1. Reception of stress relief consists in a few pleasant phrases of a personal nature, a light joke.

2. Reception of "hook" - it can be an unusual question, comparison, personal impressions, an anecdotal case, a brief statement of the problem.

3. Reception "stimulation of the imagination" - the formulation of a number of questions that should be considered in the conversation.

Refutation of the arguments of the interlocutor suggests, in particular, that if your arguments were followed by objections, then:

Listen to several objections at once: the interlocutor gets annoyed if you interrupt him, and even on the most important thing;

Do not rush to answer until you understand the essence of the objections;

Find out if the objections were really caused by different points of view or maybe you did not clearly formulate the essence of the issue;

Ask questions in such a way that the interlocutor is faced with the need to choose between two answers.

Exit contact - also an important element of business communication. The results of the conversation should be summarized. It is useful to establish specific deadlines, a way to inform each other about the results of the planned actions. Thank your interlocutor.

A business conversation is necessarily carried out when a person is employed for work. It is in this situation that the employer and the job candidate demonstrate psychological and pedagogical skills and the ability to conduct a business conversation.

During the selection interview, answers to the following questions should be studied: whether the candidate will be able to perform this job; is it suitable for the job? would this be the best choice?

Typically, a business conversation in the form of a structured interview with a job applicant lasts at least 20 minutes. The purpose of the conversation (interview) is to assess the professionally important business and personal qualities of the candidate:

Professional knowledge and work experience;

The degree of interest in this work;

Active or passive life position;

Purposefulness and readiness to solve the most complex tasks;

The degree of independence in decision-making and responsibility for the results of their work;

Striving for leadership;

Ability to lead and willingness to obey;

The level of intellectual activity, the ability to creatively approach problem solving;

Willingness to take risks or excessive caution;

Ability to speak and listen well;

Appearance and demeanor;

Honesty and decency.

When preparing for a business conversation, the employer (HR manager) draws up a list of 15-20 basic and 10-20 additional questions.

Indicative list of key questions

1. Tell us a little about yourself.

2. How do you look at life: what difficulties do you see in it and how do you cope with them?

3. What attracts you to work with us in this position?

4. Why do you consider yourself worthy of this position? What is your advantage over other candidates?

5. What are your strengths?

6. What are your weaknesses?

7. Why did you leave your previous job?

8. Why did you decide to change jobs?

9. Have you received any other job offers?

10. How successful were you in your interviews in other places?

11. Does your personal life interfere with this work associated with additional loads (irregular working hours; long or distant business trips, constant traveling)?

12. How do you imagine your position in 5-10 years?

13. What changes would you make in your new job?

14. Who can you contact for feedback on your previous work?

15. What salary do you expect?

Sample list of questions

From the side of the candidate

For employment

1. How have the goals of the organization changed since its founding?

2. Is the staff stable enough or is there a high turnover of staff?

3. What is the form of ownership of the organization?

4. Are the services or products seasonal?

5. Are the terms of employment seasonal?

6. Does the organization have positive or negative public opinion?

7. What new products and services have the organization developed?

8. Are there connections with foreign organizations?

9. What are the recruitment criteria?

10. What is the wage system?

11. What payments and benefits are included in the compensation package?

12. What will be my responsibilities?

13. Who will I work with?

14. To whom will I report?

15. Will I have subordinates and who exactly?

16. What are my career prospects?

17. What are the prospects for my salary growth?

At the end of the interview, the candidate should thank for the attention given to him and agree on the timing of the final decision on hiring. He can agree that he himself will contact in person or by phone at the agreed time.

Questions for self-control

1. Name the functions of a business conversation.

2. What is a formalized conversation?

3. What does preparation for a business conversation include?

4. List the basic rules for conducting a business conversation.

5. Expand the structure of a business conversation.

6. How many basic and additional questions are prepared in advance for a business conversation?

7. What are the main techniques for starting a conversation.

8. What are the features of preparing a conversation on the part of the employer when hiring candidates?

9. Prepare a detailed plan of conversation with a younger student about his attitude to learning and behavior. 10. Justify the psychological and pedagogical techniques that contribute to the activation of the respondent's interest in the process of conducting a conversation.

Bibliography

Andreev V.I.

Kolechenko A.K. Encyclopedia of pedagogical technologies: A guide for teachers. SPb., 2002.

Ponomarev I.B. Fav. works: Jurid. psychology, conflictology and management psychology, pract. psychology in internal organs. affairs. M., 2002.

Psychology and ethics of business communication // Ed. V.N. Lav-rinenko. M., 2000.

Skopylatov I.A., Efremov O.Yu. Personnel Management. SPb., 2000.

Chapter VIII

PREPARATION METHOD

AND HOLDING

COLLECTIVE FORMS

PSYCHOLOGICAL AND PEDAGOGICAL

ACTIVITIES

GENERAL CHARACTERISTICS

COLLECTIVE FORMS

PSYCHOLOGICAL AND PEDAGOGICAL

ACTIVITIES

For the current state of management of the education system, the most striking feature is the process of decentralization, i.e. transfer of a number of functions and powers from higher management bodies to the bodies of collective management of the educational process.

The public nature of the management of the education system lies in the fact that, along with state authorities, public bodies are created, which include representatives of the teaching and student teams, parents, the public, etc. Their participation in management forms real prerequisites for creating a creative atmosphere and a positive psychological climate in the staff of the educational institution.

The solution of psychological and pedagogical problems depends on the extent and how the teaching and educational potential of the teaching staff is used, how effectively various forms of interaction with the subjects of training and education are used.

Revealing the main feature of the teaching staff, it is necessary to note the multifunctionality of the teaching profession. A modern teacher simultaneously performs the functions of a subject teacher, a leader in the field of education and upbringing, a leader of a circle or studio, and a public figure. The polyfunctionality of the activities of individual teachers determines the polyfunctionality of the activities of the entire teaching staff. Solving professional problems, the teaching staff goes beyond the educational institution. The impact on the surrounding social environment, the formation of the pedagogical culture of parents and society as a whole also become its integral function.

Another feature of the teaching staff is its high degree of self-management. The main fundamental questions of life and collective activity are the subject of discussion at various levels of management. This is confirmed by the activities of the school council, the pedagogical council, methodological commissions, and public organizations. The delegation of authority vertically to ordinary teachers creates the necessary prerequisites for the formation of a positive public opinion in the team, the development of independence and initiative. As a rule, the functional responsibilities of the members of the teaching staff, its leaders are clearly defined, job descriptions are mandatory, and forms of control and self-control have been worked out.

One of the features of the activity of the teaching staff is the collective nature of work and collective responsibility for the results of pedagogical activity. The individual efforts of individual teachers will not bring the desired success if they are not coordinated with the actions of other teachers, if there is no unity of action, requirements in organizing the school day, in assessing the quality of students' knowledge, etc. The unity of teachers can be manifested in value orientations, views, beliefs, but does not mean uniformity in the technology of psychological and pedagogical activity.

In psychological and pedagogical activity, collective and individual forms of work of a general educational institution are distinguished. Collective forms include meetings of the school council, the pedagogical council, the parent committee, holding psychological and pedagogical consultations, etc.

Class parent meetings are a traditional form of work. Meanwhile, the method of their implementation needs to be improved. One of the approaches to organizing class meetings is the problematic formulation of topics, for example: “Getting rid of difficulties or facing them helps to raise children?”, “Is it possible to be late in cultivating kindness, responsiveness?” etc. But there should be not only a problematic wording, but also an interest in holding the meeting.

The forms of organization of collective work change and are updated depending on many factors. The main factors in the use of certain forms are the following:

State policy in the field of education, legislative acts and documents;

Moral and psychological climate in the team, material and technical possibilities of organizing teamwork;

The presence of pedagogical experience, innovative openness and activity of teachers, the level of professional readiness of school leaders for the implementation of teamwork;

The specific situation in the school team, in the relationship between teachers, teachers and students, teachers and leaders.

In the organization of collective work there is not and cannot be a division of forms into new and old, modern and non-modern, since their effect depends on individual, group or collective needs and capabilities.

PREPARATION PROCEDURE

AND CARRYING OUT GENERAL

ASSEMBLY

One of the collective forms of psychological and pedagogical activity widely used in the daily activities of an educational institution is general meetings of teachers and school conferences.

Practice shows that this is an effective way that can significantly affect the improvement of the level of skills of teachers, their competence and erudition, the effectiveness of the educational institution as a whole.

The main functions of the general meeting:

- consideration and approval of the long-term plan, the main activities of the teaching staff for the coming period, focused on meeting the needs of the educational institution and its members;

Solving issues related to the participation of teachers in school management; discussion and adoption of plans for joint work of the teaching staff, administration, students, parents by external organizations;

Formation of self-government bodies in the school team;

Development and formulation of proposals of the teaching staff to improve the educational process;

Consideration and approval of regulations, rules, leaflets and instructions governing the internal activities of the staff of the educational institution;

Listening to reports and information, evaluating the results of the activities of the bodies of the teaching staff, etc.

Organization of the meeting requires step-by-step preparation:

Drawing up a list of participants (name, position held);

Determining the place, date and time of the event;

Notifying participants of the meeting about its holding;

Preparing a plan for the meeting.

Order of conduct

General meetings (sessions

pedagogical council)

The secretary opens the meeting.

"Dear colleagues! According to the list of full-time employees at the school, there are 120 people, 108 people are present at the meeting, 12 are absent - all for a good reason. The meeting is also attended by I.I. Sidorov is the head of the district council.

What will be the proposals for opening the meeting? A proposal was made to open the meeting. Who is in favor of this proposal, please vote. Who is against, abstained? Adopted unanimously (majority vote). The meeting is declared open.

To conduct the meeting, it is necessary to elect a presidium. What will be the proposals? A proposal was made to elect a presidium of 7 people. Are there other opinions? No. Accepted. I ask you to propose candidates for the presidium. (At the suggestion of the composition of the presidium, the floor is offered to such and such ...)

The following comrades have been proposed for the presidium of the meeting... How will we vote: individually or by list? Whoever is in favor of the election of the named comrades to the Presidium, I ask you to vote. Who is against, abstained? Adopted unanimously (majority vote).

I ask the elected comrades to take their seats at the presidium table.” (The comrades elected to the presidium from among themselves determine who will act as chairman.)

Chairman: “Dear colleagues, I consider the meeting continued.

The following agenda is brought to your attention. 1. Information of the chairman of the pedagogical council of the school on the work done in 2003/04 academic year. d. 2. On measures for the qualitative implementation of state educational standards in the activities of the teaching staff of the school. Speaker - Deputy director of the school for educational and educational work A.N. Petrov.

What is your opinion on the agenda? There was a proposal to approve the agenda. Who is in favor of this proposal, please vote. Who is against, abstained? Adopted unanimously (majority vote).

To streamline the course of the meeting, we need to develop and approve the rules. How much time does the speaker ask for? How can we agree on speeches, inquiries, a break?

The speaker asks for 30 minutes. There is a proposal to limit speeches in the debate to 10 minutes. Break - after 1.5 hours of work (or: finish work without a break). Those who support these proposals, please vote. Who is against, abstained? The proposed regulation was adopted unanimously (by a majority of votes).

Let's move on to the first question. The floor for information is given to the chairman of the pedagogical council of the school I.I. Ivanova. What questions will be on the information? No questions? What is your opinion about the information? There is a proposal to take note of this information. Who is in favor of this proposal, please vote. Who is against, abstained? The information was taken into account unanimously (by a majority of votes).

We begin consideration of the second item on the agenda. The floor for the report is given to the Deputy Director for Educational and Educational Work A.N. Petrova".

At the end of the report, the chairman: “The report is over. When and in what form will we ask questions to the speaker: now, during the meeting, orally or in writing? There was a proposal to ask questions during the meeting in writing. Are there any other offers? Accepted.

Let's start discussing the report. The floor is open... Those wishing to speak, please sign up in the presidium. Get ready to perform...

Dear colleagues! 7 people spoke in the debate, 5 more people signed up to speak (name the names of those who signed up).

There was a proposal to close the debate. There is an opinion in the presidium to let the announced next speaker, as well as the head of the district council, speak and stop discussing the issue. There will be no objections? Who is in favor of this proposal, please vote. Who is against, abstained? Adopted unanimously (majority vote).

Debates are over. The floor for the conclusion is given to the speaker.

The floor for reading the draft decision of the meeting is given ...

There is a proposal to adopt this draft decision as a basis. Are there any other opinions? Accepted. Who will have changes, additions? Who is in favor of making additions to the draft decision? Who is in favor of this proposal, please vote. Who is against, abstained? Adopted unanimously (majority vote).

Who has references, comments on the conduct of the meeting?

The agenda is over.

The meeting is declared closed.

Who has ads?

This completes the general meeting (conference).

PSYCHOLOGICAL AND PEDAGOGICAL

CONSILION: ESSENCE, REQUIREMENTS

FOR PREPARATION AND CARRYING OUT

The form of organization of psychological and pedagogical interaction, called "pedagogical consultation", is one of the most difficult, but quite effective forms in solving various pedagogical problems. The main features of the conduct of a psychological and pedagogical consultation are described in the works of a number of domestic teachers and psychologists 1 .

The term "concilium" (lat. - consilium) borrowed from medical vocabulary and literally means "a meeting of doctors to discuss the patient's condition, determine and clarify the diagnosis, and decide on treatment methods." Thus, in a narrow sense, the council initially acts as a form of activity based on collective discussion and decision-making on issues related to certain deviations in the functioning of the diagnosed phenomenon, object or process.

Psychological and pedagogical council - an organizational form of activity of school teachers, the purpose of which is a collective discussion of the results of diagnosing schoolchildren, their training and upbringing according to a specific program and on common grounds, collective assessment of certain aspects of the personality, identifying the causes of possible deviations, the formation of certain personality traits, as well as collective development of means to overcome the detected shortcomings.

There are planned and unscheduled consultations. The tasks of the planning council may include:

Determination of ways of psychological and pedagogical support of the child;

Development of coordinated decisions to determine the educational correctional and developmental trajectory of the development of the student's personality;

Dynamic assessment of the child's condition and correction of the previously planned program;

Solving the issue of changing the content of correctional and developmental work upon completion of training (academic year).

Unscheduled councils are assembled at the request of parents, the administration of an educational institution, specialists, teachers or educators.

An unscheduled consultation involves the solution of the following tasks:

Analysis of suddenly arisen psychological and pedagogical tasks and the adoption of any emergency measures for the revealed circumstances;

Discussion of the results of corrective and developmental work and, if necessary (if the effectiveness of such work is low), changing its direction in the changed situation.

In addition, the psychological and pedagogical council may be devoted to the results of a survey of a certain category of schoolchildren or a discussion of individual work with one or another difficult student.

Several forms possible organizing and holding psychological and pedagogical council.

First form - a consultation held as a meeting at which the results of a joint specific study on a previously identified problem are discussed in order to determine the diagnosis and methods for further work. With this form, there is a scientifically based determination of the characteristics of the development of the personality of the student (student team), the strategy and tactics of pedagogical work, specific methods of pedagogical influence (or interaction) within the framework of the specific problem that was the subject of joint study.

Second form - joint discussion of specific programs necessary for the implementation of educational, developmental, corrective work. This form is closely related to the first.

Third form - joint discussion of the concept, strategy and tactics for the development of the entire teaching staff of the school or its individual structural elements in specific conditions (taking into account the specifics of the staff, the contingent of students, the material base and other aspects of school life that affect the final result of the work of the teaching staff). fourth form is a synthesis of various forms and can be defined as a pedagogical council for the joint discussion of several problems of a complex nature. In particular, it can be a pedagogical council to discuss both the results of studying the characteristics of the development of the personality of a student (student team), and correctional (educational, developing) programs built on these data.

Mandatory diagnostic procedures, which covers every student.

Examination of preschoolers at the stage of admission to school;

First-graders at the stage of adaptation to the school environment;

Fourth graders at the stage of finishing primary school;

Fifth-graders at the stage of adaptation in the middle link;

Adolescents during an acute age crisis;

high school students.

The consultation is held based on the results of the examination of students at each stage of the diagnostic examination and includes:

1) organizational and methodological preparation in conducting the survey (preparation of materials, notification of all participating persons);

2) conducting the first stage of a diagnostic examination - observing students in the classroom (2 hours per class):

Carrying out diagnostic procedures with all students;

Conducting an expert survey of teachers;

Conducting an expert survey of parents;

Processing of results;

Selection of a group of students for conducting various schemes to deepen psychodiagnostics;

3) conducting the second stage of psychodiagnostic examination;

4) preparation for the psychological and pedagogical consultation:

Conducting consultations with teachers regarding the upcoming council;

Preparation of analytical information, drawing up a plan for discussion at the council (identification of psychologically disadvantaged groups of students with various types of problems);

Preparation of forms for the conclusion of the council;

5) holding a psychological and pedagogical consultation:

Exchange of information between teachers regarding specific students;

Development and planning of strategies to accompany each student;

Filling in the form of the opinion of the council for each student;

Development and planning strategies for the whole class;

6) implementation of the decisions of the council:

Implementation of general advisory activities (holding parent meetings, advising the administration, subject teachers);

Planning joint actions of the class teacher and psychologist;

Selection of students in special developmental groups;

Conducting individual consultations of parents, teachers and students;

Implementation of psychological and dispatching activities (search for a specialist, ensuring his contact with the client, implementation of supportive measures);

Planning and implementation of related forms of work (education, general development work and

7) planning and monitoring the effectiveness of the work being done.

The task of teachers in the council is to help each teacher approach the assessment of the student's intellectual development, the main qualities of his personality from different angles, to show " the complexity and ambiguity of its manifestations, relationships; to reveal the problems of self-esteem, motivation, features of cognitive and other interests, emotional mood, and most importantly - to provide an approach to the student with an optimistic hypothesis regarding the prospects for his further development and outline a real program of work with him.

During the consultations, teachers pay special attention to the following characteristics of students: social and labor activity; moral education; attitude to teaching; cultural outlook; leading interests and inclinations; the ability to highlight the main thing in the educational material; ability to plan educational work; ability to exercise self-control

in teaching; be persistent in learning; state of health; the educational influence of the family, the collective.

It is obvious that the role of psychological and pedagogical councils will increase as innovative learning technologies based on a student-centered approach are introduced into practice.

Questions for self-control

1. Name the features of teaching staff.

2. What applies to the main collective forms of work of a general educational institution?

3. What are the goals of general meetings of school teachers?

4. What do the stages of preparation of the general meeting of the team include?

5. Demonstrate how to conduct general meetings.

6. What are the goals of psychological and pedagogical consultations at school?

7. When are unscheduled psychological and pedagogical consultations held?

8. Expand the possible forms of organizing and conducting a psychological and pedagogical consultation.

9. What characteristics of schoolchildren are given special attention by teachers during psychological and pedagogical consultations?

10. Prepare a draft decision of the planned psychological and pedagogical council based on the results of a diagnostic examination of adolescents during an acute age crisis.

Bibliography

Andreev V.I. Pedagogy: Proc. creative course. self-education. Kazan, 2000.

Intraschool management: Question. theory and practice / Ed. T.I. Shamova. M., 1991.

Denisenkova N.S. School teaching staff. M., 1984.

Slastenin V.A. etc. Pedagogy: Proc. allowance for students of higher education. ped. education, institutions. M., 2002.

Spirin L.F. Theory and technology for solving pedagogical problems (developing professional pedagogical training and self-education) / Ed. P.I. piddly. M., 1997.

TASKS FOR INDEPENDENT

SOLUTION WORKS

PSYCHOLOGICAL AND PEDAGOGICAL

TASKS

Tasks for the analysis of the pedagogical situation

Literature teacher worked in high school for two years, she loved and knew her subject. Last year, a boy from another school came to her in the 10th grade. The reason for the transfer is conflicts with teachers. He changed already the third school. Igor, that was the name of the boy, was immediately liked by classmates and teachers. Smart, erudite, neat, he always tried to take an active part in the social life of the class and school. The teacher even often wondered what happened in those schools from which he had to leave?

The boy studied the first quarter. There were no comments for him. The parents breathed a sigh of relief at the parent-teacher meeting, because the teacher had only good things to say about their son. Igor became the leader in the class.

It all started in the second quarter, when they began to study a new work. He loudly announced to the whole class that this work was no longer relevant, it was not interesting, why not allow, as abroad, to study any work for each student and go to those subjects that he considers necessary. Sitting in class is boring, everyone is just silent, etc. So every class...

1. Diagnose the type of accentuation of Igor's character.

2. Diagnose Igor's act in a specific pedagogical situation.

3. Formulate strategic, tactical and situational tasks in the situation that has arisen.

4. Prepare a version of the questionnaire for high school students about the quality of teaching them literature, including the following fragments: the introductory part of the questionnaire with instructions; one closed question; two half-closed; one open; question-filter; Security Question.

5. Develop a ten-question interview form for a survey of the best teachers of literature - methodologists on ways to ensure high quality teaching of their discipline.

6. Prepare a form for observing the behavior of high school students in a literature lesson, based on the fact that the observation is structured and not included.

7. Develop a form for monitoring the quality of teaching literature by the teacher in the classroom.

Tasks for the analysis of pedagogical

Tests for educators on the development of speech.

1. What are the main areas of work on the development of children's speech in kindergarten (according to GEF DO)

Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

2. What does the work on the formation of the grammatical structure of speech include?Work on morphology: change by gender, number, case; word formation: the formation of one word on the basis of another; syntax: construction of simple and complex sentences.

3 . What are the tasks of vocabulary work?

Enrichment, expansion, activation of children's vocabulary.

4. The child is not interested in GCD for speech development. What needs to be done to increase interest in speech development classes?

Organize classes so that the child is involved in the process of independent search and discovery of new knowledge. Less control, more autonomy and trust.

Intellectual and practical activities in the classroom should be varied.

It is necessary to constantly change the form of questions, tasks, stimulate the search activity of children, creating an atmosphere of hard work.

The more new material is connected with the child's personal experience, the more interesting it is for him.

Accounting for the individual, age, medical, mental characteristics of the child.

The emotionality of the teacher, his ability to support and direct interest in the content of the lesson. Use of IT technology in the classroom

5. Name the forms of speech.

Dialogical and monologue

6. What skills are developed in the dialogue.

Listen to the interlocutor, ask a question, answer depending on the context.

7. What forms of work are used when teaching children coherent speech.

Retelling, description of toys and plot pictures, storytelling from experience, creative storytelling.

8. Leading technique for teaching correct pronunciation

Parenting Sample

9. From what age group does the work on teaching children monologue speech begin?

middle group

10. From what age group does work begin on teaching children dialogic speech?

Junior group

11. System of methods and techniques that ensure successful memorization, preservation and reproduction of information- this is _mnemonics

12. What is the subject of study of the methodology of speech development?
Answer options:
a) the process of mastering children's native speech and speech communication skills under the conditions of targeted pedagogical influence;
b) the process of independent mastery of native speech by children without interference from adults;
c) the formation of communication skills in the conditions of unregulated activities;
d) the development of children's speech in play activities;
e) the process of forming the cognitive activity of preschool children.

13. The basis of the methodological principle of ensuring active speech practice is the position that the development of speech occurs only ...
Answer options:
a) on the basis of innate language abilities;
b) during the game;
c) in the process of communication;
d) in the process of development of intelligence;
e) in the process of the child's objective activity.

14. Word formation is a component ...
Answer options:
a) the grammatical side of speech;
b) the sound side of speech;
c) connected speech;
d) the lexical side of speech;
e) figurative speech.

15. What is not considered a form of verbal creativity of children
Answer options:
a) creation of neologism words;
b) writing poems;
c) reading poems by heart;
d) writing stories and fairy tales;

16. What forms of dialogic speech do you know?

conversation, conversation

17. What technique is considered leading when organizing a conversation?

Question

18. In what sequence should different types of questions be placed in each completed part of the conversation (micro-topic)?

1. reproductive issues

2.Search questions

3. General questions

19. What types of monologue speech exist?

1. Retelling

2. Telling a story

3. Telling about the toy

4. Telling children from experience

5. Creative stories

20. Name the verbal methods and techniques for the development of speech.

Methods:

1. Reading and telling fiction

2. Learning by heart

3. Retelling

4. Conversation

5. Telling from a picture, about a toy, from experience

6. Creative storytelling

Receptions:

1 question

2. Repetition

3. Explanation

4. Speech sample

21. Name visual methods of speech development

Methods:

1. Observations

2.Excursions

3. Inspections of the premises

4. Consideration of natural objects.

5. Examination of toys, paintings, photographs,

6.Simulation

Receptions:

1. Displaying a picture, toy, movement or action

2. Showing the position of the organs of articulation when pronouncing sounds

Preparing for a conversation

Includes:

1. Planning:

preliminary analysis of the participants and the situation;

the initiative to conduct a conversation and determine its objectives;

definition of strategy and tactics;

a detailed plan for preparing for the interview.

2. Operational preparation:

collection of materials;

selection and systematization of materials;

thinking and arranging materials;

work plan;

development of the main part of the conversation;

start and end of a conversation.

3. Editing:

control (i.e. checking the work done);

shaping the conversation.

4. Workout:

mental rehearsal;

oral rehearsal;

rehearsal of the conversation in the form of a dialogue with the interlocutor.

Planning a conversation comes down to the following steps:

compiling and checking the forecast of a business conversation;

establishing the main, promising tasks of the conversation;

search for suitable ways to solve these problems (strategy);

analysis of external and internal opportunities for the implementation of the conversation plan;

definition and development of medium-term and short-term objectives of the conversation, their relationship and priority;

development of measures for the implementation of these tasks (development of a program of work, a plan for individual elements of the conversation), etc.

Phase I. Starting a Conversation

establishing contact with the interlocutor;

creating a pleasant atmosphere for conversation;

to attract attention;

arousing interest in the conversation;

"interception" of the initiative.

Any business conversation begins with an introductory part, which takes up to 10-15% of the time. It is necessary to create an atmosphere of mutual understanding between the interlocutors and relieve tension.

The tasks that are solved at the beginning of the conversation are primarily related to establishing contact with the interlocutor, creating an atmosphere of mutual understanding, awakening interest in the conversation. It is from the first phrases of each participant in the meeting that their further attitude to the subject of the conversation and their interlocutor as a person depends.

Ways to start a conversation:

The method of stress relief - allows you to establish close contact with the interlocutor.

The method of "hook" - allows you to briefly state the situation or problem, linking it to the content of the conversation, and use this "hook" as a starting point for a planned conversation.

The method of stimulating the game of imagination - involves posing at the beginning of the conversation many questions on a number of problems that should be considered in it.

The method of direct approach - means a direct transition to the case, without a speech.

The right way to start a conversation is to:

an accurate description of the goals of the conversation;

mutual introduction of interlocutors;

topic name;

representation of the person conducting the conversation;

announcement of the sequence of consideration of issues.

What you need to pay attention to when establishing personal contact with the interlocutor:

• a) clear, concise and meaningful introductory phrases and explanations;
• b) addressing interlocutors by name and patronymic;
• c) appropriate appearance (clothing, smartness, facial expression);
• d) showing respect for the personality of the interlocutor, attention to his opinions and interests;
• f) asking for an answer, etc.

The initial stage of the conversation is primarily psychological. The first phrases often have a decisive effect on the interlocutor; decision to listen to you further or not.

Phase II Transfer of information - transfer of information with which you want to acquaint them. Such a transmission should be accurate, clear (no ambiguity, confusion, understatement), professionally correct and, if possible, visual (use of well-known associations and parallels, as well as visual aids).

The purpose of this part of the conversation is to solve the following problems:

collection of special information on the problems, requests and wishes of the interlocutor;

identifying the motives and goals of the interlocutor;

transmission of scheduled information;

analysis and verification of the position of the interlocutor.

• 5 main groups of questions:
• 1. Closed questions are questions that are expected to be answered "yes" or "no". What is the purpose of these types of questions? Get reasonable arguments from the interlocutor for the expected answer from him.
• 2. Open-ended questions are questions that cannot be answered "yes" or "no", they require some kind of explanation ("What is your opinion on this issue?", "Why do you consider the measures taken insufficient?").
• 3. Rhetorical questions - these questions are not answered directly, because their purpose is to raise new questions and point out unresolved issues and to secure support for our position from the participants in the conversation through tacit approval (“We are of the same opinion on this issue, right?”).
• 4. Critical questions - keep the conversation in a well-established direction or raise a whole range of new issues. ("How do you imagine the structure and distribution.?").
• 5. Questions for reflection - force the interlocutor to reflect, carefully consider and comment on what was said ("Did I understand your message correctly that.?," Do you think that.?).

Particular attention should be paid to the brevity of the presentation. It is necessary not to forget about the time frame of the conversation. Voltaire once said: "The secret to being boring is to tell everything."

You should always keep in mind the direction of the conversation, i.e. keep in mind its main tasks and not deviate from the topic, even if the interlocutors bombard the speaker with questions.

When informing, you need to listen sincerely and with interest to the speaker. And at the same time, try to remain yourself: natural, polite without formalism, a hospitable host, alien, however, to Manilov's outpourings.

In the process of informing, you should carefully monitor everything that the interlocutor asks, the meaning of his words. If something is unclear, be sure to ask a clarifying question, but in such a way that the interlocutor, when answering, expresses his own opinion, and does not try to speak using well-worn stereotypes.

Phase III. Argumentation

Argumentation is a way of persuading someone through meaningful logical arguments. It requires great knowledge, concentration of attention, presence of mind, assertiveness and correctness of statements, while its result largely depends on the interlocutor.

What matters here is:

• 1. Operate with simple, clear, precise and convincing concepts.
• 2. The method and pace of argumentation must correspond to the characteristics of the interlocutor's temperament.
• 3. Conduct arguments correctly in relation to the interlocutor, tk. this, especially with long-term contacts, will be much more profitable for you:

always openly acknowledge the correctness of the interlocutor when he is right, even if this may have adverse consequences for you;

you can continue to operate only with those arguments that are accepted by the interlocutors;

avoid empty phrases.

4. Adapt the arguments to the personality of your interlocutor:

direct the argument to the goals and motives of the interlocutor;

avoid simply listing facts;

use terminology that your interlocutor understands.

• 5. Avoid non-business expressions and formulations that make argumentation and understanding difficult.
• 6. Try to present your evidence, ideas and considerations to the interlocutor as clearly as possible.

There are two main constructions in argumentation: evidence-based argumentation, when you want to prove or substantiate something, and counterargumentation, with which you refute the statements of negotiating partners.

To construct both constructions, the following basic argumentation methods (logical) are used.

The fundamental method is a direct appeal to the interlocutor, whom you acquaint with the facts and information that are the basis of your argument. If we are talking about counterarguments, then we must try to challenge and refute the arguments of the interlocutor.

The contradiction method is based on identifying contradictions in the opponent's argument. By its very nature, this method is defensive.

The method of drawing conclusions is based on exact reasoning, which gradually, step by step, through partial conclusions, leads you to the desired conclusion. When using this method, one should pay attention to the so-called apparent causality. Finding an error of this kind is not as easy as in the example of using apparent causality in one physics lesson. The teacher asked the student: "What do you know about the properties of heat and cold?" All bodies expand in heat and contract in cold. "That's right," said the teacher, "and now give some examples." Student: "It's warm in summer, so the days are longer, and in winter it's cold, and the days are shorter."

The method of comparison is of exceptional importance, especially when the comparisons are well chosen.

The yes-but method. Often the partner gives well-chosen arguments. However, they cover either only advantages or only weaknesses. But since in reality any phenomenon has both pluses and minuses, it is possible to apply the "yes-no" method, which allows us to consider other aspects of the subject of discussion. In this case, you need to calmly agree with your partner, and then begin to characterize this subject from the opposite side and soberly weigh what is more here, pluses or minuses.

The "boomerang" method makes it possible to use the partner's "weapon" against him. This method has no force of proof, but it has an exceptional effect if applied with a fair amount of wit.

Ignore method. It often happens that a fact stated by a partner cannot be refuted, but it can be successfully ignored.

The survey method is based on the fact that questions are asked in advance. Of course, it is not always advisable to immediately open your cards. But you can still ask your partner a series of questions in advance in order to at least basically reveal his position.

Visible support method. It consists in the fact that, for example, the partner has stated his arguments, and now you take the floor. But you do not object to him at all and do not contradict him, but, to the amazement of all those present, on the contrary, come to the rescue, bringing new evidence in his favor. But only for appearances. And then a counterattack follows, for example: “You forgot to cite such facts in support of your thought ...“ But all this will not help you, because ...” and then comes the turn of your counterarguments.

Thus, it seems that you studied the partner’s point of view more thoroughly than he did, and after that you were convinced of the inconsistency of his theses. However, this method requires particularly careful preparation.

Phase IV End the conversation and make a decision.

The last stage of the conversation is its completion. Successfully completing a conversation means achieving predetermined goals. At the last stage, the following tasks are solved:

decision-making

achievement of the main or (in an unfavorable case) secondary (alternative) goal;

providing a favorable atmosphere;

stimulating the interlocutor to perform the intended actions;

maintaining in the future (if necessary) contacts with the interlocutor, his colleagues;

compiling a summary with a clear main conclusion, understandable to all present.

There are two ways to accelerate decision making: direct and indirect acceleration.

DIRECT ACCELERATION. An example of such a technique: "Are we going to make a decision right away?" most often the interlocutor has not yet had time to make a decision, and therefore he answers: "No, not yet. I still have to think it over."

Using the "direct acceleration" technique, you can make a decision in the shortest possible time. But such a technique often does not achieve its goal, since in 50% of such cases the interlocutor says "no".

INDIRECT ACCELERATION. This technique allows you to bring your interlocutor to the desired goal gradually. It has the advantage that you start working towards your goal fairly early, reducing the risk of failure.

There are four variations of this approach.

hypothetical approach. Almost all people experience some fear when they find themselves in a situation where they need to make a decision. In this regard, it is advisable to talk only about a conditional decision, so that the interlocutor relaxes and gets used to it gradually. The following formulations are suitable for this: "If ...", "If ...", "Suppose that ...".

step by step solutions. The final conclusion of the interlocutor can be prevented by assuming that the main decision of the conversation has already been made. Then only preliminary or partial decisions are made. Thus, you capture individual moments of decisions even before the interlocutor has given his consent. As a result, a strong influence (by suggestion) on the interlocutor in the right direction is achieved.

Alternative solutions. The essence of this approach is that you offer the interlocutor alternative solutions to the issue. It is important that both options suit you.

All of the above methods of indirect decision-making acceleration are productive on their own, and if they are used in combination, their efficiency will be even higher.

Using these methods, you kind of lead your interlocutor into a harmless dead end. He goes deep into it and involuntarily approaches the final decision.

The interlocutor remembers the final part of the speech best of all. This means that the last words have the most powerful effect on him. In this regard, it is recommended to write down and memorize the last few sentences, or at least the final one.

A few general tips for ending a conversation:

Feel free to ask the other person if they agree with your goal.

Do not show uncertainty in the decision phase. If you hesitate at the moment of making a decision, then do not be surprised if the interlocutor also begins to hesitate.

Always leave one strong argument in reserve to support your thesis, in case the interlocutor begins to hesitate at the time of making a decision.

Use credible arguments, as it is better if the interlocutor makes a decision now than later.

Don't back off until the other person says "no" clearly several times.

Do not surrender to the mercy of the interlocutor until you have tried all known forcing methods.

Watch the behavior of the interlocutor in order to understand in time that the conversation is coming to an end. End the conversation at the right time.

Having reached the goal, say goodbye to the interlocutor. As soon as a decision is made, thank the interlocutor, congratulate him on a reasonable decision.

The end of a conversation cannot be reduced to a mere repetition of its most important points. The main ideas should be formulated very clearly and concisely. You must give the general conclusion an easily digestible form, i.e. make a few logical statements full of meaning and significance. Every detail of the generalizing conclusion should be clear and understandable to all those present, there should be no place for superfluous words and vague formulations. In a generalizing conclusion, one main idea should prevail, most often stated in the form of several provisions that consistently express it in the most concise form.

With all the variety of forms of business communication, business conversation is the most common and most often used.

A business conversation is an oral contact between business partners who have the necessary authority from their organizations and firms to establish business relationships, resolve business problems or develop constructive approaches to their solution.

The main task of a business conversation is to convince the partner to accept specific proposals.

Among the most important functions business conversations include:

Mutual communication of employees from the same business area;

joint search, promotion and prompt development of working ideas and plans;

• - control and coordination of already started business events;
• - maintaining business contacts;
• - stimulation of business activity.

As a form of communication, a business conversation is subject to all the laws and rules - psychological and ethical interpersonal communication. However, the business conversation has its own characteristics. They concern primarily structures and types business conversation.

Structure and characteristics of the main stages of a business conversation. Methods and techniques

What is the structure of a business conversation? As the main stages business conversations traditionally distinguish the following.

• 1. Preparation for a business conversation.
• 2. Establishing the place and time of the meeting.
• 3. Start a conversation.
• 4. Statement of the problem and transfer of information.
• 5. Argumentation.
• 6. Parrying the remarks of the interlocutor.
• 7. Making a decision and fixing an agreement.
• 8. Completion of a business conversation.
• 9. Analysis of the results of a business conversation.
• 1. Preparing for a business conversation. Before you make contact, you need to demonstrate your readiness to communicate with a smile turned to your partner with your head slightly tilted forward with your torso.

When choosing a behavior model, carefully look at the interlocutor. What he really is? What state is it in? What prevails in it - rational or emotional? What is his life experience? How did he arrive at the position he presents?

It is known that US President Franklin Roosevelt received a list of persons every evening who would have to give an audience the next day. Next to each name, the president's adjutant put down the visitor's profession and hobbies. At the same time, relevant literature was brought into the office. The next day, Roosevelt stunned and delighted his interlocutors by talking with one about fishing, with another about steelmaking, with a third about philately. For many years, Roosevelt was considered an unsurpassed interlocutor.

• 2. Setting the place and time of the meeting. When agreeing on the place and time of the meeting, you can use the following positions:
  • a) position "from above": "I'm waiting for you at 16.00 in my office";
  • b) position "from below": "I would like to consult with you. When and where should I drive up?" ("When will you be able to receive me?");
  • c) position "on an equal footing": "We should discuss this issue thoroughly. Let's agree on a place and time for our meeting."
• 3. Start of a conversation. The beginning of the conversation is the most difficult for the interlocutors. Partners know very well the essence of the subject, the goal they pursue in this communication, they clearly represent the results they want to get. But almost always there is an "internal brake" when it comes to starting a conversation. How to start? Where to begin? What phrases are the most suitable?

Some partners make the mistake of ignoring the beginning of the conversation and going straight to the heart of the problem. Figuratively speaking, they immediately go to the beginning of the defeat. Why?

Starting a conversation can be compared to tuning musical instruments before a concert. How you set it up is how you play it. And many business conversations end before they even begin. The reason often lies in the fact that the first phrases spoken by partners turn out to be too insignificant. But after all, it is they, these first two or three sentences uttered by us, that form the partner’s internal attitude towards us, towards the conversation itself, determine the degree of trust or alertness of the interlocutor.

Here are some examples of the so-called "suicidal" beginning of the conversation.

• 1. Begin with an apology or show signs of uncertainty: "I'm sorry if I interrupted...", "I would like to hear again...", "Please, if you have time to listen to me...", "I'm not a speaker ...", "Of course, I'm not an expert ...", etc.
• 2. Start with a display of disrespect and disdain for the interlocutor: "Let's quickly consider with you ...", "I just happened to pass by ...", "I have a different opinion on this matter ..."
• 3. Force the interlocutor to make excuses, take a defensive position and look for counterarguments: "What are you doing here ...", "What kind of disgrace is going on with you ..."

There are many ways to effectively start a business conversation, the so-called "right openings", but we will focus on only a few of them.

Stress Relief Method allows you to establish close contact with the interlocutor. It is enough to say a few warm sincere words - and you will easily achieve this.

You just need to ask yourself: how would your interlocutors want to feel in your society and what words do they expect from you? An appropriate joke that will cause a smile or laughter in those present also helps to defuse the initial tension and create a friendly atmosphere.

The method of "hooking" or - "stimulating the imagination" allows you to briefly state the situation or problem, linking it to the content of the conversation. For this purpose, one can successfully use some small event, comparison, personal impressions, an anecdotal incident or an unusual question.

The direct approach method means going straight to the point, without any introduction. Schematically, it looks like this: we briefly report the reasons why the interview was scheduled, quickly move from general questions to specific ones and proceed to the topic of the conversation. This technique is "cold" and rational, has a direct character and is most suitable for short-term and not very important business contacts.

Of course, difficulties at the beginning of the conversation cannot be avoided.

Any person, communicating with many other people, gradually accumulates his personal experience and forms his own ideas about the methods of effective communication. This should be borne in mind if difficulties arise at the beginning of a conversation, especially with unfamiliar interlocutors. A typical example is the spontaneous emergence of liking or disliking, which is based on a personal impression caused by the fact that our interlocutor reminds us of someone.

This can have both a positive and a negative impact on the course of the conversation. It is especially dangerous if prejudices and prejudices arise. In such cases, you need to act prudently, without haste.

4. Statement of the problem and transfer of information. For the success of a business conversation, it is important to ask yourself: what goal can a partner set and what result does he expect from a meeting with you? In addition, it is necessary to foresee which outcome of the conversation will suit you, and which option you consider the most acceptable for both parties.

Informing about the case with which you came to the meeting should be as specific as possible and based on knowledge of the following important communication features:

• - one should speak in the "language" of the interlocutor in order to minimize the losses that occur in the process of conversational communication when decoding information;
• - convey information from the position of "you-approach", taking into account the goals and interests of the interlocutor, making him a co-author of his ideas, and not an opponent.

To do this, for example, instead of the phrase "I came to the conclusion ..." say "You will be interested to know that ..."; instead of "I would like ..." say "Do you want ..."; instead of "Although you are not interested in ..." convincingly state "As you have obviously already heard ...", etc .;

• - take into account the motives and level of awareness (competence) of the interlocutor on a specific problem;
• - try to abandon the monologue and move on to a dialogue, using specific questions for this and thinking with the interlocutor;
• - observe the reactions of the communication partner and flexibly change their behavior based on the situation (change the complexity, speed, "loudness" of the presentation of information).

When presenting your position, one should not be afraid of the questions of the interlocutors, but on the contrary, one should be able to encourage them to do so. Then you will have the opportunity to find out what your opponents are most interested in, what they themselves know about the problem, what they are afraid of (fear) and where they will try to persuade you. In addition, at this stage of a business conversation, you yourself, receiving information about the partner’s opinion on a specific issue, should actively ask him (information does not come to us on its own, it must be “extracted” with the help of questions). Therefore, you need to know which questions are best to use.

There are five main groups of questions.

Closed questions. These are questions that are expected to be answered with a clear "yes" or "no". They contribute to the creation of a tense atmosphere in the conversation, as the interlocutor gets the impression that he is being interrogated. Therefore, it is better to ask closed questions not when we need to get additional information, but in those cases when we want to quickly obtain agreement or confirmation of an earlier agreement (i.e., at subsequent stages of a business conversation).

Open questions. These are questions that cannot be answered "yes" or "no", they require some explanation. These are the questions "what?", "who?", "how much?", "why?". They are asked in cases where additional information is needed or it is necessary to find out the motives and position of the interlocutors. The danger of such questions is that by asking too many of them, you can lose the thread of the conversation, get away from discussing the topic, lose initiative and control over the course of the conversation.

Rhetorical questions. These questions are not directly answered, as their purpose is to raise new questions and point out unresolved problems. By asking a rhetorical question, the speaker hopes to "turn on" the interlocutor's thinking and direct him in the right direction.

An excellent example of the role of rhetorical questions was given by the outstanding Russian lawyer F. N. Plevako. One day he defended a beggar old woman who was accused of stealing a French muffin. She was of noble origin and therefore subject to the jurisdiction of a jury. The prosecutor, speaking before Plevako, delivered an hour-long accusatory speech, the meaning of which boiled down to the fact that, although the crime that the old woman committed was small, she should be condemned to the fullest extent of the law, since the law is the law, and any, even insignificant, of its violation undermines its foundations, the foundations of autocracy, and ultimately causes irreparable harm to the Russian Empire.

The prosecutor's speech was emotional and made a great impression on the public. The lawyer's speech consisted of several phrases, and the main semantic load fell precisely on the rhetorical question. He said the following: “Dear gentlemen of the jury! It’s not for me to remind you of how many trials our state has experienced, and how many of them Russia has emerged victorious. , French. Do you think the Russian Empire will bear the loss of one French bun?" The defendant was acquitted.

Breaking questions. They keep the conversation in a fixed direction or raise a whole range of new issues. Similar questions are asked in those cases when we have already received enough information on one problem and want to "switch" to another. The danger of using these questions lies in the possibility of imbalance between partners.

Questions for reflection. They force the interlocutor to reflect, think carefully and comment on what was said. The purpose of these questions is to create an atmosphere of mutual understanding.

5. Argumentation. The greatest influence on partners in a business conversation is exerted by argumentation (from Latin - judgment) - a way of persuading someone through meaningful logical arguments. It requires great knowledge, concentration of attention, presence of mind, assertiveness and correctness of statements, while its result largely depends on the interlocutor. In order for the argumentation to be successful, it is important to enter into the partner's position, to "feel" him.

In the argumentation, as a rule, two main constructions are distinguished:

• - evidence-based argumentation, with the help of which you can prove something to your partner;
• - counterargumentation, with which you can refute the partner's beliefs.

Moreover, both constructions include two categories of arguments:

• 1) facts or considerations indicating that this proposal (position, decision) will allow the interlocutor to receive some benefits;
• 2) facts or considerations that convince the interlocutor that this proposal (decision) will avoid any specific troubles.

For general constructions of argumentation, the same techniques are used, which consist in a thorough study of all factors and information (the leader can adopt the argumentation methods described by P. Mitsich):

The fundamental method is a direct appeal to the interlocutor, whom we acquaint with the facts and information that are the basis of our evidential argument. An important role here is played by digital examples, which are a great background. In contrast to verbal information, numbers look more convincing. This is happening to a certain extent also because at the moment no one present is in a position to refute these figures.

contradiction method based on identifying contradictions in the partner's argument. In essence, this method is defensive.

Inference Extraction Method is based on precise reasoning, which will gradually, step by step, through partial conclusions, lead us to the desired result.

Comparison method is of exceptional importance, especially when the comparisons are well chosen, which gives the performance exceptional brightness and great power of suggestion.

The yes...but method. It often happens that the interlocutor gives well-formed arguments. However, they cover either only the advantages or only the weaknesses of the proposed alternative. But since it really rarely happens that everyone says only "for" or "against", it is easy to apply the "yes ... but" method, which allows you to consider other sides of the decision. We can calmly agree with the interlocutor, and then comes the so-called "but".

boomerang method will make it possible to use the "weapon" of the interlocutor against himself. This method has no force of proof, but it has an exceptional effect if applied with a fair amount of wit.

For example, the famous Athenian statesman and orator Demosthenes and the Athenian commander Phocion were sworn political enemies. Once Demosthenes said to Photon: "If the Athenians get angry, they will hang you." To which Phocion replied: "And you, of course, too, as soon as they come to their senses."

Ignore method. It often happens that the fact stated by the interlocutor cannot be refuted, but its value and significance can be successfully ignored.

Visible support method. It is very effective both in relation to one interlocutor and in relation to several listeners. Its essence lies in the fact that after the argument of the interlocutor, we do not object to him at all and do not contradict him, but, on the contrary, we come to the rescue, providing new evidence in favor of his arguments. And then a counterattack follows, for example: "You forgot to cite more facts to support your thesis ... (we list them). But this will not help you, because ...", - now comes the turn of our counterarguments. It should be added that this method requires particularly careful preparation.

Mention must also be made of speculative methods argumentation. These methods can even be called ordinary tricks and, of course, they should not be used. But you should still know them and distinguish when your partners use them.

exaggeration technique consists in generalization and any kind of exaggeration, as well as drawing premature conclusions.

joke technique. One witty or jocular remark, said at the right time, can completely destroy even a carefully constructed argument.

Technique of discrediting a partner. If the essence of the question cannot be refuted, then at least the identity of the interlocutor must be questioned.

Isolation technique is based on the "pulling out" of individual phrases from the speech, isolation and presentation in a truncated form so that they have a meaning completely opposite to the original.

Direction Change Technique lies in the fact that the interlocutor does not attack our arguments, but moves on to another issue that is essentially irrelevant to the subject of discussion.

Technique of deception relies on the communication of confusing information. The interlocutor consciously or unconsciously proceeds to a discussion on a specific topic, which can easily turn into a quarrel.

delay technique. Its purpose is to prolong the discussion. The interlocutor uses meaningless words, asks worked out questions and demands clarification on trifles in order to gain time for reflection.

Appeal technique. The interlocutor does not act as a business person and specialist, but appeals for sympathy. By influencing our feelings, he deftly sidesteps unresolved business issues.

Distortion technique represents a blatant perversion of what we have said, or a resetting of acceptances.

It is not enough just to master the methods of argumentation, you also need to master the tactics of argumentation, which consists in the art of applying individual techniques in each specific case of conducting business conversations. According to this, technique is the ability to make logical arguments, and tactics - to choose from them psychologically effective.

What are the main provisions argument tactics?

• 1. It is better to arrange the arguments in the following order: strong - less strong - the strongest (the one that is especially significant for the interlocutor).
• 2. Operate with clear, accurate facts and arguments that are reliable for the interlocutor.
• 3. The method and pace of argumentation must correspond to the moral and psychological characteristics of the interlocutor (his temperament, value system, beliefs, attitudes).
• 4. A simple enumeration of facts should be avoided, focusing on the benefits or consequences arising from these facts and of interest to your interlocutor.
• 6. Parrying the remarks of the interlocutor. The interlocutor's comments mean that he is actively listening to you, following your performance, carefully checking your argument and thinking everything over. It is believed that an interlocutor without comments is a person without his own opinion. That is why the comments and arguments of the interlocutor should not be considered as obstacles in the course of the conversation. They facilitate the conversation, as they give us the opportunity to understand what else needs to be convinced of the interlocutor and what he generally thinks about the essence of the matter.

There are the following types of remarks:

• - unspoken remarks;
• - prejudice;
• - ironic remarks;
• - remarks in order to obtain information;
• - remarks for the purpose of self-expression;
• - subjective remarks;
• - objective comments;
• - remarks for the purpose of resistance.

Let's consider them in more detail. We will be interested in what are the reasons for such comments, how they should be treated and how to respond to them.

Unspoken remarks. These are such remarks that the interlocutor does not have time, does not want or does not dare to express, therefore we ourselves must identify and neutralize them.

Prejudice. They are among the reasons that cause unpleasant remarks, especially in cases where the interlocutor's point of view is completely erroneous. His position has an emotional basis, and all logical arguments are useless here. We see that the interlocutor uses "aggressive" arguments, puts forward special demands and sees only the negative aspects of the conversation.

The reason for such remarks is, most likely, the wrong approach on your part, antipathy towards you, unpleasant impressions. In such a situation, you need to find out the motives and point of view of the interlocutor, come to an understanding.

Ironic (sarcastic) remarks. Such remarks are the result of the interlocutor's bad mood, and sometimes his desire to test your endurance and patience. You will notice that the remarks are not closely related to the course of the conversation, they are defiant and even offensive.

How to act in such a situation? In any case, you can not go on about the interlocutor. Your reaction can be either witty, or you should not react to such remarks.

Notes for the purpose of obtaining information. Such remarks are proof of the interest of your interlocutor and the existing shortcomings in the transfer of information.

Most likely, the reason is that your argument cannot be called clear. The interlocutor wants to get additional information or he listened to some details. You must give a calm and confident answer.

Notes to express yourself. These remarks can be explained by the desire of the interlocutor to express his own opinion. He wants to show that he did not succumb to your influence and that in this matter he is as impartial as possible. Remarks of this nature may be caused by too strong an argument on your part and, perhaps, by your self-confident tone. How to act in such a situation? It is necessary that your interlocutor find confirmation of his ideas and opinions.

subjective remarks. Such remarks are typical for a certain category of people. A typical formulation of such interlocutors: "Everything is fine, but it does not suit me." What is the reason for such remarks?

Your information is unconvincing, you pay insufficient attention to the personality of the interlocutor. He does not trust your information and therefore does not appreciate the facts given. How to act in such a situation? You should put yourself in the place of the interlocutor, take into account his problems.

objective remarks. These are remarks that the interlocutor makes in order to dispel his doubts. These remarks are sincere, without any gimmicks. The interlocutor wants to get an answer in order to develop his own opinion. The reason for such comments is that your interlocutor has a different solution to the problem and does not agree with yours. How to behave in such a situation? You should not contradict the interlocutor openly, but bring to his attention that you take into account his views, and then explain to him what advantage your solution gives to the problem.

Remarks for the purpose of resistance. Such remarks usually come at the beginning of a conversation, so they are not and cannot be specific. The reason for them most often is that your interlocutor has not read your arguments, and the topic of the conversation is not clearly defined.

How to act in such a situation? The topic of the conversation should be clearly defined, and if resistance increases, then tactics should be reconsidered, and in extreme cases, the topic of the conversation should also be changed.

We have reviewed the most commonly used remarks. Quite naturally, two important tactical questions:

• - as is it best to comment?
• - when respond to comments made?

Let's start off with, how to make comments to the interlocutor.

Localization. The tone of the response should be calm and friendly, even if the remarks are caustic or ironic. An irritable tone will significantly complicate the task of persuading your interlocutor. An unconventional approach, goodwill, clear and convincing intonations are especially important in neutralizing complex remarks and objections.

Respect. The position and opinion of the interlocutor should be treated with respect, even if they are erroneous and unacceptable to you. Nothing makes a conversation so difficult as a dismissive and arrogant attitude towards the interlocutor.

Therefore, one should never object openly and rudely, even if the interlocutor behaves incorrectly. If you contradict, you will only lead the conversation to a dead end. The following expressions should not be used: "In this case, you are completely wrong!"; "This has no basis in any ground!" etc.

Righteousness acknowledgment. If you notice that the remarks and objections of the interlocutor are only a desire to emphasize your prestige, then it is tactically advantageous to admit the correctness of the interlocutor more often. For example: "This is an interesting approach to the problem, which I honestly overlooked. Of course, after the solution, we will take it into account!" After the tacit consent of the interlocutor, the conversation should continue according to the plan.

Restraint in personal assessments. Personal judgments should be avoided. For example: "If I were you..." etc. First of all, this applies to those cases when such an assessment is not required or when the interlocutor does not consider you an adviser or a recognized specialist.

The conciseness of the answer. The more concisely, in a businesslike way, you answer the comments, the more convincing it will be. There is always uncertainty in long explanations. The more wordy the answer, the greater the danger of being misunderstood by your interlocutor.

Reaction control. When neutralizing the remarks of the interlocutor, it is very useful to check his reaction. The easiest way to do this is with intermediate questions. Calmly ask the interlocutor if he is satisfied with the answer.

Avoidance of superiority. If you successfully parry each remark of the interlocutor, then he will soon get the impression that he is sitting in front of a seasoned professional, against whom there is no chance to fight. That is why you should not fend off every remark of the interlocutor, you need to show that human weaknesses are not alien to you. You should especially avoid an immediate response to each remark, because by doing this you indirectly underestimate the interlocutor: what he thought about for many days, you decide in a few seconds.

Consider the second tactical question: when to respond to comments made.

The following options can be offered:

• - before the remark is made;
• - immediately after it was done;
• - later;
• - never.

Let's consider these options in more detail.

before the remark is made. If it is known that the interlocutor will sooner or later make a remark, then it is recommended that you pay attention to it yourself and respond to it in advance, without waiting for the interlocutor's reaction. In this case, we get the following benefits:

• - you will avoid contradictions with the interlocutor and thereby reduce the risk of quarreling in a conversation;
• - you will get the opportunity to choose the wording of your opponent's remarks yourself and thereby reduce its semantic load;
• - you will have the opportunity to choose the most appropriate moment for the answer and thereby provide yourself with time to think it over;
• - trust will be strengthened between you and the interlocutor, as he will see that you are not going to circle him around your finger, but on the contrary, clearly state all the arguments for and against.

Right after it was done. This is the most appropriate answer and should be used in all normal situations.

Later. If there is no desire to directly contradict the interlocutor, then it is better to postpone the answer to his remark until a moment more convenient from a tactical and psychological point of view. It often happens that due to the delay, the need to respond to a remark may disappear altogether: the answer arises on its own after a certain time.

Never. Hostile comments, as well as comments that constitute a significant hindrance, should be ignored as completely as possible.

We have reviewed the main types of comments and given possible options for how they might be responded to. It is impossible to foresee all options, since real circumstances always make certain adjustments.

7. Making a decision and fixing an agreement.

If you managed to convince your partner, you can move on to reaching an agreement. It is recommended to do this using a chain of questions.

First of all, you need to ask questions to which the interlocutor will most likely answer "yes". Such questions are called confirming. For example: "Perhaps you are also glad that ...?", "I am not mistaken in assuming that you ...?" Confirmatory questions set up a partner for a positive attitude towards your proposal. The last questions should be formulated in such a way that they give the possibility of a detailed answer. At this stage of the conversation, it is especially important to show composure and restraint and observe some regulations:

• - you can not hesitate, demonstrate uncertainty;
• - should remain calm;
• - leave one strong argument in reserve;
• - do not give up your positions to the last, until you have tried all the possibilities or until the interlocutor clearly repeats “no” several times.

The reached agreement should be fixed. You can offer to sign the prepared document, you can fix it orally. The main thing is that it should sound not only from your mouth. Then the partner will feel more responsible for the implementation of the joint agreement.

8. The end of a business conversation. If it was not possible to reach an agreement, then it is necessary to beautifully get out of contact.

If an agreement has been reached, then one should not abuse the location and time of the partner.

Leaving a good impression about yourself is necessary for any result of the conversation. A well-educated person who knows the culture of communication knows how to say goodbye in such a way that you want to meet him again.

The results of the conversation should be summarized. Very useful for gaining experience:

• - make notes about the essence of the decision in a working notebook in the presence of a partner;
• - draw up an official protocol of the decision;
• - establish specific deadlines for the implementation of the decision and a way to inform each other about the results of the planned actions;
• - thank the interlocutor and congratulate him on the decision reached;
• - exit from contact first non-verbally (change posture, look away, stand up), and then verbal farewell.
• 9. Analysis of the results of a business conversation. Any conversation after its completion must be analyzed. This makes it possible to realize the miscalculations made, to accumulate useful experience for the future.

The analysis of the conversation involves answering the following questions.

• 1. Do you remember the purpose of the conversation?
• 2. What is the specific outcome of the meeting?
• 3. Could he be the best?
• 4. Have you used all the arguments?
• 5. Did you answer questions well?
• 6. Did you successfully parry your partner's remarks?
• 7. What was the atmosphere of the conversation like?
• 8. Did you and your partner take the right psychological position?
• 9. What impression did you make on your partner?
• 10. Is it possible to meet again?

When analyzing a conversation, do not reproach yourself for possible omissions. The meeting is not considered in vain if it left an opportunity for future contacts.

Every conversation shows your ability to communicate, and therefore every meeting takes you one step closer to mastering the culture of business communication.

Lecture 6. Ethics of various types of business communication.

Business conversation.

Meeting.

Negotiation.

Public speaking.

Telephone conversation.

Written business communication.

1. Business conversation- a meaningful desire of one person or group of people through a word to arouse a desire in another person or group of people for action that will change at least something in any situation or establish new relationships between the participants in the conversation. It consists of stages:

Stage 1. Starting a conversation and establishing contact.

At this stage, the following tasks:

Establishing contact with interlocutors;

Creating a pleasant (comfortable) atmosphere;

· to attract attention;

awakening interest in the conversation;

· sometimes, if necessary, and "interception" of the initiative.

It is the first few sentences that fundamentally affect the interlocutor's decision whether to listen to us further or not. The interlocutors usually listen more attentively to the very beginning of the conversation - often out of curiosity, expectation of something new, to relieve the tension that arises at the beginning of the conversation. It is the first two or three sentences that create the internal attitude of the interlocutor to us and to the conversation (working atmosphere).

To typical examples destructive for conversation start include:

Apologizing and showing signs of insecurity: “Sorry if I interrupted...”, “I beg you to listen to me...”;

disrespect and disdain for the interlocutor: “I just happened to pass by and dropped in for a minute to you ...”, “Let's quickly consider this question with you ...”;

· attempts by the first questions to force the interlocutor to look for counterarguments and take a defensive position: “I would like to talk to you about the following problem. It seems to me that you are extremely interested in discussing it right now.” To a completely logical answer: “But this problem doesn’t bother me now,” a parry follows: “Why doesn’t it bother you now? What are the reasons for this? Thus, the interlocutor finds himself in a defensive position, he must, whether he wants it or not, look for explanations, arguments that he did not think about beforehand.

As topics used at the beginning of a conversation, recommended the following:

any news (not shocking);

interlocutor and everything connected with him;

common interests and topics. The latter option requires some preparatory work, since here it will be necessary to act for sure and interest the interlocutor from the first phrases.

Techniques for starting a conversation

· Reception of stress relief designed to establish close contact with the interlocutor. It is carried out with the help of warm words or compliments addressed to the interlocutor. A well-placed joke also defuses initial tension and creates a friendly environment for conversation.

· Reception "hook" allows you to briefly state the situation or problem, linking it to the content of the conversation, and using this “hook” as a starting point for a planned conversation. For this purpose, some small event, comparison, personal impression, anecdotal incident or unusual question can be successfully used.

· Imagination Stimulation Reception involves posing at the beginning of the conversation many questions on a number of problems that should be considered in it. This technique is appropriate when talking with interlocutors who are distinguished by optimism and a sober view of the situation.

· Taking the Direct Approach means straight to the point. Schematically, it looks like this: the reasons for which the interview was scheduled are briefly reported, quickly moving from general questions to private ones and proceeding to the topic of the conversation. This technique is more suitable for short-term and not too important business contacts, during telephone conversations.

Basic requirement to the beginning of the conversation - it should begin with the so-called "You-approach", that is, the ability of the person conducting the conversation to put himself in the place of the interlocutor in order to better understand him.