Organization of group work in the joint activities of students. Method of organizing joint activities Psychological properties of geometric shapes

The educational system is based on project activities on a specific topic. Organization joint activities organized according to the following structure:

1. Organization of the first round - morning greeting- news exchange - planning an activity or topic according to the “three questions” model (the beginning of the topic) or solving problematic tasks, special tasks, gaming activities on the project topic

2. Organization of work in centers - presentation of centers - choice of activities by each child - work in development centers (together with an adult, together with other children, individually)

3. Organization of the second round - summing up the results of work in the centers by children - surprise activities (theatrical games, performances, dramatizations, individual performances)

4. Holidays (at the end of the topic) (sports activities, entertainment, holidays).

Working with the family (equipping the centers with didactic, playful material for the project theme, creating baby books, designing and creating newspapers, exhibitions, practical assistance in working in the centers, organizing tea parties, participating in informal holidays (Balloon Day, Tiger Day, etc.). P.)

DYNAMICS OF GROWTH OF THE SKILL OF TEACHERS IN ORGANIZING JOINT ACTIVITIES WITH CHILDREN

EDUCATIONAL SYSTEM SOFTWARE - EXAMPLES:

Physical development - Physical education in kindergarten. E. Stepanenkova - Program for the improvement of children in the preschool educational institution. L. Bannikova - "Growing up healthy" V. Zimonina - Program "Health" (MDOU TsRR DS 25) Social and personal - Basics of child safety preschool age O. Knyazeva, R. Sterkina - "I am a man" S. Kozlova - "Little Russians" N. Arapova - Piskareva - "Light of Rus'" Program of spiritual and patriotic education of children aged 5-7 years. - "Development of ideas about a person in history and culture" by I.Mulko. - Labor education in kindergarten. T.Komarova, L.Kutsakova, L.Pavlova speech development speech of children 3-7 years old. T. Grizik - Formation of EMF in kindergarten. N.Arapova-Piskareva Mathematics in kindergarten. V. Novikov - " living ecology" A. Ivanova - "Preschoolers - about the history and culture of "Russia" G. Danilina Artistic and aesthetic - Aesthetic education program for 2-7 years. T.Komarova, A.Antonova, M.Zatsepina - "Nature and the Artist" T.Kontseva - "Ladushki" by I.Kaplunov, I.Novoskoltsev "Musical Masterpieces" by O.Radynov Software: - Basic general education program preschool education"From birth to school" - "Kindergarten 2100"

THE COMMUNITY OF CHILDREN AND ADULTS AS A TOTAL SUBJECT OF THE EDUCATIONAL SYSTEM"... to be "not near", "not necessary", but together!" Community interaction model

THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM - Raising the level of qualifications of teachers of the preschool educational institution - Monitoring the quality of the teacher's activities - Creating conditions for cooperation, co-creation, co-management - Work to create a positive image of the preschool educational institution Administration Teacher

THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM Joint participation in the implementation of the project - Joint participation in exhibitions, opening days, competitions - Participation in holidays, leisure, entertainment, promotions. - Participation in filling the developing environment of the group - Improvement of playgrounds, territory of the preschool educational institution Parent - Joint integrated planning of activities in all areas of development - Creation of favorable social and emotional conditions for a comfortable stay of the child in the group - Studying the patterns of child development, collecting data, compiling reports on development children. - Providing conditions for the preservation and strengthening of mental and physical health based on the personal data of each child. Teacher - Providing conditions for the implementation of the educational process - Observation, conversations, participation in joint activities - Control over the quality of mastering programs Administration Child

THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM- Involving parents in the life of the group, preschool education - Report on the progress of the child - Pedagogical education of parents - Organizing and holding informal meetings - Collecting data about the child: health, interests, personality traits, favorite activities, etc. - Providing advice to parents Educator - Studying requests of parents - Surveys, questionnaires, testing - Provision of additional educational services - Consistency of actions to ensure the quality of life and the educational process Administration Parent

OPENNESS OF THE EDUCATIONAL SYSTEM OF THE DOE Openness of the pedagogical process, cooperation of the teaching staff kindergarten with parents is one of the conditions for the successful implementation of the educational system of preschool educational institutions. The main result of the openness of the system is successful interaction with the society, mastering which the preschool educational institution itself becomes a powerful means of socializing the child's personality. Involvement of the family in the life of the preschool educational institution, continuity and unity of the requirements of the family and the preschool educational institution, the relationship of parents in the family, the style of education in the family, the parent community The space for the development of parents The space for the development of the preschool educational institution Teachers The space for the development of teachers The child The space for the development of the child , co-creation, pedagogical community (social - psychological climate in the team, cohesion) Subject - developing environment, integration of specialists, educational space, additional educational space, social situation of development, medical - social - psychological - pedagogical support, children's community

The type of joint activity is a way of interaction within the framework of collective labor, a way of organizing collective labor. The typology of collaborative activities is used in sequencing and developing organizational structure. The following types are distinguished:
The jointly interacting type is characterized by the obligation of everyone to solve a common problem, the intensity of the work of performers is approximately the same, the features of their activities are determined by the leader and, as a rule, are not very variable. The effectiveness of the overall activity of people equally depends on the work of each of the participants. People working in a situation of jointly interacting activity are characterized by a high orientation towards collective goals, commitment to the authority of the leader and the group.
The joint-individual type differs in that the interaction between labor participants is minimized. Each of the performers performs its own scope of work, the specifics of the activity are set by the individual characteristics and professional position of each. Each of the participants in the process presents the result of labor in the agreed form and at a certain time. Participants in the process of joint-individual activity are characterized by high initiative, passionarity, orientation to results and individual achievements.
The joint-sequential type differs from the joint-individual type in terms of time distribution, as well as the order of participation.
everyone at work. The sequence assumes that at first one participant is included in the work, then the second, the third, etc. Employees of an organization with a joint-sequential type of activity are characterized by high technological discipline, adherence to the norms and rules formulated in instructions, regulations and other regulatory documents.
4) The co-creative type is characterized by the fact that each participant in the process is an equal creator of the new, focused on innovation, increasing their own professional competence. Participants in joint creative activities have a pronounced orientation towards cooperation with specialists from different fields, flexibility in changing positions. For teams that belong to this type of activity, the main goal is to obtain new knowledge, create conditions for individual development, respect for the rights of everyone. The project team will not function effectively if an effective motivation model is not developed, since motivation encourages a particular individual and the team as a whole to achieve personal and collective goals.
Motivation is the process of stimulating a person or group of people to intensify activities to achieve the goals of the organization. Modern theories of motivation focus on identifying the list and structure of people's needs.
Needs are the realization of a lack of something, causing an impulse to act. Needs can be divided into primary and secondary. Primary needs are physiological in nature. These are the needs for food, sleep, safety of oneself and loved ones. Secondary needs arise as life experiences are gained. These are the needs for communication, self-affirmation, recognition, prestige, career and professional growth, and finally, self-realization.
Needs can be met through rewards.
Reward is everything that a person considers valuable for himself. In this case, it is necessary to take into account the individuality of a person, his personal concept of value.
Distinguish between extrinsic and intrinsic rewards.
External remuneration is given by the organization (salary and other payments, paid meals, personal health insurance, social benefits, low-interest loans, promotions, official incentives - diplomas, awards, etc.).
Internal reward is given directly by the work itself (a sense of success in achieving the goal, a sense of self-worth, etc.). The development of a system of motivators in relation to the specifics of the team and the field of activity is one of the main factors in the reserves for increasing the effectiveness of the project. A positive approach to motivating a project team is:
Establishment of a set of individual motivation factors that have the greatest influence on the employee's behavior;
Positive climate in the team;
Possibility of full realization of forces, disclosure of creative potential, professional growth of everyone;
Clear definition of work goals;
Remuneration of effective labor contribution to the overall results of work;
Equal opportunities for recruitment and promotion;
Conditions to meet the needs of contacts.

More on the topic Position 4. Organization of joint activities of the project team.:

1. Position 4. Organization of joint activities of the project team.
2. 6. Investment activity of the organization. The concept of "investment project".
3. § 2 Legal status of international organizations and other participants in international trade relations
4. Features of labor relations with the participation of athletes
5. §2. Distinguishing abuse of dominance from ordinary business activities. Permissibility issues
6. The legal basis for the activities of the corps during the period of mobilization and wartime

- Copyright - Advocacy - Administrative law - Administrative process - Antimonopoly and competition law - Arbitration (economic) process - Audit - Banking system - Banking law - Business - Accounting - Property law - State law and management - Civil law and process - Monetary circulation, finance and credit - Money - Diplomatic and consular law - Contract law - Housing law - Land law - Suffrage law - Investment law - Information law - Enforcement proceedings - History of state and law - History of political and legal doctrines - Competition law - Constitutional law - Corporate Law - Criminalistics - Criminology - Marketing -

Method of organizing joint activities

Signs of a group subject of labor

The object of research is the psychology of joint labor activity are group subjects of labor - teams, brigades, labor collectives, etc.

The group form of work presupposes the formation of a certain integrity (a group subject of labor and its joint activity) and is not a simple mechanical unification of the labor efforts of independently working people, it is a new, complexly organized formation.

Signs of collective labor were identified by B.F. Lomov (1972) and supplemented by A.L. Zhuravlev (1987). Zhuravlev considers the following eight components to be the main grounds for distinguishing the group subject of labor:

1. Having common goals for various participants labor process.

2. Formation of a general labor motivation that is not reduced to individual motives.

3. The division of a single labor process into separate actions and operations and the distribution of roles in the group, which leads to the formation of the structure of the relationship of group members.

4. Association/compatibility of production functions of participants in the labor process as components of a group subject of labor.

5. Strict coordination, coordination of the implementation of distributed and at the same time organizationally united actions of the group members in accordance with a predetermined program.

6. The need to allocate the management function in joint labor activity aimed at the participants and through them on the subject of labor.

7. The presence of a single end result ͵ common to the workforce and characterized by greater efficiency and quality compared to the individual form of labor organization.

8. Unity (coordination) of spatio-temporal functioning of participants in joint activities

B. F. Lomov considered as a key feature of joint professional activity the existence of a common work goal among group members. The group unites as a new organizational unity and exists in this capacity as long as the members of the group retain a common goal of activity.

In the minds of the members of collective labor, their duties and the way of interaction with each other, which depend on the nature of the organization and the type of its activity, should be reflected. Consider the following classification of organizations:

1. Government and non-government(the status of a governmental organization is given by official authorities).

2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-commercial as the main goal define the satisfaction of public needs.

3. Budgetary and non-budgetary. Budget organizations build their activities on the basis of funds allocated by the state.

4. Public and economic. Public organizations build their activities on the basis of meeting the needs of members of their society.

5. Formal and informal. Formal organizations - ϶ᴛᴏ duly registered companies, partnerships, etc., which act as legal and non-legal entities.

As a special type of organization can be distinguished socio-economic organizations. The socio-economic organization is characterized by the presence of social and economic ties between workers.

TO social connections relate:

· interpersonal, domestic relations;

Relationships by levels of management;

relations with members of public organizations.

Economic links include:

financial incentives and responsibility;

living standard, benefits and privileges.

Organizations can also be classified according to the way they work together.

O. I. Zotova (1987) highlights external structure brigade and internal.

External structure may be a purely external form of association of workers.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

team low level development represents a group as an association of individuals (at the same time, there is no role and status pressure, group norms of behavior have not been developed).

Medium level team has signs of an external and internal organizational structure, but there are often no connections between them, there are contradictions.

team top level development has an interconnected external and internal structure, group norms and values ​​that are recognized and significant for its members.

The effectiveness of joint work is due not so much to the quality of interpersonal relations of team members and the ability to interact directly in the process of work, but to the way they combine their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common ultimate goal.

Sections: School psychological service

The school is now extremely actively used group forms of work in the classroom and outside the classroom.

Group work is one of the forms of organizing joint activities of students and involves the temporary division of the class into groups of 4 to 8 people (depending on the age of the children) to jointly solve certain problems. Students are invited to discuss the problem, outline ways to solve it, implement them in practice and, finally, present the found joint result.

The study of pedagogical experience, the results of research in the field of educational psychology led to the conclusion that group work has a number of undeniable advantages. It opens up great opportunities for cooperation, for the emergence of cognitive collective activity of students.

Joint activities in a group based on cooperation - important factor mental development, contributing to the emergence of two types of major neoplasms:

1). Mastering a new objectivity (mutual exchange of methods of action), which provides a person with success in individual activities (an “internal opponent” appears, controlling and evaluating his own actions).

2). Mastering the very form of cooperation, which makes a person capable of establishing relationships with other people and with himself.

However, work in groups is not always effective in practice, and sometimes even gives the opposite result: teachers are disappointed in the usefulness and accessibility of this form of work for themselves and students; and children even develop either a reluctance to join groups or a persistent negative attitude towards group work.

This is explained by the fact that students and their teachers are psychologically unprepared for the work itself in a group and for organizing the work of groups. This opens up prospects for cooperation between the teacher and the psychologist. Both teachers and students need to be specially prepared for group work.

At training seminars, it is necessary to familiarize teachers with the psychological conditions for organizing group work.

In order for group work to take place, it is necessary:

To create a situation for the emergence among schoolchildren of a general positive attitude towards joint activities in a group. For younger students, this situation will be a game; for teenagers - discussion, exchange of opinions, demonstration of abilities and opportunities; for high school students - the exchange of information, the opportunity to provide and receive meaningful assistance;

- to teach children to work in a group and only then offer them to solve problems of a different nature and content in a group form;

Provide an active exchange of operations (one draws, the other writes); exchange of roles (one is a teacher, the other is a student); exchange of functions (the student performs the function of conscious control, checking the work of his partner); exchange of positions (on the existing product - the work of his partner - reveals the author's intention, his position, considers the correspondence of this intention to the result obtained); exchange of information (this exchange should be organized in such a way that the child begins to process information depending on the knowledge, capabilities of the partner, rebuild, supplement it);

Organize meaningful cooperation to complete the task, when students master a large number of complex operations (the ability to analyze their own activities, compare various ways actions among themselves, compare methods with a common task and with the expected result, check and evaluate their own actions and the actions of comrades);

Equip children with the means of intragroup communication: teach them to work according to the rules, to act within the framework of a given role, communication skills (verbal and non-verbal); conflict-free communication; interpersonal interaction, which includes business communication on an equal footing with the definition of ways to effectively achieve performance results;

Please note that group work is not effective for all types of tasks. It is most applicable and expedient in the organization of technologies for educational research, design, modeling, problem-based learning, development of the ability to think creatively;

Determine the place of the teacher in joint activities.

To diagnose the effectiveness of the teacher's activities in organizing intragroup interaction, you can use a standardized map - a characteristic “Levels of formation of motivation of joint activity”.

(see Appendix No. 1).

Of great importance is the training of teachers in the basic methods of organizing group work. These include:

1. Formation of groups.

There are various ways to form groups, the choice of one or another method will depend on the goals of the teacher in this moment. The success of the work as a whole will depend on how correctly and successfully the group is formed (see Appendix No. 2).

The composition of the group does not remain constant, it is selected taking into account that the possibilities of each member of the group can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.

2.Organization of intragroup interaction. It is based on:

• fulfillment of the rules of work in a group, which are given to participants in finished form, or developed by a group (see Appendix No. 3);
• taking into account the principles (conditions) effective work in a group (see Appendix No. 4);
• role distribution (see Appendix No. 5).
• determining how to organize the discussion of the task and its solution. This can be brainstorming, doing work in parts in mini-groups, in pairs or individually.

3. Organization of the group's work on the task (see Appendices No. 6, 7).

4. Teacher guidance for group work.

If the group is mature enough, able to act independently, the functions of the organizer are to evaluate the report of the group on the results of the work. But if students take only the first steps in group work, constant monitoring of the work of the group is necessary. The organizer controls the progress of work in groups, answers questions, regulates interaction, helping to reach agreement in the group, in case of emergency, provides assistance to individual students or the group as a whole.

When preparing students for group work, it is necessary to solve the following tasks:

• teach children to work in a group according to the rules;
• learn to accept and maintain a given role during group work;
• work out the stages of work on the task;
• develop reflective skills of students;
• introduce various ways of interaction between group members;
• teach effective methods of working on a task;

The forms of education can be different: a special course, training conducted by a psychologist, a series of lessons within a certain subject, a cycle of class hours conducted by class teacher together with a psychologist (see Appendix No. 8).

BIBLIOGRAPHY.

1. Zeltserman B. Learn! Create! Develop! – Riga.: “Experiment”, 1997.

2. Markova A.K. Formation of learning motivation. – M.: Enlightenment, 1990.

3. Interregional Bulletin of Personality Development Schools “Phoenix” .- M .: “Russian Encyclopedia”, 1996, issue 5

4. Dancers S.T. Group work in developmental education. Riga.: "Experiment", 1997.

5. Tsukerman G.A. Types of communication in education. - Tomsk: Peleng, 1993.

Application No. 1.

“Levels of formation of motivation of joint activity”.

Application number 2.

WAYS FOR FORMING GROUPS.

Group at will

The basis for the formation is that the participants of the work themselves choose those with whom they would like to work.

Homogeneity - heterogeneous;

The result is difficult to predict;

Formation task - “Split into groups of ... people in each”, “Split into identical groups”.

“Random” group

The basis for formation is that participants are forced to unite to do some work, although under no other conditions do they interact together.

Homogeneity - heterogeneous;

The result is difficult to predict, since incompatibilities can cause serious conflicts and make work almost impossible.

The task for the formation is from those who are sitting nearby; by the colors of the issued tokens; invite one player to turn away and, without looking, call the number of the group to which the participant indicated by the organizer will go.

The group formed by the leader

The basis for the formation - leaders (appointed by the organizer or selected by the participants) choose the most efficient participants (sometimes friendship and sympathy fade into the background);

Homogeneity – relatively homogeneous;

The result is predictable, since the leader chooses those who are able to achieve a certain result;

Formation task - the organizer of the work asks those whom he appoints leaders to come out, and then the leaders in turn name those with whom they wish to work in a group.

If the choice of leaders is made by the players, then the organizer of the work says: “For the game, we need to divide into groups. Let's choose (name as many as you need) the leaders that these groups will form."

Group formed by the organizer

The basis for the formation is formed in accordance with the goals that the organizer sets for himself at the moment. This group, due to its composition, solves certain tasks.

Homogeneity - 1). Homogeneous if the composition of the group is selected from participants of equal opportunities (leaders, advanced, with the same rate of performance, level of knowledge, abilities, etc.)

2). Heterogeneous if the composition of the group is selected from students different levels training, awareness on the subject, compatibility.

The result is predicted in advance: in the first case, for example, to prepare participants for the Olympiad, in the second case, mutual complementation and enrichment.

Formation task - the organizer calls the names of the participants who should work in a particular group.

Application number 3.

EXAMPLE RULES OF WORK IN A GROUP.

(given ready-made or developed by participants).

1. Everyone needs to actively participate in the work of the group.
2. We need to listen and understand each other.
3. You need to be able to negotiate.
4. It is necessary to follow the procedure for working in a group (set time, special conditions task completion).

Annex No. 4.

CONDITIONS FOR EFFICIENT WORK IN A GROUP.

1. The desire of each participant to work with each other.
2. Explain the purpose of group work. The group is formed to achieve a result (finding a way to solve a problem, posing a problem), and not for pleasant, friendly communication.
3. It is important to properly organize the search for a solution to a problem or problem, which will dramatically reduce the time it takes to complete the task:

• comply with the rules of work in a group;
• assign roles; it is better if there is an organizer in the group;
• regard the participation of each participant not as a hindrance, but as an additional resource that will enrich the group and increase the pace of work;

4. It’s good if the group members have about equal opportunity. And if this does not happen, the voluntary consent of students of different strengths to work on an equal footing is necessary.

Application No. 5.

APPROXIMATE ROLE DISTRIBUTION IN THE GROUP.

Organizer (leader) - organizes discussion and mutual understanding, involves everyone in the work of the group.

Secretary- makes a decision of the group.

Assistant Secretary - writes down all the proposals of the group members.

Speaker - presents the results of the group's work.

speaker's assistant- monitors the implementation of the rules in the group.

time keeper - Ensuring that the group's rules are followed.

Each member of the group simultaneously acts as a “generator of ideas”, “understanding”, “critic”.

Appendix No. 6.

ORGANIZATION OF WORK ON THE TASK.

Consists of the following steps:

A). Preparing for the task:

• setting a cognitive task;
• instruction on the sequence of work;
• distribution of the necessary didactic material in groups.

B). Group work:

• familiarization with the material, planning work in a group;
• distribution of tasks within the group;
• individual performance of the task;
• discussion of individual results of work in a group;
• selection and discussion of a common solution;
• preparation for the presentation of the results (formulation of the decision, preparation of speakers).

IN). Presentation of the results of the work:

• reporting on the results of work in groups (in a visually designed form or orally);
• discussion of the results of the work (questions for understanding from other groups, choosing the most successful solution);
• discussion of the work process, reflection.

Annex No. 7.

EXAMPLE QUESTIONS

TO DISCUSS THE PROCESS OF WORK ON THE TASK.

• What was good, what worked?
• What difficulties did the members of the group encounter and how did they try to solve them?
• Was the group work effective and why?
• What did each member of the group do, how did they understand their goals and objectives when completing the task?
• What new did each participant learn about the organization of work on the task?
• What needs to be taken into account to improve work efficiency in the future?

Application No. 8.

Experience in conducting lessons for students to master the ways of organizing interaction in a group.

In the NOU “Gymnasium “Kvant” in Veliky Novgorod, there is an experience of conducting joint lessons of a psychologist and a subject teacher to teach schoolchildren group work.

The task of the teacher in such a lesson is to guide the activities of students when the group is working on a task in the subject, the psychologist is to help the children in mastering ways of meaningful cooperation, organizing communication during the task.

Mathematics lesson “Basic properties of geometric shapes” in the 10th grade.

At the beginning of the lesson, the psychologist addresses the students:

Guys, on the poster you see geometric shapes - a circle, a square, a triangle, a broken line (zigzag). Look at them carefully and choose a token with the image of one of the figures that you like the most according to the principle: “I look like this figure”.

A psychologist takes part in the discussion of the process of working in a group on a task.

PSYCHOLOGIST: Guys, you know quite well many properties of geometric shapes, such as a square, a triangle, a circle, a zigzag (broken line).

But it turns out they have another feature. There is a connection between geometric shapes and personality traits. This connection is studied by such a direction of psychological science as PSYCHOGEOMETRY - a unique system of personality analysis.

To get to know her better, I propose to perform a small task. Now you will receive cards with a set of character traits (see table).

Discuss them in a group and try to correlate character traits with geometric shapes (by association). Justify your answer.

The groups take turns expressing their assumptions, the teacher gives the correct answer, for each of them a point is counted. The most astute team is revealed.

PSYCHOLOGIST : You can “try on” a set of character traits that corresponds to the icon you chose at the beginning of the lesson, deciding: “To what extent does this suit me? Does it look like me? Am I like this?”

We can draw the following conclusion: if a person has a certain set of character traits (psychological type), then from the proposed set of geometric shapes, he will choose a well-defined figure corresponding to his type as the one he likes more than others.

What do you think, was the work in the group effective if it included guys of the same psychological type, for example, only triangles?

Is it possible to cooperate effectively in a group with people of different psychological types?

How can the knowledge of psychogeometry be applied in group work?

As a result of the discussion, students come to the conclusion that knowledge of the psychological type of a person can be used to increase the productivity of work in a group:

• with role distribution, especially when choosing the organizer of the discussion;
• when choosing a communication style;
• in predicting, understanding human behavior in typical situations;
• to account for the strong and weaknesses personality.

Table

PSYCHOLOGICAL PROPERTIES OF GEOMETRIC FIGURES.

Square (1), triangle (2), circle (3), broken line (4).

In the minds of the members of collective labor, their duties and the way of interaction with each other, which depend on the nature of the organization and the type of its activity, should be reflected. Consider the following classification of organizations:

Government and non-government(the status of a governmental organization is given by official authorities).

Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-commercial as the main goal define the satisfaction of public needs.

Budgetary and non-budgetary. Budgetary organizations build their activities based on the funds allocated by the state.

Public and economic. Public organizations build their activities on the basis of meeting the needs of members of their society.

Formal and informal. Formal organizations are duly registered companies, partnerships, etc., which act as legal and non-legal entities.

As a special type of organization can be distinguished socio-economic organizations. The socio-economic organization is characterized by the presence of social and economic ties between workers.

Social connections include:

interpersonal, domestic relations;

relations by levels of management;

relations with members of public organizations.

Economic links include:

material incentives and responsibility;

living standard, benefits and privileges.

Organizations can also be classified according to the way they work together.

O. I. Zotova (1987) distinguishes the external structure of the brigade and the internal one.

External structure may be a purely external form of association of workers.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

Low development team represents a group as an association of individuals (at the same time, there is no role and status pressure, group norms of behavior have not been developed).

Medium level team has signs of an external and internal organizational structure, but there are often no connections between them, there may be contradictions.

Team of the highest level of development has an interconnected external and internal structure, group norms and values ​​that are recognized and significant for its members.

The effectiveness of joint work is determined not so much by the quality of interpersonal relations of the team members and the ability to interact directly in the process of work, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal.

9.3. Group psychology

A group, uniting this or that number of people, is not a simple sum of them. Qualitatively special phenomena always arise in a group, which are called "group effects". They characterize the group as a whole. Such effects, for example, are group mood, psychological climate in the group, collective will, group norms of behavior, etc.

Group- a set of people, acting not as a sum of non-persons, but as a holistic association, it reflects the social nature of the society of which it is a part.

Allocate large and small associations of people. This division is based on the peculiarities of contacts between their members. In large groups (nation, demonstration, members of a certain sports society), contact between all the people who make them up is not necessary. In small groups (brigade, sports team, family), each member of the group personally knows all the other members of the group and can come into contact with them. All group members communicate directly with each other. In large and small groups, organized (official, formal) and unorganized (informal) groups are distinguished. They differ in the way they appear. Organized groups are formed to carry out certain social goals, their existence is confirmed by official documents. Unorganized groups (friendly companies, playmates, a crowd, a queue) arise spontaneously, as if by themselves. Nobody specially creates them, nobody manages them officially. The reason for their appearance is the common needs, interests, views, sympathies, and often just random conditions of the meeting.

Small organized group- the nearest social environment, the primary microenvironment that influences a person.

Socio-psychological features of a small organized group: the presence common purpose, joint activities, organizational structure, communication, group norms, business and personal relationships.

Target . Goals differ in social meaning (socially significant, group, personal) and in relation to the future (promising, immediate, specific). Socially significant goals are those the achievement of which is beneficial to the whole society; group and personal goals are related to the interests of one group of people or one person. Between socially insignificant goals, on the one hand, and group or personal goals, on the other, a twofold relationship is possible: personal or group goals correspond to public interests (for example, victory in personal and team competitions); group or personal goals are contrary to the interests of society, they are asocial. Long-term goals are related to the future, specific ones are short-term, built for a month, a week, a day. The presence in the group of promising, socially significant goals, accepted by its members and perceived by them as their own, is favorable for the development of the group.

Cooperative activity . The main reason for the development of a small organized group and its effective functioning is joint activities aimed at achieving goals. Joint activity is a common work, training, etc., in which mutual actions and mutual dependence of the participating persons take place. Joint activities can be interconnected and mutually unrelated. With interrelated activities, the actions of one participant are impossible without simultaneous or previous actions of other members of the group. Such is the activity of the aircraft crew, the surgeon and his assistants during the operation, the singers in the choir. With mutually unrelated activities, each member of the group contributes to the achievement of a common goal, acting individually. This is typical, for example, for a study group, a labor collective. Joint activity teaches group members to reckon with the individual characteristics of other labor participants, to assist them, and to obey general requirements.

Organizational structure of the group. A small organized group is characterized by a certain structure, that is, a stable set of connections and relationships between its members. The structure is divided into external (formal) and internal (informal) substructures.

External substructure determined by orders, instructions, installations, regulations, staffing and other official documents. It includes the official leaders of the group. By order, for example, in sports teams, a coach and his deputies occupy leadership positions. Associated with this substructure is the exercise of the formal management of the group.

Internal substructure occurs within the group. It is born as if by itself, spontaneously and often puts forward a leader. The leader is a member of the group who is not provided for by the staffing table, he is not appointed. He informally leads the other members of the group. So, along with the official leader in working group(team) there may be a very authoritative worker, whose influence on the behavior of workers is greater than the influence of the foreman. Associations of group members (groups) usually arise around the leader. A group can have multiple leaders and multiple factions.

External and internal substructures can complement the group for its life and fruitful activity. Differences in substructures are also possible. This entails the emergence of disagreements, even conflicts, and, of course, adversely affects group life as a whole.

Communication. Interaction in a small organized group is always carried out through direct communication of its members. Questions, requests, conversations, conversations, disputes - all these are different forms of communication. It is an indispensable condition for the existence and development of a small group. It is in communication that the exchange of various information takes place and an agreement arises between members of the group.

In professional activities, communication is usually businesslike, pre-planned and organized. It depends on the complexity of the tasks to be solved and the rules of the activity, the number of persons participating in it, the degree of their preparedness. Personal communication is free contacts between people that allow satisfying a person's need for communication.

Group norms . Norms are rules that are established, approved and accepted as a standard of behavior in a group. . Group norms are determined by the norms of society, its moral principles. Each specific group has its own additions to general rules conditioned by the peculiarities of the life and activities of this community.

Business relationship - manifestation of a formal substructure. They are formed on the basis of the distribution and performance of official duties and arise in the process of activity. These are “relationships of responsible dependence”, as the outstanding teacher A. S. Makarenko called them. TO business relations include not only the relationship of leadership and subordination, but also business relations between equal members of the group.

personal relationships The informal substructure of the group is based on likes, dislikes or indifference between group members, on the needs of people for emotional contacts. These relations are found in friendship, affection, comradely contacts between some members of the group and in hostility, hostility between others.

Depending on the nature of the joint activity, the degree of internal unity in its implementation, the levels of development of the group can be distinguished:

1. Association. People are united by a common goal, but not everyone equally accepts it, the activity of the group is carried out, although the actions of its members are divided. The group constantly needs the intervention of a leader. Personal relationships are established quite quickly, but in the form of friendly companies, they are not determined by the case.

2. Cooperation. The unity of actions of the members of the group is more clearly expressed, there are common views on its main values. The group has a really and successfully functioning organized structure. Personal relationships and communication are of a business nature, subject to the achievement of common goals. However, at this level, the orientation of the group's activity is not yet very significant, and therefore both its positive movement - towards the team, and negative - towards the corporation is possible.

3. Collective. A characteristic feature of the team is cohesion. It manifests itself in the fact that all the thoughts, feelings and efforts of its members are united by the desire to achieve a common goal. Group norms and values ​​are realized in practical actions when performing joint activities. Business relations are as harmonious as possible, clear, ensure the interaction of all members of the group. Each member of the group feels like a part of it, satisfied with his position in the group, ready for self-giving for the sake of the common interests of the cause.

4. Corporation. The group is characterized by organizational cohesion, clear interaction, but closed, cut off from other groups, its activities are aimed at narrow group goals. In corporations, there is no consistency of purpose with the goals and objectives of society. Group goals can even be anti-social (for example, in religious sects).