15-21.

8. Pozdnyakov V.M. Methodological and theoretical basis legal psychology. - Ryazan: Ryazan Institute of Law and Economics of the Ministry of Internal Affairs of the Russian Federation, 1997.

10. Chufarovsky. Legal psychology. M., 2006.

11. Shepel V. M. A manual on psychology for foremen and foremen. - M.: Economics. 1973.

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1. Formation of teams

The psychology of the group, like the psychology of the individual, arises, changes, develops, and can be deformed. This applies to individual socio-psychological phenomena in it and to the entire psychology of groups.

The team will be able to more or less effectively achieve its goals if it is well organized, informed, disciplined, united and active. The effectiveness of the team is also influenced by the following factors: its size and composition; group norms of behavior, unanimity and status of its members; labor relations in the team and criteria used in management.

§ Size. Some studies have shown that teams with between 5 and 11 members tend to make better decisions and experience greater job satisfaction. In general, as the size of a team increases, communication among team members becomes more complex and it becomes more difficult to reach agreement on performance-related issues team and the performance of its tasks.

§ Compound. Composition refers to the degree of similarity of personalities and points of view, approaches that they show in solving problems. It is recommended that the team consist of dissimilar individuals, as this promises greater effectiveness than if the team members have similar points of view. A team with different perspectives from its members produces better solutions.

§ Group norms of behavior. Norms, customs, and traditions determine the direction of the team’s work and the expected results. They are designed to prompt team members to discipline their behavior when performing production tasks. Provided that their actions and norms comply, each individual can count on belonging to a group, on its recognition and support. Leaders should be careful when discussing their opinions about group norms. For example, it may seem that agreeing with the manager on these issues is a sign of loyalty, but such behavior will actually lead to the suppression of opinions and initiatives.

§ Group like-mindedness. This is the tendency of each individual to suppress his actual views on any phenomenon in order not to disrupt the unity and harmony of the group. Group members believe that disagreement undermines their sense of belonging to the group and therefore disagreement should be avoided. In order to preserve what is understood as unity and harmony among group members, a group member decides that it is better not to express his opinion. Since no one expresses a different opinion or offers a different point of view, everyone assumes that everyone else thinks the same. No one knows that other members may also be skeptical or simply concerned. As a result, the problem is solved less effectively because all the necessary information and alternative solutions are not discussed and evaluated. When there is group consensus, the likelihood of a mediocre solution that affects no one is likely.

§ Conflict. Although diversity and active exchange of opinions are beneficial, they can lead to intragroup disputes and other manifestations of open conflict, which are always detrimental to work.

§ Status of team members. The status of an individual in a team is determined by a number of factors, including seniority in position, education, organizational talent, awareness, experience, location of superiors, etc. These factors can contribute to increased or decreased status depending on the values ​​and norms of the group. Group members whose status is high are able to exert more influence on the group's decisions than a group member with low status.

§ Labor relations in the team. Establishing labor relations and creating a good moral climate is perhaps the most complex problem team management. The employment relationship begins when a worker is hired, when the relationship between the worker and the employer is established through an agreement called a contract or employment agreement.

The employment contract includes two mandatory clauses:

labor function, which indicates the title of the position, place of work, qualifications, specialty, job responsibilities and others; salary amount.

§ Roles of team members. A critical factor determining the effectiveness of a team is the behavior of each of its members. Roles in the team should be distributed in such a way that each member can behave proactively and responsibly when performing assigned tasks, as well as contribute to social interaction a team.

Today, many more leaders understand the need for teamwork along with individual action - for themselves and other structures in the organization. There is also great concern about the need for a flexible approach to managerial functions. More and more leaders today can take a team approach with the confidence that comes from their own experience and success.

A team - in a broad sense - is a work collective with a high level of cohesion and commitment of all employees to the common goals and values ​​of the organization.

From Casey’s point of view, a team is a social group in which informal relationships between its members can be more important than formal ones, and the actual role and influence of a particular individual do not coincide with its official status and weight.

Team It should always be used when you are faced with a task that requires teamwork, leadership powers divided between team members, and the need for real-time integration of skills, experience, and capabilities. When choosing a team approach, you should start from the main goals that need to be achieved, and not from the desire to be a team.

To create an effective team, you should use the theory of team roles, which was developed in England, in Cambridge under the leadership of Professor Meredith Belbin. As mentioned above, they are allocated eight main team roles:

1) performer;

2) coordinator;

3) structurer;

4) idea generator;

5) resource scout;

6) observer-analyst;

7) team worker;

8) finisher of work.

With this team selection:

1) the presence of key team roles is guaranteed;

2) the relationship between team roles is based on maximizing the strengths and containing the weaknesses of its members;

3) trust in each other increases (provided that team members understand and accept their own and others’ strengths and weaknesses).

M. Belbin argues that what is needed is not individuals with balanced characteristics, but team players with strengths that compensate for the shortcomings of their colleagues. This way, the weaknesses of individuals will not interfere with the manifestation of their strengths.

The concept of “team” is more comprehensive than the concept of “group”. A team is a way of building an organization taking into account the real qualities of its employees. Organized joint activities of people are subject to general laws, regardless of the nature of the organization. The idea of ​​team methods of work arose by analogy with sports teams. Often, coaches, explaining the success of a team made up of mediocre players, refer to the well-known saying: “Order beats class.” It turned out that this is also true in relation to production groups, where one of the highest achievements effective leader The creation of a close-knit team of like-minded people is considered.

Friar Morison, winner of the Scottish Business Award in 1991, said he owed his success to “team and mutual trust”. It's not just about paying back courtesy to your colleagues. According to Hendy, “Groups have to be created. Individuals must be coordinated, and their abilities and capabilities must be identified and united. However, it must be recognized that you can only truly understand what such a group is when you see how difficult it is to manage them.”

Team management is a method of mutual mobilization, when in a team you achieve significantly more than what you could do acting alone.

Team signs.

§ presence of joint activities

§ presence of common goals

§ presence of general responsibility

§ presence of personal informal interactions

§ complementary (in terms of professional and psychological characteristics) composition of the group

§ participation of all team members in decision making

§ clearly expressed team leader

§ mutual influence

§ trust relationships

2. Team effectiveness

“Creating an effective team” is a unique opportunity to form relationships full of trust, increase self-confidence, overcome fears, accept new challenges, and strengthen mutual connections.

According to Douglas MeGregor, who examined the qualitative characteristics of the effectiveness of teams, a team that has: an informal and relaxed atmosphere can be called effective; the task is well understood and accepted; members listen to each other; there is a discussion related to the task in which everyone participates; people express both their ideas and feelings; conflicts and disagreements are present, but expressed and centered around ideas and methods rather than personalities; the group is aware of what it is doing; the decision is based on consensus rather than a majority vote.

From the point of view of W. French and S. Bell, when the given conditions are satisfied, the team, on the one hand, successfully fulfills its mission, and on the other hand, satisfies the personal and interpersonal needs of its members.

The formation of a team affects the effectiveness of all subsequent team activities: leadership and the quality of decision-making are improved; the team subculture changes (usually towards greater openness); assertiveness appears in defending one’s position, cooperation among all team members.

We all know that teamwork involves the risk of choosing a traditional approach to solving a problem and slowing down the process of finding a solution due to the need to exchange opinions and reach consensus. But it is in teamwork that people reveal more of their hidden capabilities. Although in this case the work proceeds more slowly, all the “components” of this team are impeccably satisfied with the work to which they devoted themselves. And this is quite important in general, even for the organization, since a close-knit team with its own team spirit will devote itself entirely to work and invest all its skills in the problem it is solving. Therefore, at present, in Western companies, a method of creating work collectives is often practiced, which is based on the voluntary choice of partners from persons with whom a person has communicated for a predetermined time, as a result of which a strong sympathy arises for some of them, antipathy for others, the third is indifference.

Achieving team effectiveness depends on influence not only internal factors(personnel and team relationships), but also external (customers, higher-level managers, other teams and the culture of the organization).

The competence of the team, the distribution of responsibilities and the effectiveness of its work are matters of concern not only to the manager and leader, but also to all team members.

Teams should not be too large. The larger the team, the higher the likelihood of conflicts and factions.

To determine the quality and correlation of levels of competence, it is necessary to weigh the correlation of the functions of the team that make up its four “faces”: task, people, internal and external relations.

When determining team composition, the experience of multinational and senior management teams should be taken into account to achieve the right balance in personnel and in balancing the risks associated with uniformity and diversity.

The required balance of functional qualities is achieved by distributing the necessary roles in the team.

The effectiveness of a team is based on its members' clear understanding of the relationship between goals, methods of work and successful task completion. This includes working to resolve some of the conflicts regarding goals and intentions among team members.

Teams must recognize and control boundaries between themselves and the rest of the organization. It is important to recognize what is achievable and feasible, especially in relationships with a high-level team leader and with the external environment.

The main component of the company and corporation of the future are autonomous groups (teams), each of which has a specific goal and there is strict control over the achievement of these goals. Companies and corporations are aimed at constantly increasing the creative and productive output of their personnel. The main benefit is the increased interest, involvement and responsibility of employees, which leads to faster and more complete satisfaction of the needs of customers and shareholders.

In order to make good progress for an enterprise, it is necessary to unite the team: organize corporate events, encourage them, set them as an example, so that each employee feels important in the organization.

I believe that a modern manager should be able to build and establish relationships in a team; he will have a greater chance of maintaining his team. Employee education plays an important role in the operation of an enterprise because we live in an age of technology.

A program of correctional and developmental classes for educators as part of the work on psychological support for the teaching staff “Formation of team cohesion.”

Nomination “Best correctional and developmental program, elective course program in psychology” or “Best development of psychological activities for parents and teachers.”

Annotation. A program aimed at building team cohesion and team building

Explanatory note

Communication and interaction between people occurs in various groups. Based on the nature and forms of organization of activities, the following levels of group development are distinguished:

1. association – a group in which relationships are mediated only by personally significant goals (groups of friends);

2. cooperation - a group that is distinguished by its actual functioning organizational structure, interpersonal relationships are of a business nature, subordinated to achieving the required result in performing a specific task in a certain type of activity;

3. corporation - a group united only by internal goals that do not go beyond its framework, striving to achieve its group goals at any cost, including at the expense of other groups;

4. team – a time-stable organizational group of interacting people with specific governing bodies, united by the goals of socially beneficial activities and the complex dynamics of business and personal relationships between group members.

It is very important for the leader of socio-psychological training to see the structure of interpersonal relationships in a team in order to be able to find an individual approach to team members and influence the formation and development of a cohesive team. A real cohesive team does not appear immediately, but is formed gradually, going through a number of stages:

1. socio-psychological adaptation – active adaptation To pedagogical activity and joining a new team, mastering the norms, rules, requirements, traditions of a given institution;

2. identification of an effective asset of the team - organizers of collective activities who enjoy authority among the team;

3. high level of cohesion – favorable psychological climate, friendly background of relationships, emotional empathy.

A person’s position in a team is determined not only by individual character traits, the personality of the person himself, but also by the characteristics of the team.

In a loosely knit team, the status of an individual depends largely on the level of sociability. In close-knit teams in which complex joint activities are carried out, the status of an individual is largely determined by his business and moral qualities.

In general, I would like to note that the relationship with the leader, the psychological climate of the teaching staff, and the results of the team’s work depend on the management style implemented by the leader.

When a comfortable microclimate is created in a team, its members gain confidence and strive to work and create.

The correctional and developmental program consists of 3 blocks:

1. diagnostic – studying the psychological climate of the teaching staff, identifying the style of management of the team;

2. formative – social – psychological training “Formation of team cohesion”;

3. control – repeated diagnostics.

The program consists of 8 lessons. It is implemented over a period of 2 months, classes are held once a week, each lesson lasting 1.5 hours.

Objectives of the correctional and developmental program:

1. relieve the mental and physical stress of educators;

2. teach basic techniques of teamwork;

3. develop communication and organizational skills;

4. increase the teacher’s self-esteem;

5. develop self-confidence.

The principles underlying the correctional and developmental program:

Taking into account the individual, age and psychological characteristics of the teacher;

Systematic principle;

The principle of programmed learning;

Activity principle of correction;

The principle of complexity of methods of psychological influence;

The principle of complication;

The principle of taking into account the emotional complexity of the material.

Thematic plan

Lesson 1

Purpose of the lesson: introduction to group work.

1. Greeting ritual.

“I can offer you several greeting rituals that are common among different nations. You and I must choose one so that every lesson begins with it:

Hug and three kisses alternately on both cheeks (Russia);

A slight bow, arms and palms extended to the sides (Japan);

Handshake and kiss on both cheeks (France);

A slight bow, with arms crossed on the chest (China);

A slight bow, palms folded in front of the forehead (India);

Kiss on the cheeks, palms resting on the partner’s forearms (Spain);

A simple handshake and eye contact (Germany);

A soft handshake with both hands, touching only with fingers (Malaysia);

Rubbing noses against each other (Eskimo tradition).

But you can also come up with a ritual.

2. Basic principles of work of the training group.

3. “Name and epithet”

The group sits in a circle. One of the participants introduces himself to the others and selects some epithet in relation to himself. This adjective should begin with the same letter as the name, describe the person in a positive way, and contain exaggeration whenever possible. For example: “Brilliant Gennady, active Anatoly, violent Boris.”

4. "Swap places."

The two participants change places. During the exchange, they say something nice to each other. The group sits in a circle, the leader is in the center. The presenter asks any participant, looking into his eyes: “Can you change places with me?” This proposal is definitely accepted. The participant rises from his seat and walks towards the leader. A welcoming handshake, some short positive comment: “I like your smile.” The leader takes the participant’s vacated chair, and the participant, as the new leader, invites another member of the group to change places with him. The game continues until each participant is the leader at least once.

5. “Name in your ear.”

Leave tables and chairs aside so you can move around the room freely. First, the participants walk around the room and greet each other in an unusual way: they whisper their name in the ear of everyone they meet. This should be done as if a precious secret is being conveyed that no one else should know about. Warn the players that at one point they will hear a bell ringing, this will be a signal: they need to stop and wait for new instructions. When each player has spoken to about half of the participants, ring the bell. Say that now you need to walk around the room again, but this time tell your partner his name in his ear. A forgotten or unknown name of a player should not be grounds for avoiding a meeting. The one who does not know the name whispers in the other’s ear: “I would like to know your name.” The game ends with the ringing of the bell.

6. “I am me!”

Leave tables and chairs aside so you can move around the room freely. Invite group members to move in a circle. To begin with, everyone chooses the pace that seems most suitable to them at the moment. Now the participants move in a special way: they stomp first with their right foot, then with their left, then make a small jump. These movements are accompanied by the following phrase: “I (stomping with the right foot) is (stomping with the left foot) the name of the rivers (bouncing in place).” You have 2 minutes to complete the task. Gather group members together. The group lines up in a circle, you stand in the center. Now everyone repeats the same action together in a common rhythm, so that resonance arises. At first, the actions take place with less energy and everyone pronounces the key phrase quietly. Then the intensity of the task increases.

7. “Numbers of my life.”

The group sits in a circle, each participant thinks of a number that matters in his life. It could be significant date, telephone number, age, house number, number of family members, etc. When the participant thinks of a number, he writes it in very large numbers on a piece of paper. Everyone takes turns placing their pieces of paper on the floor in the center of the circle, and other members of the group must try to guess in 2 minutes why this number is so important to the corresponding participant. In the end, he himself explains to the group the meaning of this number.

8. “Who was born in May...”

The group sits in a circle. Explain to the participants that there will now be a game that will help them get to know each other better. You name a personal quality or describe a situation and ask the participants for whom the statement is true to perform a certain action. They get up from the chair, perform this action and sit back down. For example: “He who has a brother must snap his fingers.” The pace of the game must increase. Expression options:

If you have blue eyes, wink three times;

Whose height exceeds 1 m 70 cm, let him shout with all his might: “King Kong!”;

Let the one who ate a delicious breakfast this morning pat his belly;

Whoever was born in May, let him take one member of the group by the hand and dance with him;

If you love dogs, bark three times;

If you love cats, meow three times;

Those who have black clothing details are given a special task, they must tell the neighbor on the right that they will never in their life wish for the same hairstyle as his;

Whoever has a married sister should tell his neighbor on the left that this does not concern him;

If you drink coffee with sugar and milk, look under your chair;

If you have freckles, run in a circle;

Married people make a big figure eight in the air with their hand;

Let the only child of his parents rise to the chair;

Anyone who was forced to come to this group must stamp his feet on the floor and shout: “I will not allow myself to be forced!”;

If you have children of your own, jump (one jump for each child);

Whoever considers himself an inquisitive person, let him change places with someone who thinks the same;

For those who have occasionally dreamed of becoming invisible, cover your face with your palms;

Anyone who knows how to play any musical instrument, let him show how it is done;

Whoever finds that the game is going on long enough must slap his palms on the seat three times, cross his arms over his chest and shout loudly: “Enough!”

9. Reflection on emotional state: participants sit in a circle and take turns expressing how they feel, what they liked and what they didn’t, what they expected, what was easy for them to do, where difficulties arose, etc.

10. Farewell ritual.

Lesson 2

1. Greeting.

2. "Pace".

The group sits on the floor in a tight circle. They extend their legs forward so that their feet form a small circle in the center. The leader sits in the middle of this small circle and takes a rolled up newspaper. Each participant says his name. The leader, sitting in the center, shouts out the name of any member of the group. And immediately after this he tries to slap the legs of the participant whose name was pronounced. The participant’s task is to quickly withdraw his legs and shout out the next name. If the named participant hesitates and they manage to slap him on the legs before he shouts out the name of another group member, he becomes the leader. The leader also becomes the one who withdraws his feet, even if his name is not mentioned, or shouts out a name that is not in the group.

3. “The uniqueness of everyone.”

The players sit in a circle, each with paper and pencil ready. Emphasize that each person is unique and inimitable. Everyone has their own characteristics, life experiences, passions, etc. The combination of a number of factors creates a unique personality. Let each player first try to characterize what makes him unique. For example, unexpected facts (I am one of triplets); culinary skills (I cook fish soup wonderfully); interesting life experience (I lived in Berlin for a year); special awards (I received medals for sporting achievements); special interests (I am well versed in Russian literature abroad). Ask participants to write their names on a piece of paper and add a new, unusual, interesting or simply important characteristic that highlights their personality. Collect the notes and read them one by one. Each time, take a short break and invite the group to identify the player who gave himself this characteristic. If attempts several times do not give a positive result, the corresponding player stands up, thereby making it clear that it is about him.

4. “Conversation in a double circle.”

All players line up in 2 circles facing each other. While the music is playing, the circles move in opposite directions. As soon as the music stops, the participants stop. Thus, pairs are formed from the players opposite each other. The partners briefly introduce themselves to each other and start a conversation on the topic that you propose to them. A new topic is given for discussion in each subsequent round. For example: something important that I learned last year; a failure I have dealt with over the past 5 years; something for which I am grateful; a person from whom I learned a lot; illusions that I parted with; What would I like to gain as a result of group training? 3 minutes are given to discuss each topic. At the end of the game, turn the music back on and have the participants just walk to the music for 30 seconds.

5. Reflection on emotional state: participants sit in a circle and take turns expressing how they feel, what they liked and what they didn’t, what they expected, what was easy for them to do, where difficulties arose, etc.

6. Farewell ritual.

Participants in the training group sit in a circle, hold hands, look into each other’s eyes and smile. The presenter's final words with wishes.

Lesson 3.

Purpose of the lesson: creating trusting relationships.

1. Greeting.

2. "Japanese butterfly."

Place tables and chairs to the side. Select a participant to play the role of "Tory". "Tori" is Japanese for "bird". All the rest are “butterflies”. Tori stands with eyes closed and with outstretched arms in the center of the circle. His hands are open, palms pointing upward. Butterflies go in a circle around Tori. Every now and then one of the Butterflies stops in front of Tori and lightly touches his palms. Tori tries to catch that player's hand. As soon as the Butterfly is caught, it also stands in a circle, closes its eyes and extends its arms in the same way with open palms. Now the contestants tease the two Tories as they try to catch the next Butterfly. The game continues until only one butterfly remains free.

3. “Imaginary ball.”

Set aside chairs and tables so that participants can freely stand in a circle. Explain to the group that the success of the game depends on how much they can focus, tune in to others, support others' initiatives, and show their own activity. Nominate one of the participants as player #1. Give the following instructions: “To start the drill, player #1 throws an imaginary ball to someone. Since we don't have an imaginary ball, player #1 must imagine what kind of ball we are talking about. The weight, size, shape and material of the ball will tell you how to throw and catch it. Player #1 must name the person to whom the ball will be thrown and say what kind of ball they are talking about.” For example: player #1 makes eye contact with player #2, says his name and says before throwing: “Soccer ball” or “Ping-pong ball.”

4. “Count to 10.”

The participants disperse around the room. They should be evenly distributed throughout the room and in no case form a row or circle. As soon as everyone finds a comfortable place for themselves, they close their eyes. Purpose of the exercise: the group must count from 1 to 10. The following rules apply: one player cannot name two numbers in a row (for example, 4 and 5), but during the game each participant can name more than one number. If several players call the same number at the same time, the game starts over. Participants do not have to agree on a game strategy in advance. You cannot talk while performing the task. If the game is not going well, encourage the participants to make them feel tense. The game continues as long as the group is having fun.

5. "Synchronized movement."

Purpose of the game: all participants must simultaneously perform various movements, while there is no constant leader. A group only works harmoniously when each member can perform the functions of both a leader and a subordinate. First, participants sit on chairs. Then, without prior agreement and without talking, everyone should start moving. The main task players is the synchronized execution of movements in the absence of explicit guidance from individual participants. This is a reflection (imitation) exercise. Each participant does what everyone else does. It’s better if the movement is leisurely, even slow. Each player should try to keep their eyes on everyone as much as possible. Conduct a practice round during which participants remain seated and perform various movements, for example, they turn their head to the right, to the left, and freeze again, looking straight. Once simple movements are successful, players can try moving around the room. It is important that participants do not talk. Have group members answer the following questions:

How well were you able to keep the entire group in sight?

How easy is it to change between leader and follower roles?

Did you feel empowered to take the initiative in the group?

Which role is more familiar to you – leader or follower?

6. “Fold the wool blanket.”

Players are divided into teams of 4 people each. Get them to work with a story like this: “On a beautiful summer day, you all gathered together for seashore. You spread a wool blanket on the sand. Then sit on it and enjoy the sun, fresh air and splashing waves. But suddenly a thunderstorm gathers. You are leaving the coast, but first you must all put together a woolen blanket.” Now team members must work together to “fold the wool blanket.” The entire operation takes 2 minutes. If participants have difficulty, add 2 minutes.

7. Reflection on emotional state: participants sit in a circle and take turns expressing how they feel, what they liked and what they didn’t, what they expected, what was easy for them to do, where difficulties arose, etc.

8. Farewell ritual.

Participants in the training group sit in a circle, hold hands, look into each other’s eyes and smile. The presenter's final words with wishes.

Lesson 4.

1. Greeting.

2. "Back to back."

Each player chooses a partner who arouses his interest. Partners stand back to back (or sit on the floor this way). It is important that their backs touch, from the forearms to the sacrum. Explain to the participants that this is a “reflection” game: one makes different movements with his back, and the other repeats them as accurately as possible. In the first round, the smaller partner takes the initiative. The movements he makes should be slow so that it is easy for the second player to follow. After the work has become more or less coordinated and the partners have managed to loosen up enough, the first player can make slightly faster and more extravagant movements. Participants should not talk over each other. You have 2 minutes to complete the task. In the second round, the second partner takes the initiative (2 minutes). At the end of the game, the partners discuss the experience gained: what worked well, what didn’t quite work out, what was unexpected, how flexible and inventive was the partner?

3. “A car with character.”

The whole group must build an imaginary car. Its details are only the coordinated and varied movements and exclamations of the players. In this case, each participant will have to carefully monitor the actions of other team members. You cannot talk during the game. Ask one volunteer (player #1) to go to the middle of the circle and tell him: “I want you to start doing some repetitive movements now. Maybe you want to alternately stretch your arms up, or rub your belly with your right hand, or hop on one leg. Any action will do, but you must repeat it continuously. If you want, you can accompany your movements with exclamations.” When player #1 decides on his actions, he becomes the first part of the machine. Now the next volunteer can become the second piece. Player #2, for his part, performs movements that complement the actions of player #1. If, for example, player No. 1 looks up, strokes his stomach and at the same time alternately says “ah, oh” in between, then player No. 2 can stand behind and each time player No. 1 says “ah”, spread his arms, and at the final “oh”, jump once. At the same time, he can stand sideways to player No. 1 and give him right hand on your head and at the same time say “ay”, and for your “ay” choose the moment between “ah” and “oh”. When the movements of the first volunteers become sufficiently coordinated, a third player can join them. Each player must become a new part of the growing machine and try to make it more interesting and multifaceted. Everyone can choose a place where they could sit, as well as come up with their own actions and exclamations. When all group members are involved, you can let the fantasy machine run for half a minute at the group's chosen pace. Then suggest that the speed of work increase slightly, then slow down slightly, then begin to stop. Eventually the car must fall apart. Sum up the results of the game: was the group able to create interesting car? Has the machine operated without interruption for some time? How did you think through your actions? Was it difficult to stick to the same rhythm and pace of work? What happened when the car accelerated or slowed down? Was it difficult to disassemble the car? How did the fact that you couldn’t talk affect your work?

4. "A Curious Story"

Paper and pencil are required for each player. Purpose of the game: mini-teams must create a story using their imagination. Each player writes any word that comes to mind on a card. It can be a noun, verb, adjective, adverb. The cards are folded, placed in a box and shuffled. Each participant pulls out a card, but does not look at what is written on it. Groups are divided into teams of 4 people each. Now the team members have to unite and compose a story so that it uses all the words on the cards they have. The length of the text is approximately one page. Finished stories should be named and presented in in writing(30 minutes). After this, the teams get together and read out their stories. At the end of the game, the results are summed up: which words were difficult to include in the story? What was the mood in the team during work? Did each participant enjoy creating with others?

5.Reflection of emotional state: participants sit in a circle and take turns expressing how they feel, what they liked and what they didn’t, what they expected, what was easy for them to do, where difficulties arose, etc.

6. Farewell ritual.

Participants in the training group sit in a circle, hold hands, look into each other’s eyes and smile. The presenter's final words with wishes.

Lesson 5.

Purpose of the lesson: building team cohesion.

1. Greeting.

2. "Carnival of Animals"

“I want to offer you a game in which you will become one of the animals. These animals have different voices: some are rather quiet, others are loud, ringing, deaf, etc. First, together we will try to portray these voices: what kind of voice does a mosquito have? What is the snake's voice like? What is a cat's voice like? What is the wolf's voice? What is the voice of an eagle owl? What is the voice of an eagle owl? What's the bear's voice like?

Now we know the voices of these 7 animals. Stand in a large circle. You must choose what kind of animal you will be. To make your choice easier, let's listen to the animal voices again, in reverse order. One of you should imitate the animal's voice. Which one of you will growl with the voice of a bear? Will the cat meow? Will it smell like an eagle owl? Will it squeak like a mosquito? Will it hiss like a snake? Croaks like a frog? Howls like a wolf? Now choose what kind of animal you will be. Close your eyes and walk around the room in silence for 10 seconds. Move slowly, trying not to bump into each other.

Now produce your animal's voice. Use this voice as a rallying cry as your goal is to find all the animals of your species. Without opening your eyes and listening carefully, find those members of the group who have chosen the same animal as you. If you find an “animal” with the same voice, give it your hand, move on together, listen to the voices of others to find your “compatriots”. You have 2 minutes to find your relatives."

3. “Little Red Riding Hood and the Gray Wolf.”

The group forms a circle. The red cap will be a tennis ball, which they will have to pass in a circle to each other, from the first player to the next. Little Red Riding Hood is running from the Wolf, who will come up a little later. Show me how Little Red Riding Hood escapes... Now the Bad Wolf will come up, he will have a slightly larger rubber ball. The Evil Wolf stubbornly runs in the same direction after Little Red Riding Hood. If he overtakes Little Red Riding Hood, she will have to turn around and continue her flight in the other direction. And one more thing: each player has the right to change the direction in which the Wolf runs. To do this, he simply shouts “Turn!” Then the Wolf will change the direction of his movement and Little Red Riding Hood should also change the direction of her running. Do you understand how everything happens? You can complicate the exercise: let two “Little Red Riding Hoods” run away from the “Wolf”. Their task is to run away only from the “wolf”; they can intersect with each other as much as they want.

4. “Circle of Trust.”

Move tables and chairs aside to make room for exercise. Purpose of the game: to test the willingness of group members to treat each other with respect. The group lines up in a large circle. Invite participants to close their eyes and hold their hands at chest level, palms facing out. They must simultaneously slowly move from one side of the circle to the other. It is quite obvious that there will be a fair amount of crowding in the middle of the circle, but if everyone understands the situation, they will be able to complete the task. At first, progress is only possible at a very slow pace. Once the group has successfully completed the task, participants can repeat the experiment, trying to move much faster. The faster they go. The more careful you have to be. Encourage participants to be as attentive as possible so that no one goes home with bruises.

This exercise shows that you can go through life in different ways (it is not at all necessary to make your way to the goal at all costs, pushing everyone in your path), that people to whom you have shown a caring attitude will most likely treat you this way The same thing is that it is not necessary to strive to be faster and better than others.

5. “Abstract pictures.”

You will need several large sheets of thick paper and markers. Participants are divided into subgroups of 6 people. Each team is grouped in front of a piece of whatman paper that lies on the floor. The team players must all draw a picture together, and everyone’s participation is required. Only certain geometric shapes or straight lines are allowed. Everyone must decide for themselves what their contribution to the overall composition will be - a circle of any size or straight lines of any length. Players draw one by one, and each “new artist” must be guided by what his predecessor has already drawn.

6 “We are sitting without a chair.”

Make room for the exercise, select dance music. The group members disperse around the room. You turn on the music, and everyone playing begins to move to its rhythm. When the music stops (you suddenly turn it off), the participants form pairs as quickly as possible: one player crouches halfway so that the other player can sit on his lap. The last two participants to complete this exercise are eliminated from the game and sit on the floor.

8. Farewell ritual.

Participants in the training group sit in a circle, hold hands, look into each other’s eyes and smile. The presenter's final words with wishes.

Lesson 6

Purpose of the lesson: building team cohesion.

1. Greeting.

2. “Massage in a circle.”

The exercise is performed to dynamic music. During this exercise, the whole group sits in a circle - the back of each other's heads. Everyone places their palms on the shoulders of the person sitting in front, after which, with their eyes closed, they begin to carefully massage their head, back, and shoulders. After 2 minutes, everyone turns 180 degrees without opening their eyes, now the entire circle is looking in the opposite direction. Now everyone can thank their partner for all the good things they received from him in the first round.

3. “I’m falling!”

Move tables and chairs. The floor should be covered with carpet. Participants in the game walk around the room. Suddenly, a player, shouting: “I’m falling!”, begins to slowly sink to the floor, or fall forward (in no case should you tip over backwards!). the rest of the players must rush to his aid with lightning speed and pick up the player in need of support before he touches the floor. As soon as the “falling” player is saved, all participants in the game disperse around the room, and the action is repeated again.

4. “Form a circle.”

Make room for play. Group members stand in random order. Then they close their eyes and without saying a word. They begin to move around the room. You need to move slowly to avoid sudden collisions. The sounds of footsteps, breathing, warmth emanating from other group members - all this should help participants navigate the room. After 1 – 2 minutes, invite the participants to take each other’s hands. After this they should form a vicious circle. When all the participants have gathered, the leader informs them that the circle is fully completed. If necessary, he helps individual “lost” group members find their way to the circle. At the end of the game, everyone sits on the floor at the same time, opens their eyes and briefly discusses their impressions.

5. “Let down roots!”

Each player needs two partners. Ask participants to choose partners of players who were born in different months. In threes, one of the players stands between the other two - completely straight, arms along the body, fists clenched. The partners place their folded palms under the fists of the person standing in the middle and try to tear him off the ground. Perhaps the first attempt will be crowned with success. After that, they give a signal: “Ready, raised!” and place the player on the floor. Now each player standing in the middle needs to say the following: “Now you can greatly puzzle your partners: you have to put down roots on the floor. Close your eyes and imagine that your feet have roots that go deep into the ground. Try to breathe deeply and imagine that with each breath you are drawing in and passing through yourself the energy of the sky. It flows through your body and goes into the ground below you. Feel how with every breath you become calmer and heavier, penetrating deep into the earth. ..When you feel that you have become completely heavy and firmly connected to the ground, nod your head to signal to your partners that they can try to lift you a second time.” In many cases, it will turn out that the player standing in the middle will no longer be able to be lifted, in any case, it will be much more difficult to do so.

6. "Summer Rain"

Group members should form as perfect a circle as possible. Once this has been achieved, everyone turns to the right, so that all players stand behind each other at arm's length. Tell the group that everyone in this exercise can hear the sound and rustle of summer heavy rain. And the better the interaction in the group, the more wonderful the feeling of the game will be. Stand in a circle with the group and demonstrate the movements that produce the desired rustling sounds: place your palms on the back of the player in front, approximately in the area of ​​the shoulder blades, and use them to describe a circle. The resulting rustle corresponds to the wind preceding heavy rain (phase A); Slowly begin to gently pat your partner's back with your fingertips, alternating both hands. This is the beginning of rain (phase B); now start drumming your palm on your partner’s back (phase C); return to phase B; go to phase A; stop, let your hands rest calmly on your partner’s back. Explain to the group that this exercise has amazing effects if not everyone closes their eyes. Start the game from phase A. The player in front of you “passes” this movement further - to the participant standing in front of him, etc., until it returns to you. When you feel your partner's hands making circles on your back, begin phase B, and so on until the sequence reaches the end (each person continues to perform the movement that he feels on his back until he receives a new signal).

7.Reflection of emotional state: participants sit in a circle and take turns expressing how they feel, what they liked and what they didn’t, what they expected, what was easy for them to do, where difficulties arose, etc.

8. Farewell ritual.

Participants in the training group sit in a circle, hold hands, look into each other’s eyes and smile. The presenter's final words with wishes.

Lesson 7

Purpose of the lesson: building team cohesion.

1. Greeting.

2. “We look funny!”

Ask the players to forget about grace and elegance and walk in a straight line one after another, making every effort to look comical and even crazy. Can be depicted unusual people, movie characters, etc. The more bizarre and grotesque the character portrayed, the better. Let one or another player try to walk like: a bell ringer from the Notre Dame bell tower; one year old child; robot; village fool; world-famous supermodel; marching soldier; a person who is overweight by one hundred kilograms; Count Dracula; slob, etc.

While the participants, walking alone, demonstrate a deep knowledge of human flaws, idiosyncrasies and quirks, the audience should encourage and encourage them.

When the single passes along the “catwalk” are completed, it’s the couples’ turn...Then the comical “carnival” is continued by groups of three people. At the end of the game, the whole group unites in a common parade of grotesqueries. After this, the players reward each other with thunderous applause and joyful smiles.

3. “Let’s compose together.”

Participants stand in a circle. If there are more than 16 people in a group, it is better to divide it into subgroups. The task is to come up with some instructions together. One by one, participants say one word at a time until the instructions are completed. Players mark the end of each phrase by lowering their voices. The topic of the instruction may relate to the area of ​​interpersonal relationships and contain a humorous tone, for example: how to avoid being liked in a group; how to make your boss angry; how to turn your partner against you; how to make little robbers out of children; how to find a mistress for your husband; what you can do to save your “marriage”; how to make someone fall in love with you; how to keep yourself in good shape, etc. Team members must agree in which direction - clockwise or counterclockwise - they will pass the word to each other. The volunteer starts the game, his neighbor adds the next word.

4. “Melt the circle.”

The group stands in a circle and joins hands. The volunteer enters the circle. He must melt the circle with his warmth. The circle will only release someone who can find kind and pleasant words about someone standing in the circle, who can express their warmth, gratitude or admiration, the best human feelings. And the rest have no desire to let go of the one who is in the circle, but if you believe in the sincerity of his warm feelings for you, if, in your opinion, the person sincerely gives you his soul, you can let go of your hands, hug him and let him out. circle. If you let a person out easily, it won’t be interesting: don’t just let him out, let him deserve it. Give him a chance: if a person is acting at the limit of his capabilities, evaluate this and release him. The one who released does not risk anything: the next one in the circle will stand voluntarily. Each driver is given 2-3 minutes. Who will step forward and enter the circle to test themselves?

5. "Thrifty husband."

Start the game with a short explanation: “Often, people who deal with problems easily like to come up with many theories to explain reality. For example, when analyzing human behavior, we do not limit ourselves to just one possible motive that could explain certain actions.” Participants are divided into subgroups of 4 people. Each team is given a marker and a piece of paper. Tell the teams the assignment: “A thrifty husband with a large fortune once changed his habits and squandered a lot of money. How many reasons can you find for this behavior? Write down your ideas that will come up within a quarter of an hour.” Then they read them out.

6. Reflection on emotional state: participants sit in a circle and take turns expressing how they feel, what they liked and what they didn’t, what they expected, what was easy for them to do, where difficulties arose, etc.

7. Farewell ritual.

Participants in the training group sit in a circle, hold hands, look into each other’s eyes and smile. The presenter's final words with wishes.

Lesson 8

Purpose of the lesson: Consolidation of new forms of behavior, acquired knowledge and skills.

1.Greeting.

2. "Log".

The group lies face down on the floor as close to each other as possible. As soon as dynamic music starts playing, the person lying first begins to roll over the others lying on the floor. As soon as he has rolled to the end, the next one begins to roll, and so on, one after another. After one round, if there are anyone willing, they can once again ride over the bodies of those lying down.

3. “Come to me!”

The group is divided into pairs. One partner closes his eyes. Another stands opposite him at a distance of 2 meters. As soon as one partner closes his eyes, the second begins to slowly approach him until the first raises his hands, palms out, and says: “Stop!” At the end, both change roles and repeat the experiment. The partners then spend a few minutes discussing what they experienced: what prompted the “blind” player to say “Stop!”; how close I allow others to get to me; how close I wanted to let my partner get to me.

4. “Falling on hands in pairs.”

The group is divided into pairs. One stands with his back to the other at a distance of one step from him - and falls back, and he meets him in his arms. Then they change roles, and there is a discussion: was it easy to fall? What stopped you? Is it easier to fall or catch?

The exercise is similar to the previous one. Form a circle of 8 people facing the center, and one participant stands in the center, relaxes, closes his eyes and begins to fall back, forward, sideways - in any direction. Those standing around gently catch it and pass it opposite or in a circle so that the person standing in the circle gets the feeling of being in a cradle or rocking on the waves. It is important that the components of the circle stand securely, with the supporting leg set back and ready, reliable and gentle hands. Exchange: Did the group feel trusted in her? The swinger describes his feelings; can indicate "best" or "worst" hands.

6. “We support each other.”

Participants are divided into pairs. Partners should be people of approximately the same proportions. Now they stand in front of each other at a distance of an arm's length and hold hands crosswise. Point out to the group that absolute reliability is important in this exercise. With full attention on each other, the partners slowly, under the control of the leader, begin to shift their center of gravity, they shift their weight forward, then take a few tiny steps back, so that the weight of each is supported by the opposing pressure of the other. When the tension becomes extreme, the couple freezes in this position for a moment. Then the partners slowly and evenly return to a vertical position, moving forward in small steps until they reach the starting position and each of them can stand independently. At the end of the game there is a discussion.

7. "Big steps."

The group forms a circle. Everyone puts their hands on the shoulders of their neighbor. They should all take a couple of huge steps towards the center of the circle, but only on command. In preparation for the first step, everyone raises their left leg high. You say: “One, two, three... Let's take a step!”, and the group takes the first step. In preparation for the second step, everyone raises their right leg high. You repeat: “One. Two, three... Let's take a step!”, and the group takes the second step. It is likely that the circle has become quite crowded, but still add a third step. Everyone raises their left leg as much as possible. You give the command for the last step. After this, all players will be tightly pressed against each other.

8. "Carousel".

Group members stand in a circle, placing their hands either on the shoulders or on the waists of their neighbors. Everyone moves to the right in small steps until someone says: “Stop!” This player says several positive phrases about the past lesson. He can name the actions that he liked, mark positive traits the whole group or individual participants, their own success. Then the group walks in small steps to the left until someone again says: “Stop!” and will not make positive judgments about the group. In the same way, the group moves first to the right, then to the left until all players have spoken.

9. Final reflection.

Group members take turns speaking, summing up the past lessons. They can answer questions such as: What did you learn in class? What was unclear? What are you thinking about? What are the players and the presenter grateful for? What didn't make you happy? What was stopping you? What games would you play again, etc.

10 Farewell ritual.