Training "Ethics of business communication" Introduction Business communication is a process of interaction between interlocutors (partners), in which there is an exchange of activities, information and experience, involving the achievement of a certain result, the solution of a specific problem or the implementation of a specific goal. The sides of business communication are interconnected: the ability to correctly perceive and accept a partner or an audience helps to find the necessary arguments, and possession of oratory helps to present them. All this is necessary for a successful business contact, during which the ability to interact with a partner is manifested: to overcome barriers in communication, to take the right psychological position, to reach the appropriate level of communication, etc. Ideally business man must master all aspects of communication in the business world. A true culture of business communication also implies a high ethical culture, the ability to see in business partner not only necessary, but also an interesting, full-fledged personality. Business communication does not allow unsystematic, vagueness, uncertainty, therefore the main thing in it is the observance of the main stages of communicative activity. The most rational way of business communication between people is direct oral contacts and telephone conversations. The following types of direct contacts are distinguished: conversations, discussions, disputes. From writing types business communication, the most common are a business letter, statement, explanatory note, power of attorney, protocols, etc. Business communication can be implemented in various forms: business conversation, business meeting, business meetings, public speaking. Carousel exercise The facilitator explains that the ability to establish contacts allows a person to feel more confident in this world, and suggests a series of meetings, each time with a new person. Participants are required to easily and pleasantly enter into contact, maintain a conversation and pleasantly part with it. Members of the group sit or stand on the principle of a "carousel", i.e. facing each other, and form two circles: an internal motionless (participants are located with their backs to the center of the circle) and an external movable (participants are located facing the center of the circle). At the signal of the host, all participants in the outer circle take one or two steps to the right at the same time (or change to a chair to their right) and find themselves in front of a new partner. The role of the participant is set by the facilitator. Time to establish contact, greeting and conversation 2 - 3 minutes. Then the facilitator gives a signal, the participants must finish the conversation they started within a minute, say goodbye and move on to a new partner. Examples of situations for “meetings”: “In front of you is a person whom you know well, but have not seen for a long time. You are glad of a chance meeting ... "" Before you is an unknown person. Get to know him, find out his name, where he studies (works)…” Small child, he was frightened of something and is about to burst into tears. Approach him, start a conversation, calm him down. “You were pushed hard on the bus. Looking around, you saw an elderly person ... "" After a long separation, you meet your beloved (beloved) and are happy about this meeting. And finally, he (she) is next to you ... "Exercise" Suggestions "The group stands in a circle. Instructions: Mentally choose a couple for yourself and decide how you will invite your partner to spend tonight. Information about your offers should be transferred only non-verbal means. Everyone must transmit their proposals at the same time on a signal. When discussing the exercise, the facilitator pays attention to the correct understanding of the partners of each other, as well as to what helped and hindered the achievement of understanding. The obtained material makes it possible to formulate the problem of the laws of reception and transmission of information. The facilitator remembers the effects that have appeared and can use them when illustrating the indicative basics related to the reception and transmission of information in communication. Exercise "Interaction" An even number of participants is required for the exercise. Participants become in a circle. Teacher's instruction: “On the count of “one”, each of us must, remaining in his place, silently find a mate for himself. When I say two, you start the same movement together. Then I will say “one” again, and you should find yourself a new pair, and on the count of “two”, start doing the same movement with a new partner. Repeat the exercise at least three times. When discussing, find out: “How was the couple created?” “How did the choice of the same movement come about?” During this exercise, the main non-verbal signs that indicate the beginning of contact, the initiators of contact and work of the couple are identified. Exercise "The ability to conduct a conversation" Work in pairs. Each of the participants, secretly from the other, receives a card with a topic of conversation, for example, “about musical preferences”, “favorite TV show”, etc. The task of each is to involve the participant in a conversation on a topic of interest to him. Role play “Do It Wrong” In the previous sessions, we learned how to ask questions correctly, how to listen to an interlocutor and manage emotional tension in a conversation. Now we will show the opposite. You have to do everything wrong. The first team will show us the situation when the candidate came to the interview for admission to the firm. The interview will be conducted by the HR manager. The second team will prepare a dialogue between the seller and the buyer. The seller will behave completely wrong. The third team will prepare a dialogue between the consultant and the client. The consultant will show you a pattern of incorrect behavior. The team that makes the most mistakes wins. After that, each team will have to demonstrate another scene in which everything must be done as correctly as possible.
role
communication in business
interaction
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communicative
technology
in management
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regulation
emotional
voltage
SPEECH
Saint Petersburg
2008
BBC 88.5
C34
SidorenkoE. IN.
C34 training communicative competence in business interaction. - St. Petersburg: Speech, 2008. - 208 p., ill.
I5BN 5-9268-0117-6
The book outlines the author's training program for communicative competence in business interaction: methodological foundations and the social context of development, principles of implementation, exercises and tasks for participants. The book is supplemented with an example of a brochure for the participants of the training.
The book will be of interest to professional psychologists, managers of various profiles, and specialists in the field of human resource management.
Chief Editor I. Avidon
Artistic editor P. Borozenets
Technical editor O. Kolesnichenko
Director L. Yankovsky
INTRODUCTION .................................................. ................................................. ...................................6
Part I. Theory
Chapter 1
COMMUNICATIVE COMPETENCE TRAINING CONCEPT…..………..9
1.1. The concept of training .................................................. ............................................……..9
1.2. Area of training of communicative competence……………….……..............11
1.3. Ideology and technology of training .............................................. .... …………...….16
1.4. Training as a model of partnerships .............................................................. ..........23
1.5. The evolution of training................................................... ...................................................28
THE ROLE OF COMMUNICATION IN MODERN BUSINESS INTERACTION...............34
2.1. The first trend: the strengthening of the role of communication, including non-business .........34
2.2. Trend two: the weakening of the role of direct communication.................................46
2.3. Trend three: strengthening the role of communication in the process of creating services ..........53
2.4. Fourth trend: stratification of society .............................................. ........59
2.5. How will communicative competence training change?
in connection with these trends .............................................................. ...................................62
Chapter 3
COMMUNICATIVE COMPETENCE.............................................................65
3.1. The concept of communicative competence ............................................................... .........65
3.2. Communication ability .................................................................. ...............................66
3.3. Communicative knowledge .................................................................. ......................................67
3.4. Perception and transmission of communication signals...............................................................67
3.5. Communicative dramas .................................................................. ...............................................73
3.6. Overcoming communicative dramas with the help of communicative
skills……………………………………………………………………………….…….75
3.7. Active listening .................................................................. ...............................................76
3.8. Emotional regulation ............................................................................... ..............77
TRAINING MODELS...................................................................................................82
4.1. German model .............................................................. ................................................. 82
Conversation techniques ............................................................... ................................... 85
4.2. English model .................................................. ...............................................86
4.3. The proposed Russian model .............................................................. ..............................89
4.4. Suggested principles of training………………………………………………………………………………………………. ..........97
Chapter 5
LOGIC AND LOGISTICS OF TRAINING.......................................................................107
5.1. The general logic of the training ............................................... ................................................107
5.2. Guidelines…………………………………………………………………………………………. .........................109
5.3. Logistics................................................. ................................................. ...........111
Chapter 6
COMMUNICATION TECHNIQUES..................................................................... …...112
6.1. Classification of active listening techniques .............................................................. ...... 112
6.2. Questioning techniques .................................................................. ....................... 113
6.3. Small Talk Techniques .............................................................. ................................. 116
6.4. Verbalization Techniques................................................... ..................................................123
6.5. Techniques for the regulation of emotional stress .............................................................. 125
Chapter 7
ACTIVE LISTENING TRAINING....................................................................... 138
7.1. Acquaintance................................................. ................................................. ...... 138
7.2. Introduction of norms .................................................. ................................................. ...144
7.3. Brief introduction of the participants to the concept of the training .............................................. 147
7.4. Introducing the concept of active listening............................................................... ..........148
7.5. Introduction of formulation techniques open questions…………....................148
7.6. Exercise "Pum-pum-pum" .......................................................... ...................................148
7.7. Exercise "Who is this person?" ......................... 153
7.8. Role-playing game to reveal the motive using
open questions ................................................................ ............................................... …..159
7.8.1. Role-playing game “Pretender”………………………………………………………………. ...................159
7.8.2. Role-playing game "Rejection".................................................. .................................167
7.8.3. Role-playing game "Additional win".................................................................. 168
7.9. Non-verbal and paralinguistic signals.................................................................... 169
7.10. non-verbal exercise.............................................................................. 170
7.11. Introduction of verbalizations .................................................. ................................. 172
7.12. Experiments with the technique of verbalization A - repetition………................ 173
7.12.1. Exercise "Detective" ............................................... ................................. 173
7.12.2. Exercise “This is good and this is bad” ………….................................................. 174
7.13. Experiment with Technique B - Paraphrasing............................................... 175
7.14. Experiment with technique B - interpretation .............................................. .... 177
7.15. Role-playing game "What's the matter?" ................................. 178
7.16. Feedback on Day 1 ............................................... .................................... 181
Chapter 8
SMALL TALK AND REGULATION TRAINING
EMOTIONAL STRESS.....................................................................182
8.1. Repetition................................................. ................................................. ...... 182
8.2. Introduction to Small Talk Techniques .............................................................. .................... 182
8.3. Experimenting with Small Talk Techniques................................................... 184
8.4. Introducing Emotional Tension Regulation Techniques into Conversation............. 187
8.5. Practicing the technique of “underlining the commonality” .............................................. .. 187
8.5.1. Exercise "Emphasing the commonality with the ball" .............................................. 187
8.5.2. Exercise “List of common qualities” .............................................. .. …...187
8.6. Gratitude Exercise .................................................................. .............................. 190
8.7. Game "Paris Exhibition" .............................................. ................................. 191
8.8. Tournament "Dictionary of emotions". .................................... 193
8.9. Practicing the technique of verbalization of feelings in pairs .............................................. 195
8.9.1. Exercise “Respectful verbalization” .............................................. 195
8.9.2. Exercise "Metaphorical verbalization" …….................................. 196
8.10. Exercise "Petersburg artist".................................................................. .......... 197
8.11. Role-playing game “Separation according to the sign” .............................................. ............. 200
8.12. Exercise "Technique O "K and Hmmm" .................................. ......................... 204
8.13. Role play "Do It Wrong". ............ 206
8.14. The game "Mutual quoting".................................................................. ......................208
8.15. Feedback at the end of the training ............................................... .........................210
CONCLUSION................................................. ................................................. ..........211
GLOSSARY................................................. ................................................. .............213
BIBLIOGRAPHY................................................ .............................................215
Annex 1
BROCHURE FOR TRAINING PARTICIPANTS......................................................... 218
Annex 2
DISTRIBUTION OF TIME BETWEEN DIFFERENT TYPES
ACTIVITIES……………………………………………………………..……………….. 231
INTRODUCTION
This book is devoted to the most basic socio-psychological training, which is also called partner communication training or communicative competence training.
The name "partner communication training" reflects basic principle training - the principle of psychological equality of partners.
The name "communicative competence training" reflects main content training - the development of communication skills.
In the mid-80s, this training was generally the only one 1 . It was called socio-psychological training, because the author, Manfred Forwerg, called it that.
Forverg trained several Russian trainers who began to conduct independent trainings and train new and new specialists. Gradually, new programs appeared. And sometimes they could seem to be just inaccurate or distorted readings of the original, "classic" training. However, changes and innovations were by no means always explained by the inability of the coaches to reproduce the classic version of the program. On the contrary, in many cases these changes occurred precisely due to the ability of domestic coaches to create new programs that meet the demands of practice. The spread of the training has become a powerful impetus for the development of practical psychology, especially against the backdrop of general political and economic changes in the country.
The objectives of the practice required the creation of trainings for “team building”, “confidence”, “negotiations”, “sales”, “self-presentation”, “television debates”... Gradually, truly original training programs began to appear that meet the new requirements of the time.
Little by little, new trainings that grew up on Russian soil completely replaced the former social psychological training.
When companies have the opportunity to order programs prepared specifically for them (“tailor-made”, as they say in the West), the attractiveness of general, and even more so “basic”, “alphabetical” programs fades. The general seems much less effective than the individualized, differentiated, special.
Such is the fate of the basic socio-psychological training - it is pushed aside by other, more specialized trainings, into the background. However, in the course of specialized trainings, it is often found that participants do not have a good command of the basic grammar of communication.
I have been training since 1984. At first it was mostly basic training. Gradually, they became more specialized, but still have to include basic elements in them.
Basic training of communicative competence is necessary, in my opinion, in three cases:
1) when the participants of the training are preparing to become trainers themselves - and then they must go through the basic training in its full version;
2) when participants in special training feel the need to hone their basic skills, because without them it is difficult for them to master special skills - and then basic elements should be included in specialized training;
3) when the training participants are preparing to work in the international community - and then other basic elements should also be included in the training.
In my practice, I often encounter each of these three cases. With students majoring in Social Psychology at the Faculty of Psychology of St. Petersburg State University, we begin a series of trainings in the third year with the training of basic skills. If I conduct methodical training for future trainers, then we also start with training in basic skills.
In special trainings, namely: training of influence and opposition to influence, motivational training, insight training in business, etc. - participants are often asked to practice the skills of formulating open questions, paraphrasing, conducting a “small conversation”, and reducing emotional stress. Sometimes the base section is included in a program as its an integral part of and then we devote legitimate time to him. However, it also happens that the basic part in a special training cannot be provided, but the participants need it. Then we dedicate a lunch break to working with these skills or special time after the main course.
Finally, elements of basic skills training are indispensable in cross-cultural interaction training. For the past five years I have been working at the Stockholm School of Economics in St. Petersburg with an international team of faculty and staff. Skills of "small conversation" are simply irreplaceable in interaction with foreign colleagues. In essence, small talk techniques appeared in my trainings as a result of understanding the mechanisms of communication in an international team. "Small talk" is a "psychological euro" or even a "psychological globo" - a universal psychological currency.
So, this book is about basic psychological training, or universal communication skills training.
These skills provide the psychological interaction of people in the process of moving towards common purpose. They are a universal value and therefore allow establishing, maintaining and developing interaction even in situations where it would seem doomed to inefficiency.
I wish you good luck in solving these important tasks!
Elena Sidorenko
Part 1
Theory
Chapter 1
TRAINING CONCEPT
COMMUNICATIVE COMPETENCE
1.1. The concept of training
The most general and at the same time the most precise definition of training was given by Yu. N. Emelyanov.
Socio-psychological training, according to Yu. N. Emelyanov, is an active socio-psychological learning. Unlike learning social psychology, active socio-psychological learning is characterized by the obligatory interaction of trainees with each other.
The trainer is part of the natural model and part of the laboratory, like all other participants. According to Yu.N. Emelyanov, the coach "introduces his personality into the learning space".
Another classic in the field of socio-psychological training, L.A. Petrovskaya defines training as a means of psychological influence.
To these definitions, I would add two essential, as it seems to me, strokes. Firstly, in the training, the group, together with the trainer, explores not socio-psychological phenomena in general, but those of them that are subjectively important for the participants. They could be called "socio-psychological dramas" (see Chapter 3 for details). There is a little more passion and practical interest in the training than abstract research. Secondly, training is not only an impact, but also an interaction. Training changes not only the participants, but also the coach. This is a process of co-creation, the result of which may be the development of the coach himself, if it is good coach. Participants not only (and not so much) learn new knowledge and “techniques” from the trainer, but also create them together with him.
So, communicative competence training is a collaborative exploration of the dramas of human interaction with the aim of creating effective ways their permissions.
Communication Competence Training - researching the dramas of business communication and creating effective ways to resolve them
In this process, the coach must be a little more expert in communicative competence and partnerships than group members. Otherwise, as Eric Berne put it, "the presenter would have to divide his fee among all the participants."
1.2. Training area
communicative competence
In order to avoid misunderstandings, it is necessary to immediately limit the area basic socio-psychological training.
In the training of communicative competence we are talking business, not personal communication, about instrumental rather than target, or, according to another classification, about dictal rather than modal communication.
Table 1. Definition of types of communication
|
Definitions of those types of communication that are traditionally INCLUDED in the training area |
Definitions of those types of communication that are traditionally NOT INCLUDED in the training area |
|
Business conversation is usually included as a frequent element in any joint productive activity of people and serves as a means of improving the quality of this activity. Its content is what people are doing, and not those problems that affect their inner world. |
personal communication... is focused mainly around psychological problems of an internal nature, those interests and needs that deeply and intimately affect a person's personality: the search for the meaning of life, determining one's attitude to a significant person, to what is happening around, resolving any internal conflict and etc. (Nemov R.S., 1994, book 1.0.434). |
|
instrumental called communication, which is not an end in itself, is not stimulated by an independent need, but pursues some other goal, in addition to obtaining satisfaction from the very act of communication. |
Targeted communication in itself serves as a means of satisfying a specific need, in this case the need for communication (Ibid.). |
|
At dictal communication the motives for communication lie outside of it. Dictal communication is associated with one or another subject interaction. |
At modal communication the motives of communication lie within the limits of communication itself: people enjoy the very process of communication or are engaged in “showing things off” (Leontiev D.A., 1997). |
In basic socio-psychological training, such communication is considered, which is means to achieve a goal external to the communication itself, not an end in itself.
The psychologist who conducts the training does not work with the luxury of communication, but with its necessity.
Thus, communication is a part of interaction, a means, a way of such interaction. However, interaction can be seen as interactive side communication 2 (Andreeva G. M., 1996), as its instrumental and technological side (Kunitsyna V. N. et al., 2001, p. 101).
In the training of communicative competence, it is precisely the area that is both interaction and communication that is considered. This is communication, which is part of the interaction, and interaction, which takes place in the form of communication. For modern managers, most of their interaction with others takes place in the form of communication (see Chapter 2).
In general, training develops such forms of behavior that include both the perception of a partner (perception), and the transmission of certain signals to him (communication), and the impact on him (interaction). They contain all three aspects of communication: perceptual, communicative and interactive.
For example, active listening skills cannot be considered only as a perceptual side of communication, since active listening is an interaction. It is designed to ensure not only the correct perception of the partner, but also influence on him - to stimulate him to deploy his statements or clarify his proposals, etc. Active listening also includes the communicative side of communication, because the listener himself must produce certain "communicative signals" - repeat what the partner said, clarify his statements, etc. Similarly, the skills to reduce emotional stress cannot be reduced only to the communicative side of communication, since they are designed to cause certain changes in the partner, i.e. they are interaction.
By business interaction, we will understand any joint activity of people to create a product or service and to exchange these products or services.
This definition may seem far from psychology. However, it accurately conveys the essence of business interaction. Business interaction takes place in order to produce something useful or to exchange one useful thing for another.
It would seem that business interaction can be defined as the interaction of people in business, the interaction of people working together, in a business setting, etc. However, in this case, this definition will be too narrow. For example, it will exclude from consideration the situation of the interaction of the seller with a potential buyer.
Communication between the buyer and the seller is traditionally called social-role. However, buyer and seller do not actually meet because someone has assigned roles to them, or because they have voluntarily chosen those roles. They play a role only for an external observer, so to speak, objectively (although what, in essence, is objective?). Subjectively, they do an important job. For one person, the operation of buying an item is work, and for another, it is life. One earns his living, and the other lives: makes an important decision, fulfills his dream or gives in to impulse, etc. For a specialist in marketing, sales, business, etc. the situation of selling is an important matter, business.
Therefore, the definition of business interaction as a joint professional activity or interaction at work will be incomplete. Business interaction takes place not only “at work”. According to experts, soon the concept of “place of work” will cease to be relevant at all. People will work at home, at the computer, and interact via the Internet. We will talk about this in more detail in Chap. 2.
Business interaction is such an interaction between people in which at least one participant works, "does business", performs his professional duties.
Traditionally, such forms of business interaction are distinguished as a business meeting, meeting, negotiations, conferences and teleconferences, briefing, business correspondence(now, increasingly - by e-mail), presentation, personal selling and etc.
However, these traditional classifications must now also be revised.
There are four trends in the changing role of communication in business interaction:
Trend one: significant gain the role of communication, and not only business, but also that which is traditionally considered non-business.
Trend two: significant weakening the role of direct communication in connection with the development of electronic communication systems and virtual organization work.
Trend three: strengthening the role of communication in the process of creating services.
Trend four: stratification of society. These trends will be discussed in Chap. 2.
1.3. Ideology and technology of training
Training as an active socio-psychological training in the 80s, at the dawn of its formation, was criticized in Russian psychology for its "rootedness" in the principles of behavioral learning, and in fact - for its essence free from ideology. Some of my colleagues - the pioneers of the training, for example, N.Yu. Khryashcheva, had to prove at philosophical seminars that training can be substantiated with the help of the concepts of Soviet psychology 3 . In particular, they referred to D.N. Uznadze, which describes the impulsive and regulative levels of behavior, on the ideas of S.L. Rubinshtein on the psychological significance of the game, on the concept of P.Ya. Galperin on the formation of the orienting foundations of gnostic actions, etc.
In fact, these external ideological obstacles were largely due to the older teachers' fear of a popular movement, the results of which for themselves could be unpredictable. There was a danger of the coming choice: to remain a traditional lecturer or join a new movement. Both perspectives were oppressed by their uncertainty. The first one is because the traditional monologue lecturing could lose all attractiveness for students (but in reality it never did), the second one - because active methods implied “the introduction of one’s own personality into the learning space” (Yu.N. Emelyanov’s expression), and it required literally an internal upheaval, as it seemed that this would completely destroy the established model of relations between teachers and students.
Time has put everything in its place.
Many teachers became interested in the training, and then led it or used its elements in lectures.
There is no longer any need to bashfully renounce the behavioral roots of training. Everyone has long known that the behavioral doctrine in general first appeared in Russia, and its ancestor is Ivan Petrovich Pavlov. If you ask any American what behaviorism is, he will name two names: Pavlov and Watson, and if you ask our student, he will remember Pavlov and Skinner (the fact that Pavlov is the first is understandable, but why Watson is not the second is a mystery).
But let's go back a little. External ideological obstacles created a barrier through which it was necessary to “break through” to work, but did not create any difficulties. actually for coaching.
However, in this work itself, other difficulties arose. The list of "techniques" was like a textbook of communicative grammar, compiled in haste and, moreover, very inaccurately translated.
Techniques were "introduced" in series of 9-15, and it was impossible to "swallow" them. When I myself first came to the training, the list of argumentation techniques was so vast that it was impossible to remember at least one of them. I am very grateful to my first trainers for this training, but I must admit that I felt a little depersonalized. During the training it became more and more obvious that my personal identity and my life experience were irrelevant and, moreover, interfered with. I also began to notice that someone else's uniqueness is inconsistent in the training, and it is better for participants to follow the rules and follow the formula, instead of arguing, give opposite examples from own life, demonstrate something of your own, etc.
Individuality had to give way to the Western standard. Then it was not so obvious that we were becoming part of the international community, and standard techniques were not perceived as a universal language of communication. It seemed that Russia could not be measured by this common “communicative yardstick”. Communication was something much more than Western "communication".
Communication - it is a specifically Russian term. It is no coincidence that in other languages, for example, in English, there is no exact translation of the word "communication". Can communication cover all aspects communication in the Russian sense of the word? In Russian, communication is primarily a technical means of communication and, perhaps, some narrow specific aspect of communication. Communication is wider and deeper. This is the contact and interpenetration of personal worlds, and not just the exchange of information or pragmatic interpersonal "lubrication" of business interaction.
This difference in interpretation meant that the training seemed somewhat superficial to those of us who had already taken a training course in group psychotherapy before the training. “How much personality is shown in the training!” - my friend, Tatyana Ugarova, told me once during a break. She was working at the Institute at that time. V.M. Bekhterev, and before that we were finishing the medical specialization of the faculty together. “And it’s strange that the coaches don’t do anything about it. So much real material is being wasted to work with and work with,” she added regretfully.
In the mid-80s, Republican seminars on psychotherapy were held annually in Vilnius. Their main character was undoubtedly Alexander Alekseychik. His courses in psychotherapy, or "intensive psychotherapeutic life" as he called them, are unforgettable. However, I really wanted to visit the video trainings for partnership communication, which were held there by Estonian colleagues. Didn't happen, unfortunately. Every time there were not enough places (there were especially not enough places for those who came from Russia: the preference was given to the inhabitants of Lithuania - you can’t erase a word from a song here). But all the groups met regularly to discuss progress. And at these general discussions, the video trainers complained: “We are trying to work out some technique, for example, “paraphrase” 4 , and a group dynamic begins in the group, some kind of relationship of our own, with which we don’t know what to do.”
It seemed that something was going on in the training of communication skills that exceeded its original purpose in importance, but at the same time could interfere with the achievement of this goal. Suppose a biologist plants seeds on a plot to check their germination, and the flowers that he expected do not grow from the seeds, but they are beautiful. In order to still check the germination of seeds, you need to calculate the number of "correct" sprouts. But for this you need to remove these unexpected flowers. And the biologist does not have enough spirit for this.
The training served as a trigger for liberation, which then no longer needed "communication techniques" in order to unfold to its full extent. Every trainer has probably experienced that the situation he gave as an example, in order to fill some “technique” with lively content, became the subject of passionate discussion in the group. The participants were not up to "technicians" and sometimes even not up to the coach.
EXAMPLE Growth from “techniques” of completely different “colors”
The trainer suggests a situation in which it is necessary to use the repetition of part of the interlocutor's statement (repetition, or stage A verbalization).
Ivanovich, will you give me two people for urgent work on Sunday? Expected technically correct verbalizations:
For urgent work?
Two people?
You say two people on Saturday? and so on.
AND that's what happens in reality;
Participant A. This is a completely wrong approach. I'm struggling with this myself.
Participant B. Normal approach, especially at the end of the year.
U and with tn and k V. It is necessary to answer - what will happen to me for this?
Trainer. Let's try to use the repetition technique to clarify what the partner said.
At h and with t n and to A. No. I'm not giving you two people to work urgently on Sunday.
At h and with t n and to G. And what, it's normal. Is there a repeat? Eat. So everything is correct.
Trainer. Does it help you understand your partner better?
U a st n and k A. Why should I understand him? The main thing is to let go. I've already drunk on such "Ivanichs" in my lifetime. There is one... And he knows that I am at work every morning at 7.15. But no, he will wait until the end of the working day or Friday evening, and it begins ... How much blood he drank from me ...
U and with tn and k V. So it was him on purpose, it’s not clear, or what? One day, may I tell you? It won't take long... Etc.
The result - about technique A - the repetition of the partner's words - everyone naturally forgot.
Often it was more important for the participants to discuss the problem than to practice the techniques. Moreover, the techniques seemed to them powerless against the socio-psychological dramas that were relevant to them. Why repeat when you have to fight?
Faced with these types of situations, the coach could choose one of three paths:
gradually move away from techniques;
insist on practicing techniques, overcoming the resistance of the participants;
develop new techniques that are effective for resolving actual interaction dramas.
In the first case, the training becomes more of a study than a skill development. In the second case, the training turned into a social game. In the third case, it becomes more and more authorized and gradually grows into an independent training program.
Since not every coach has the strength and audacity to develop their own techniques, most of the coaches followed the first path. The training explored the “general factors” of effective listening, “principles”, “barriers”, etc. Of course, I cannot judge all trainers, and my sample is hardly representative. However, I often conducted trainings on my own programs with participants who had been trained in partnership communication by other trainers. In the vast majority of cases, participants they did not remember that they had any practice of techniques. The only exceptions are those trainers who have undergone methodological training with me. In these cases, I was able to rely firmly on the techniques already practiced (or at least stored in memory).
But more often than not, "techniques" do not come to the fore. Apparently, this corresponds to the deep specifics of the Russian mentality. Technology has always been and remains for us something secondary compared to ideology. Technique is secondary in relation to content, form - in relation to the essence, technical culture - in relation to spiritual culture. And in the training, the approach is more likely to be personality-developing than technological.
“Behavioral training, ignoring the personal meaning in interpersonal interaction, places the meaning of behavior within the framework of the behavior itself, rather than in the subject-subject context in which the behavior takes place. Thus, personal meaning is alienated from the personality of the individual and embedded in a behavioral act.
The true meaning of communication, which arises at the junction of the coincidence of the personal meanings of interacting people, escapes the attention of adherents of behavioral learning, and the interpretation of each other's behavior by the participants in communication depends on this.
The personal development approach claims to be more than cataloging and training communication skills. (Emelyanov Yu. N., 1985, p. 53.)
In my opinion, the balance of ideology and technology is important in training.
Modern training is free from external ideological demands. The ideology of training is the ideology of the creators of the programs and / or the ideology of those organizations that create and sell or order and buy training programs.
In general, who is in what much.
Ultimately, the coach is responsible for the ideology of the training.
Technology in the training is necessary, because otherwise it will not be a training, but a dispute. New approach, new vision of the problem, new way response - all this must be operationalized. The trainee must know HOW this is done. He must have an action algorithm that he can use.
I am convinced that many algorithms of action are more conducive to the development of personality and humane relations with other people than the declaration of ideas. Many people know what and how to be said and done, but do not know how to say and do it. The training is humanistic in that it helps to turn ideals into real actions. Training is humanistic in that it helps make communication predictably correct, respectful, and safe.
I am for technology. I am convinced that they are no less humane than discussions on the topics of humanism, respect for another person, etc. The use of techniques in training is an experience of partnership, correctness, and, ultimately, philanthropy and mercy.
1.4. Training as a model of partnerships
Partnership communication training is the name of the training, which reflects its main principle.
What is the partnership principle?
According to N. Yu. Khryashcheva, “the implementation of this principle creates an atmosphere of security, trust, and openness in the group, which allows group members to experiment with their behavior without being embarrassed by mistakes. This principle is closely connected with the principle of the creative, research position of the group members ”(Khryashcheva N. Yu. et al., 1999, p. 12). However, is this always the case?
Partnership implies psychological equality, and this is not always safe. Partnership presupposes the coordination of interests, and this is not always beneficial. Partnership involves following the contract, and this is not always convenient.
In the mid-1980s, the idea of partnership was still alien to us.
Two obstacles stood in the way of the training of partnership communication: 1) the unpreparedness of society as a whole and specifically the group members for true partnerships; 2) unpreparedness of trainers to implement the principle of partnership in practice and their inconsistency on this path.
The ability to be psychologically equal to an opponent or adversary is necessary for a diplomat or intelligence officer, it is an integral part of his profession, and in the absence of such an ability, he is unlikely to be able to defend the interests of his country. However, for the majority of people who are not empowered to represent their country before external forces, the feeling of their psychological equality with leaders and persons exceeding them in social status was not only not necessary, but even dangerous. The authoritarian state and society as a whole did not imply psychological equality. It seemed to be something frightening.
Socio-psychological training was the first model of psychological equality and partnership, but both the model itself and the methods of its implementation were imperfect.
The training form of education was revolutionary, that is, it included a certain leap and a certain revolution. Every revolution is to some extent a change of power. "He who was nothing will become everything."
And now the head of the shop of the largest enterprise in St. ) nobody.
In order to participate in the training on an equal basis with others, the boss needs to change many of his reactions, brought to the level of automatism. It is impossible to avoid this if you do not want to become a laughing stock in the eyes of others. It is impossible to ask for protection or otherwise obtain it, because the coach is obsessed with the idea of equality.
At best, this is a university teacher who is in ecstasy from the acquired professional freedom, previously limited by ideological boundaries; in the worst case, this is a person who joined psychology quite recently, graduated from short-term retraining courses and is engaged in training precisely because courage and pressure are needed here, and not the status and recognition of colleagues, which he has not yet achieved. For most older people, training could and, apparently, became a personal drama of the destruction of years of accumulated experience of interaction in conditions of hierarchical subordination and personal inequality. The training was a challenge that was perceived as a danger of personal collapse. It was necessary for five days to endure this destructive impact on established stereotypes in order to then return to the previous system of relationships and behavior, but with a shaken self-confidence. That is why most people, invested with a fairly high status, either intuitively avoided training, or even entered into a struggle with it, openly or secretly.
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You will understand that your experience, status and age are worth nothing. |
The revolutionary nature of training as a certain form and content of education was accompanied by the revolutionary nature of its introduction into the education system. This revolutionary nature also harmed the training itself. There was no special preparation for the training. Meanwhile, such training was necessary not only for coaches, but also for trainees. In the forms of implementation of the training, the very idea of psychological equality and partnership, which is proclaimed by the training and, under favorable conditions, is actually implemented in it, was violated. Psychological equality and freedom cannot be implanted or introduced by violent methods, because in this case they turn into their opposite. However, the training did not imply a free acceptance or non-acceptance of his ideology. Equality was mandatory for all.
In a slightly different way, but the right of a person to participate, refuse to participate or ignore any group procedure was also violated. Meanwhile, this undoubtedly violated the idea of psychological equality between each individual participant and the coach. Participation in classes that were held, for example, with the head of the Mi industrial enterprises, was by no means always voluntary on their part. Thus, many participants of the training were forcibly "attached" to psychological freedom and equality, which could cause them psychological harm.
It seems that in the early stages of its development, training often acted as a new means of psychological violence, more of a Jesuit violence than the direct pressure of the existing (then still existing) social system.
However, the impact of the training was not noticeable against the backdrop of deep and comprehensive social changes. The training was violence, but violence in the rather closed "laboratory" conditions of the training group. After the end, the group members could forget, displace her traumatic experience.
This paradox of introducing partnership through non-partner methods continues to be relevant today. According to B.D. Parygin, in search of the optimal model of partnerships, coaches find themselves “in such a delicate area of communication, where the possibility of deviation from them is greatest and even attractive. ...As a result, a fairly typical authoritarian model of relations is formed. Its paradox is that initially it is aimed, as it were, at the formation of a new, essentially anti-authoritarian, socio-psychological culture of a person ”(Parygin B.D., 2000, p. 21).
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Now we will have partnerships. And this is an order. |
Enough talking about costs, though. Now, even if the coach does not want a partnership, he gets it. Training participants often demonstrate such high-quality examples of communicative competence that one involuntarily feels like a “junior partner” rather than a “guru”. By the way, the partnership has its own hierarchy - there are "senior" and "junior" partners.
And now I will try to formulate what are for me the necessary criteria for the model of partnerships in training.
1. The principle of partnership is manifested in the fact that the coach proceeds from the premise equal rights of each participant to express their opinion, express their feelings, protest, make suggestions, etc., therefore I carefully and kindly accept everything.
2. The trainer considers the training as a joint work, appreciates the contribution of everyone and notes this contribution.
3. The coach fulfills his obligations and his promises.
4. The coach follows the rules declared by him and consistently requires this from each participant.
5. The principle of partnership is also manifested in the fact that the trainer does not shy away from answering questions that are uncomfortable for him, provides assistance when asked about it, and does not refuse to demonstrate the “techniques” he offers.
1.5. The evolution of training
An important trend in the development of the training movement, clearly manifested in the early 1990s, is psychotherapeutic. The training was not so much to instill psychological equality as to help to cope with it. Deprived of the usual social and economic supports, people found themselves in a state of psychological weightlessness. Characteristic was the gradual loss of one's own significance, materiality, one's socio-psychological weight. The usual feeling of stability was gradually, and sometimes abruptly, lost. Significantly increased general level fear, and fear for the life and well-being of loved ones and the fear of losing a job came to the fore in terms of intensity and persistence (Rakhova M, 1995).
The main objective of the training was to help people cope with the unbearable intensity and rapidity of change.
The psychotherapeutic trend is characterized by the spread of numerous quasi-training and quasi-psychotherapeutic movements, with mass sessions of healers and "psychotherapists" in stadiums, on television and in concert halls.
Professional psychotherapeutic training focused on solving problems and helping to overcome difficulties - personal, professional, communicative, etc. Training of this kind was psychotherapeutic because it created a sense of psychological security and gave hope. The psychotherapeutic nature of the training was also manifested in its greater individualization. Paradoxical as it may sound, but group training created optimal conditions for short sessions of psychotherapeutic interaction between group members and interaction between the facilitator and group members.
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Come to the training and I will console you |
Psychotherapy as such for most people who consider themselves normal was unacceptable, since the voluntary desire to undergo a course of psychotherapy would mean defeat, first of all, in their own eyes. Participation in curriculum, on the contrary, meant that a person is fighting and does not give up. The fact that in the course of the training a person received psychotherapeutic support made the training even more attractive, especially for those who were in dire need of this support. It is no coincidence that women, as a rule, predominate in the training programs of the psychotherapeutic sense.
A similar "feminine" trend can be traced in psychology as a whole. It was in the 1990s that psychology became more of a female science than ever before. It was consciously or unconsciously perceived as a calming discipline. The psychological training group acted as an ecological niche (in the words of K. Rogers) during a social storm. And the point here, apparently, is not even in the psychotherapeutic possibilities or orientation of the leaders. The psychotherapeutic effect is given by the very meeting of a person with a group of people similar to him (in this context, to her) and working out situations from life together with them, moreover, in laboratory, and therefore much safer, conditions.
At the same time, in the early 1990s, various forms of "intensive" training began to develop, in which people literally turned over on their backs, deliberately deprived of their usual internal supports, former attitudes, beliefs and prejudices using direct tactile and sound impact, often not even speech, but musical or noise.
The first such experiments were started in the 60s in the so-called Esalen school by W. Schutz and F. Perls (the founder of Gestalt therapy). The strongest impression on many was made by L. Reinhard's book "Transformation" about the enlightenment program of Werner Erhard. There are still those who use this book and Erhard's training as the basis for their trainings. There are many other movements as well. It is by no means always only non-professionals who are engaged in “intensive” training.
For example, at the very first lesson of the first stage of the “Synton-program” (Kozlov N.I., Ustinov D.Yu., 1997), boys and girls are invited to perform the exercise “Circle of Reliable Hands”. This is an exercise in which “a microgroup forms a circle facing the center, and a guy (or girl) becomes in the center, relaxes, closes his eyes and begins to fall back, forward, sideways - in any direction. Those standing in the Circle gently catch it and pass it opposite or in a circle, so that the one standing in the circle has a feeling of a cradle or swinging on the waves ... First, let there be a DEMONSTRATION. To do this, let the girls name the eight most reliable (who you can rely on) and loving guys. The guys who came out and stood in a circle shake a big girl so that everyone can see that this is possible and good. The task of the presenter here is to give a mood, to tune not to a sporty style, but to LOVE and TENDERNESS, Will they be able to convey this through their hands? .. And most importantly: this is a LOVE TASK. A person inside the circle must feel through the body that he is loved here ”(N.I. Kozlov, D.Yu. Ustinov, 1997, p. 10-11). In the same synthon program, lesson 3 introduces the Hugging pact: “Hugging when we meet is just as accepted as greeting!” (Ibid., p. 25).
In the “The World Begins with You” trainings, in order to quickly “penetrate barriers” and “get rid of problems”, forms of degraded worldly vocabulary or even unprintable abuse, etc. are used. Trainings of the “intensive” direction are more personal than behavioral orientation. It would be more correct to define it as a model of overcoming problems, rather than the development of communicative competence.
But since the main trend in the development of training is a market one, it dictates the development of training in one direction or another - in the direction of soft (or shock) psychotherapy or in the direction of teaching new skills. And in my opinion, the learning model wins. But this victory is likely to be short-lived. The training model will soon be replaced by the accompaniment model.
Initially, the clients of the training sessions were mainly organizations and institutions, later - individuals who came to open programs on the basis of an announcement or a special invitation received by mail or via the Internet. To attract clients, the training began to respond to real requests from group members related to new living conditions. Nowadays, in training, in fact, there are only those programs that find their buyer.
However, this does not mean at all that training only responds to market demands. He is proactive. Future customers, and even more so future Training Participants, do not always know what they really need. Professional psychologists quickly and more accurately feel the trends in changing requirements for the psychological capabilities of a person. Perhaps they feel it subconsciously. It seems to them themselves that they act under the influence of their own “endogenous” interest coming from within, and then it turns out that this is exactly what others require. This idea was eloquently articulated in the book Funky Business: “Art gallery goers didn't ask Picasso to invent cubism... And it's not, damn it, consumers who came up with CDNow or Amazon. com. If you want to do something really interesting and revolutionary, learn to ignore your customers... They are conservative and boring, unimaginative and don't know what they want. If your clients have more new ideas than you do, either hire them or look for another job” (K. Nordström and J. Ridderstrale, 2000, p. 172).
An interesting trend in the development of training can be observed in the rules of some modern business games, or, as they are commonly called, “simulations”. An example is the game "Tango".
- Emotional intelligence in communication. Myths about emotions at work and emotional intelligence. The Four Habits of Emotional Competence. "Positive" and "negative" emotions in the work of the leader. Stereotypes about emotions hindering the development of emotional leadership. Accounting for the emotional factor in the decision-making process.
- Development of emotional literacy. Awareness of emotions. Classification of emotional states and the global drama of emotional intelligence.
- Emotional laws of business communication. Eight levels of complexity in business communication: what are the difficulties in business communication and how to overcome them?
- Group discussion management. Discussion management algorithm.
- The law "Map is not equal to territory" and how does it affect the achievement of agreement in communication?
- How to ask difficult questions and communicate with employees in conflict situations. The nuances of asking questions: why sometimes people do not want to answer questions and how to change this?
- Intention when asking open-ended questions. Types of intentions and their impact on the effectiveness of communication.
- Tips for using active listening techniques.
- Algorithm effective communication: nuances of use in various situations of business communication.
- Managing the emotions of others. Typical mistakes and rules.
- Countering strong aggression in business interaction.
- Technicality and sincerity in communication: how to be natural using algorithms, techniques and techniques?
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"Socio - psychological training of communication and interaction"
Completed: teacher - psychologist
MBOU secondary school №2 Rudkova Yu.K.
Signature________
The overall goal of socio-psychological training - increasing competence in the field of communication - is specified by various tasks solved in its process.
Depending on the priority of the tasks to which socio-psychological training is directed, it can take on various forms. All the variety of these forms can be conditionally divided into 2 large classes:
1) focused on the acquisition and development of special skills, for example, the ability to conduct a business conversation, resolve interpersonal conflicts, etc.;
2) aimed at deepening the experience of analyzing situations of communication, for example, correction, formation and development of attitudes necessary for successful communication, developing the ability to adequately perceive oneself and other people, and analyze situations of group interaction.
The process of acquiring new skills and experience is carried out with the active participation of group members. The principle of activity, which is implemented in socio-psychological training, does not involve the assimilation of ready-made knowledge and techniques, but the independent development of more effective communication skills.
Another important principle of socio-psychological training is the principle feedback on which the acquisition of a new perceptual, emotional and cognitive experience is built. In the practice of socio-psychological training, conditions are empirically identified that are a necessary prerequisite for constructive feedback, for example, the descriptive, rather than evaluative nature of feedback, its non-delayed nature, specificity, relevance to the needs of both the recipient and the sender, its implementation in the context of the group.
Social - psychological training is carried out in groups of 8-12 people under the guidance of a psychologist who has undergone special training. In the process of socio-psychological training, various methodological techniques are used: group discussion (basic methodological technique), role-playing games, non-verbal techniques, etc. The use of video recording during classes significantly increases the effectiveness of socio-psychological training, providing participants along with feedback received from others group members, objective feedback.
The relevance lies in the fact that along with the implementation of specific tasks for socio-psychological training in such groups, as in other types of training, in the process of direct group interaction, knowledge is acquired in the field of psychology of the individual, group, communication, relationships that develop between people, develop the ability to adequately and fully perceive oneself and other people, sensitivity to group processes increases and skills are developed for using this experience in later life.
Methodical development social - psychological training.
"Socio - psychological training for effective communication and interaction."
The purpose of the training: team building and building effective teamwork.
Tasks:
Formation and strengthening of a common team spirit, by rallying a group of people;
Development of responsibility and contribution of each participant in solving common problems;
Obtaining emotional and physical pleasure from the results of the training;
Team awareness.
Stage 1.
The goal is to create an atmosphere of goodwill and working capacity in the training group.
Introductory Lecture:
Parable "The Boy and the Starfish"
“A man was walking along the shore and suddenly saw a boy who was picking up something from the sand and throwing it into the sea. The man came closer and saw that the boy was picking up starfish from the sand. They surrounded him from all sides. It seemed that there were millions of starfish on the sand, the shore was literally dotted for many kilometers.
- Why are you throwing those starfish into the water? the man asked, coming closer.
- If they remain on the shore until tomorrow morning, when the tide begins to ebb, they will die, - the boy answered, without stopping his occupation.
- But that's just stupid! the man shouted. - Look around! There are millions of starfish here, the coast is just dotted with them. Your attempts won't change anything!
The boy picked up the next starfish, thought for a moment, threw it into the sea and said:
- No, my attempts will change a lot ... for this star.
Then the man also picked up the star and threw it into the sea. Then another. By nightfall, there were many people on the beach, each of whom picked up and threw a star into the sea. And when the sun rose, there was not a single unsaved soul left on the beach ...
Hello, my name is Yulia Konstantinovna Rudkova, we are starting a training called "Social and psychological training for effective communication and interaction."
Great ..., Now I suggest you listen to the rules of our training:
1. One speaks - everyone listens.
2. Do not interrupt the speaker.
3. Respect each other's opinions.
4. Respect classmates (do not call names, call by name).
5. I am a statement.
6. Non-judgmental judgments.
7. Speak calmly.
8. Activity.
9. Rule "stop".
10. Privacy.
- Does everyone agree with these rules, maybe someone else has any suggestions? I propose to start our training.
Exercise number 1 "Spider line"
Objectives: This game helps children get to know each other and take their place in the group in a fun and enjoyable way. Therefore, it is good to use it at the beginning of collaboration. Along with that, "The Web" is a great experience for feeling the cohesion of the group.
Materials: A ball of thread.
Instructions: Please sit in one big circle. Each of you now has the opportunity to tell us your name and tell us something about yourself. Maybe one of you would like to talk about your favorite toy, what you do best, or what you like to do in your free time. You have a minute to think about what you want to tell us about yourself... (Take the ball in your hands and start the game yourself.)
My name is Julia, and I love to dance very much ... (Pinch the free end of the thread tightly in your hand and throw the ball to the child sitting opposite.)
If you want, you can tell us your name and tell us something about yourself. If you don’t want to say anything, then you can simply take the thread in your hand and throw the ball to the next one.
Thus, the tangle is passed on and on until all the children are part of one gradually growing web. Then talk to the children about anything that can help group cohesion. "Why do you think we made such a web?"
After this conversation, you will need to dissolve the web again. To do this, each child must return the ball to the previous one, calling him by name and, perhaps, retelling his story about himself. This continues until the ball returns to you. Perhaps sometimes the thread will get tangled when trying to unravel the web. In such cases, it is possible to humorously comment on the situation by saying that the members of the group are already closely "connected".
Stage 2.
The goal is to specify the overall goal of the socio-psychological training by each member of the group.
Warm-up exercise "Swap places"
Purpose: warm-up, creating conditions in order to get to know each other better, to understand how much they have in common, to increase the interest of the participants in each other.
Participants sit on chairs in a circle. The driver goes to the middle of the circle and says the phrase: “Change places” those who ... (for example, know how to fry fried eggs). At the end, some sign or skill is called. The task of those who possess this skill or sign is to change places. The leader's task is to have time to sit in any vacant seat. The one who did not have time to sit down becomes the new driver.
Exercise "Imagine an opponent."
Purpose: to get to know the members of the group, to learn to listen and hear a friend.
“Now I will ask you to pair up, but in a certain way: you need to choose the person with whom you communicate the least.”
Children are divided into pairs.
“Now I ask you to turn to each other and for four minutes tell about yourself to a friend, two minutes per person.”
Children begin to communicate, at this time the presenters take out materials: Paper and pencils.
“Now I ask you to gather again in a circle. Now I will give you leaflets and ask you to draw your friend, it is advisable to reflect in the drawing everything that you heard: his interests and favorite things, everything that he managed to tell about himself. ”Children draw their opponent.
“Now each one in turn puts the drawing in the center of the circle and tells everything that he has learned about the comrade from it.”
Reflection exercise: Speak in a circle, did you like hearing about yourself from the outside? Do you like what they said about you, etc. Who learned something new about their comrades?
Stage 3.
The goal is the awareness of psychological ideas, the methods that are offered to the group. Promotion of each participant, his activation in the group.
Exercise "Silent and speaking mirror"
Goal: Communication using non-verbals.
The idea of the exercise belongs to G. I. Marasanov. What is the essence of the procedure? The host invites a volunteer to enter the circle, who will "look in the mirror."
Instruction:
- Your task is only to reflect in the "mirror", or rather in two "mirrors", to determine which of the members of the group approached you from behind. These two "mirrors", of course, will be alive. One will be silent: it will be able to explain to you who is behind your back, only with the help of facial expressions and gestures. The second "mirror" is the speaker. It will explain what kind of person this is, of course, without naming him. Choose from the group of those two who will become a silent and speaking "mirror".
After the player has made a choice, the facilitator gives the "mirrors" more detailed instructions:
- "Mirrors" stand next to the wall. The main player is in front of them. All the other members of the group are located behind him and one by one silently approach him from behind. Reflection by "mirrors" occurs in turn. At first the silent "mirror" works. If the main player cannot guess the person behind his back, then the "talking mirror" enters and says one - only one! - a phrase. If the player again does not guess, then again - it is possible in a different way - it reflects a silent "mirror" and so on. The player's task is to guess the person behind his back as quickly as possible.
For "mirrors" there are certain conditions. The silent "mirror" is actually not limited in the ways of "reflecting" a person behind the back of the main player. But you should not focus only on the image of purely external features of people, and even more so emphasize some physical characteristics.
Exercise "Stubborn Centipede"
Goals:
To test on experience the effectiveness of partnership in conditions of communication and in its absence, the impact of the contract on the achievement of a group goal;
Reveal the leadership capabilities of the players;
Induce team emotions of mutual support, responsibility, cohesion.
Instruction: all participants gather in the center of the playground, creating a circle, facing outward from the circle. They join hands, forming a living ring.
During the first stage of the game, you can not communicate - talk, exchange information. Each of the players determines for himself a place within the playground where he would like to get. This place can be located not only opposite the player, but also behind him or on any other side. At the command of the coach, everyone should try to reach their designated place as soon as possible and stay there for at least 3 s. After all the team players have visited their chosen places, you can inform the coach about the completion of the group task. The sooner the team completes the task, the better the result will be recorded at the end of the game.
Concluding the explanation of the rules, the coach once again reminds that communication between the participants in any form is strictly prohibited. In addition, whenever the players release their hands, the coach will stop the progress of the group until the living ring is fully restored. (Elapsed time is included in total time game and, of course, worsens the result.) If there are no questions, then the “Start!” you can start the game. When the coach received a message from the team that each of the participants reached the intended goal, he announces the result - how long it took to complete the group task.
We pass to the second stage. Here the same rules, except for one significant change: players are allowed to talk, they can work out some kind of group strategy.
The second stage is held, after which the coach again announces the result to the team.
Completion: discussion of the game.
What did you like about the game?
What caused the difficulty?
Please comment on the results of the first and second stages. What do you think is the reason for these results?
Exercise "Confusion"
Purpose: to master an active style of communication and develop partnership relations in a group.
Instruction: the participants stretch their hands inside the circle, and the coach connects the hands of the players in such a way that confusion is obtained. In each hand of one player is the hand of another. In this case, the coach should try to bring together as many participants as far apart as possible. Once the confusion has been created, the group is given a limited time to unravel without disengaging their hands and being careful of their playmates so as not to hurt them with ill-conceived movements and actions. The final game will be either a circle or several groups of players connected in series with each other. It is known from experience that in 90% of cases the task, no matter how difficult it may seem at first glance, is doable. A rare case is a knot that cannot be untangled. So during the game, the coach plays two roles:
- supports players in an effort to unravel, reminds them to be attentive to each other, encourages testing of various options for action;
Completion:
When the problem is solved or the time is up, the group together with the coach sums up the game.
What, in their opinion, could enhance the effectiveness of solving the problem?
Who was nominated by the group as leader or became a self-proclaimed leader? How does the group feel about this phenomenon?
Exercise "Eastern Market"
Goals:
Help participants to get to know each other better, reduce the distance in communication;
Reduce the feeling of tension due to the inclusion of the "here and now" in the game situation;
To draw the attention of the participants to each other, uniting them by competition in partnerships.
Equipment: sheet of paper, pen/pencil for each player.
Instruction:
Remember the picture of the eastern market in musical fairy tale Ali Baba and the Forty Thieves? With what associations do you associate the phrase "eastern market"?
Screams...
The smell of food and spices...
Brightness, riot of colors...
Brisk trading, attempts to buy low, sell high ...)
Amazing! So, it is on such a market that we will get to you in a few minutes. But first we need to prepare.
Everyone gets a piece of paper and a pen/pencil. Fold the sheet in half horizontally and tear it into two halves. We, in turn, bend them in half again and tear them apart. We received four pieces of paper. We also fold and tear them. Now (6:) each has an eighth sheet in their hands. On each of the eights, we will write our first and last name legibly and large. Now we fold each note with the text inside several times. Please put the prepared notes with your names in the center of the room. A pile of notes stacked in the center of the room is carefully mixed by the trainer.
Now, when all the preparations are finished, we will go to the eastern market. Everyone will come to a pile of notes and randomly draw out eight pieces.
Then, within 5 minutes, you will have to persuade, argue, exchange ... find and return to yourself - buy - all eight sheets with your name. The first three buyers who manage to get the most expensive goods the fastest will come up to me with their notes. No questions?
Started!
…The game starts. It is accompanied by the most active contact between the players, shouting, laughter, etc. From time to time, the coach keeps the heat up by announcing how many minutes are left before the market closes. Closing the market, announces the names of the three winners of the game.
Outcomes of the exercise:
What did you like and what not in the last game?
What tactics did you use during the bargain: active search, waiting for counter offers, "aggressive marketing", mutual exchange, attempt to deceive a partner?
Now try to name the names of the comrades that you managed to remember!
Exercise "Dictionary of emotions"
Purpose: development of opportunities in the verbalization of emotional states.
Additional objectives of the coach: to introduce an element of competition.
Instruction. Now we will unite in teams: the first, second and third. (The coach forms teams by numbers.) In business interaction, emotional states often arise that are difficult to determine. Often a partner or we ourselves find ourselves in an indefinite state: an emotion has arisen, but we cannot understand what is happening to us (or to a partner). Something indefinite, some kind of anxiety, confusion of feelings, an indistinct echo of some kind of feeling ... Meanwhile, these emotions disrupt the clarity of communication, bring in “emotional noise”.
It is necessary not to ignore the emotional state that has arisen, but to qualify and recognize it - for two reasons: 1) in order for this emotional state to become less intense and thus cease to be an obstacle to understanding; 2) so that this emotional state, being named and understandable, becomes an important signal that contributes to a more accurate understanding of the partner and oneself.
Each team within 10 minutes must make as long a list of emotional states as possible. These will be neither negative nor positive emotions, and intermediate - for example, interest, impatience, excitement. These states contain elements of both positive and negative emotions. For example, excitement can combine enthusiasm and nervousness, impatience is both an anticipation of a joyful event and an anxious expectation of something unpleasant. Interest can be "sweet" and painful ... So, each team comes up with a list of emotions that combine elements of positive and negative experiences. It is acceptable if any of these elements will outweigh. The main thing is that both elements are present. Are there any questions? You are given 10 minutes for this activity. After 10 minutes, the coach invites the teams to start. Each team names one state. If this state has already been named by another command, it cannot be repeated. You just have to cross it off your list. When discussing the results of the exercise, the trainer can ask the question: “What new states have you discovered for yourself?” Typically, participants notice how poor their everyday language is, which rarely uses words other than “normal” or “not important” to describe states. Participants rediscover words such as confusion, confusion, excitement, enjoyment of danger, concentration, concern, puzzlement, surprise, suspense, uncomfortable, uncomfortable.
During the discussion, the trainer may also touch upon the issue that the verbalization of feelings can be performed with varying degrees of respect towards the partner.
Exercise "Blind and guide"
Purpose: acquaintance with visual deprivation, development of sensitivity, susceptibility to a partner.
Equipment: blindfolds.
Instruction:
Participants of the exercise are divided into pairs. A partner is sought with closed eyes.
The task includes two parts.
A) Participants who have found each other are determined with their roles. One of them becomes "blind" (a blindfold is put on), and the second becomes a "guide".
Attention! "Guides" should be instructed on safety issues and the rules of conducting the "blind".
Between the "blind" and the "guide" contact is made by the hand.
The "blind" gets acquainted with various objects in the room, gets acquainted with the space of the room, studies the people he meets, feels the walls and surfaces of various objects, gets the opportunity to go out into the corridor.
b) There is a role reversal. "Blind" becomes "guide", and vice versa.
Initially, hand-to-hand contact is made between the "blind" and the "guide", which, after a while, is replaced by exclusively auditory contact.
Participants are not limited in their movements, they get the opportunity to study the training room. At the same time, the “blind” is given an attitude to search for new, special sensations.
At the end of the exercise, the participants share their feelings.
"Who had it harder, the 'blind' or the 'guide'?"
"What difficulties did you encounter in the process of doing the exercise?"
Stage 4.
The goal is to receive a personal feedback plan for each member of the group. The final stage.
Exercise "Gift"
Giving and receiving gifts is an art that, like any other art, can and should be learned, as it is a manifestation of a person's inner culture. It does not matter at all whether you give an expensive gift or just a nice souvenir.
A gift should be an expression of our good attitude towards a person, and not a means of calming an unclean conscience. The ability to give gifts indicates how developed a person's ability to love another.
Starting with the coach, each in turn depicts an object using pantomime and gives it to his neighbor on the right (a ticket to the Black Sea, decoration, cake, flower, etc.).
Breathing exercises "Relaxation"
Deep breathing allows you to relax, regardless of the thoughts that overcome a person. It is not for nothing that in the films, the policemen or doctors who arrived at the scene of the action advise the victims, first of all, to breathe deeply and evenly. In stressful situations, breathing quickens and the body lacks oxygen. Deep breathing promotes the supply of this vital gas to the brain and to all cells in the right volumes.
Instruction:
Inhale and exhale slowly and deeply through your nose, counting from 1 to 4 as you inhale and exhale. Try to relax your shoulders and upper chest muscles as you breathe.
"Group Drawing"
Purpose: reflection of emotions on a piece of paper.
Inventory: pencils, felt-tip pens, whatman paper
A box of colored pencils and markers is placed in the center of the circle.
Instruction: "I suggest you take pencils or felt-tip pens and draw on whatman paper what he wants, the impression that our training left today, thereby completing our day with a drawing, a drawing of our group." The group members begin to draw.
Parable about coffee.
A young girl comes to her father and says:
Father, I am tired, I have such a hard life, such difficulties and problems, I am always swimming against the current, I have no more strength ... What should I do?
Instead of answering, my father put three identical pots of water on the fire. He threw carrots into one, put an egg into another, poured ground coffee beans into the third. After a while, he took a carrot and an egg out of the water and poured it into a cup of coffee.
What changed? he asked his daughter.
The carrots and eggs have boiled, and the coffee beans have dissolved in the water. she replied.
No, my daughter, this is only a superficial view of things.
Look, hard carrots, having been in boiling water, have become soft and pliable. The fragile and liquid egg became hard. Outwardly, they have not changed. They only changed their structure under the influence of the same adverse circumstances - boiling water. So people - strong outwardly, can fall apart and become weaklings where fragile and tender only harden and get stronger ...
What about coffee? she asked.
ABOUT! This is the fun part! The coffee beans completely dissolved in the new hostile environment and changed it - turned it into a magnificent aromatic drink. There are special people who do not change due to circumstances - they change the circumstances themselves and turn them into something new and beautiful, deriving benefit and knowledge from the situation.
Conclusion
The development of this socio-psychological training is intended for students in grades 5-11.
Expectations for the effectiveness of the training:
anxiety relief -90%
adjustment interpersonal relationships – 85%
respect for classmates - 95%
Increase in positive emotions - 100%
Development of emotions of mutual support, responsibility, cohesion - 80%
Bibliography
Psychotherapeutic encyclopedia. - St. Petersburg: Peter. B. D. Karvasarsky. 2000.
Vachkov I.V. Fundamentals of group training technology. Proc. allowance. –– M: Os-89, 1999. – 176 p.
Kipnis M. Communication training. - M.: Os-89, 2004. - 128 p.
The book "Psycho-gymnastics in training" (St. Petersburg: Rech, 1999), Part II, "Training of sensitivity"
Marasanov G.I. Socio-psychological training M.: Kogito-Center, 2007. - 93 p.
Klyueva P.V., Svistun M.A. Programs of socio-psychological training. - Yaroslavl, 1992.
Bykov A.K. Methods of active socio-psychological education: tutorial. - M.: TC Sphere, 2005. - 160 p.
Fopel K. How to teach children to cooperate? Psychological games and exercises: Practical guide/ Per. with it.; In 4 volumes. T. 4 - M.: Genesis, 1999.- 160 p.: ill.
