In our course work, we will consider the influence of psychological, physiological and socio-psychological indicators:

• 1. Labor, spiritual and social activity of employees. Activity is an activity component of people's psychology. Labor activity is reflected in such indicators as labor productivity, product quality, etc. The activity of people in the spiritual sphere is determined not only by the level of their professional skills, but above all by their creative attitude to work, participation in rationalization activities. Public activity is manifested in participation in the socio-political life of the country, social movements, development of new economic conditions. The indicator of activity indicates the levels of psychophysical and socio-psychological activity of employees. The level of psychophysical activity is assessed mainly by the value of the employee's energy consumption, and the socio-psychological level by such parameters as - the fact of labor, spiritual or social activity;
• - time spent on this activity;
• - manifestation of initiative in work, knowledge or social behavior.
• 2. Job satisfaction. This is an indicator of a person's personal attitude to his work and group members.
• 3. Relative stability of the organization. In each group, a core of cadre workers is formed, around which the rest of the cadre is concentrated. The stability indicator is related to the employee turnover indicator. A certain level of staff turnover is normal for every organization. If a group has been absolutely stable for a long time, mothballed, then this has a negative effect on its development, on people's relationships, the development of new ideas, etc. Therefore, we are talking about the relative stability of the organization, bearing in mind the importance and necessity of a certain staff turnover.
• 4. Harmony of the organization. This indicator characterizes the stability and strength of interpersonal interactions. With its help, the psychological state of the system of functional interaction of employees is assessed. The coherence of people in a group speaks of well-functioning organizational and psychological mechanisms of their activities and is a prerequisite for cohesion and compatibility of members of the organization.

Social psychologists have established the mutual influence of objective and subjective factors. As a result of a series of studies conducted at a number of enterprises in our country in the 1970s-1990s, employees of the Department of Social Psychology of St. Petersburg State University revealed the relationship between objective and subjective indicators of the effectiveness of organizations. So, the labor, spiritual and social activity of workers depends on:

• - balance of material and moral incentives for labor (it turned out that focusing exclusively on material incentives for labor does not lead to a significant increase in the labor activity of workers);
• - the presence in the organization of an initiative group of people who put forward goals, reflect the interests and needs of employees, who can convincingly prove the need for the innovations they offer;
• - the age of employees (young employees are more socially active, and middle-aged workers are highly active).

In turn, the labor activity of employees favorably affects:

• - efficiency and productivity of labor;
• - labor productivity;
• - socio-psychological climate;
• - the degree of harmony of the members of the labor collective. Job satisfaction is affected by the following factors:
• - productivity of work;
• - sanitary and hygienic working conditions;
• - system of labor organization;
• - system of labor incentives;
• - ways a person chooses a profession and place of work;
• - prestige of the profession;
• - methods of decision-making that have developed in the organization. The cohesion of the organization, characterized by the strength, unity, stability of interpersonal relationships, affects:
• - labor productivity;
• - productivity;
• - the level of labor and social activity;
• - staff turnover.

Yu.P. Platonov, based on the analysis of special scientific literature and the results of his own long-term research, defines the following as socio-psychological factors in the effectiveness of the organization:

• 1. Purposefulness. It characterizes the readiness of the organization to achieve the goals of joint interaction. The purpose of joint activity expresses the needs, interests, value orientations of the members of the labor collective, their ideal representation of the future result, which, in turn, determines the means and methods of interaction.
• 2. Motivation. Reveals the causes of labor, cognitive, communicative and other activity of group members. In a specific situation of social interaction, motivation performs three psychological functions: motivating, guiding and regulating. The motivating function consists in a person's awareness of the need to achieve the goals of the group together with other people and is the "start button" of activity. The guiding function determines the goals and methods of joint activities agreed between all members of the group. Regulatory function contributes to the choice of the most optimal and legitimate means of achieving group goals and needs.

Individual motives for joint activities are integrated and represent a fairly wide range of motives, among which we single out:

a. mercantile - motives for earning the means of subsistence;

b. communicative - motives for communicating with other people;

c. meritorial - motives to earn a positive assessment, praise, reward from other people;

d. collectivist - motives to work together with other people;

e. utility motives - the desire to work for the benefit of others, to be useful, to be necessary and irreplaceable in the process of joint activity;

f. achievement motives - the desire to achieve the goal, to get the result of joint work, the desire for success, self-actualization.

3. Emotionality. It manifests itself in the emotional attitude of people to interaction, primarily in the specifics of emotional, informal relations in the organization. It occurs when people experience similar in direction and intensity of emotional states. Group emotions are expressed in similar ways of experiencing the same events by members of the organization, similarity of moods, features of emotional relationships (sympathy, antipathy, friendship, etc.). The intensity and direction of the emotionality of the group can have a stimulating or overwhelming effect on its effectiveness.

Let us consider the main factors of the effectiveness of group activity as a socio-psychological process.

Primary factors (the easiest to control, direct variation of them can lead to an increase in performance without additional special socio-psychological innovations):

• 1.1. the number of members in the group;
• 1.2. the duration of the existence of the group;
• 1.3. composition (socio-demographic, individual composition) of the group;
• 1.4. features of a group organization that determines the subordination of employees of the organization, the hierarchy of role statuses;
• 1.5. providing the group with material and technical resources;
• 1.6. state of communication channels, features of information and communication processes and the structure of communications;
• 1.7. environment, physical, climatic, ergonomic environment;
• 1.8. functional place, the position of the group in the organization, which determines its relationship with other groups;
• 1.9. the level of existing information and resource isolation (autonomy) of the group in the activities of the entire organization;
• 1.10. type of group task (its divisibility, indivisibility, saturation with sensory-motor, perceptive, mental operations), the degree of its difficulty (novelty, uncertainty, extremeness, monotony);
• 1.11. normative (organizational-staff, statutory, personnel, instructive, etc.) requirements for the structure of interaction (joint actions and communication).

Secondary factors (act as intermediate variables, controlled with the help of socio-psychological diagnostic tools and changed, formed with the help of special innovations in the structure of activity, communication and impact on the individual):

• 2.1. leadership style (typical ways of managing and communicating with an official leader);
• 2.2. individual-group level of professional readiness and experience;
• 2.3. style of informal (positive and negative) leadership;
• 2.4. individual and group dominant motivation (labor, professional, educational);
• 2.5. the structure of socio-psychological roles (intragroup, interpersonal, individual);
• 2.6. interpersonal relationships (the nature of relationships, communication or the moral and psychological climate, determined by the dominant emotional states, normative value ideas and the real appeal of workers to each other, that is, group moods, opinions, traditions, forms of group sanctions and the behavior of individual workers);
• 2.7. harmony and compatibility of group members.

III. Dependent variables:

• 3.1. performance efficiency (productivity, quality, resource costs, reliability);
• 3.2. satisfaction of group members with activities and relationships, as well as their position in the group (with oneself);
• 3.3. professional and socio-psychological development (growth) of individual employees and the team as a whole.

It should be noted that a number of specialists distinguish the following four types of factors affecting the effectiveness of the group: 1) organizational - the status, size and composition of the group

• 2) the environment in which the group operates, the state of communications and the specific location where the group operates;
• 3) the importance and nature of the tasks facing people;
• 4) freedom to organize their own work, allowing people. in fact, work more harmoniously and with interest.

What are the main ways to ensure the effective work of the team?

• 1. First of all, both the formal and the informal team must have a strong leader who is interested in its success. Each group usually has its own way of working and its own specific traditions that govern its daily behavior. Influencing a community of people means that their established patterns of behavior must change, and this is most easily achieved by interacting with those who have power within such groups.
• 2. The success of the team provides a normal moral and psychological climate in it. Mutual support of people, open discussion of disagreements, unwillingness to move to a new place testifies to its presence. It is better that the team is diverse, consists of dissimilar people, which promises greater work efficiency.

Psychologists have noticed that cohesion is contagious and can have a positive effect on others, so they advise to purposefully strengthen it, including through formal and informal collective events - from meetings and meetings to trips to nature and arranging gala dinners.

The science of managerial behavior attaches great importance to the development of contact, consultation and personal ties between the leader and subordinates. This emphasis on human relations serves as an antidote to exploitative and mechanistic views of ordinary managerial activity.

The team leader assumes personal responsibility in relation to other members directly and honestly. Hardly any other

a profession in society reveals the essence of the individual as fully as leadership. Leaders who use their power to manipulate and humiliate people are very soon exposed and rewarded with contempt and distrust. Trust is the key to building a healthy and productive team. Trust is born when people say what they think, and areas of uncertainty and professional weakness are eliminated.

• 3. A workable team must have optimal dimensions,
• 4. An important feature of a healthy team is the clarity of goals. Everyone should imagine what results to strive for, clearly understand and share the goals of the team. And then people will rather devote themselves to them and will seek the best compromise between personal and collective interests.

Human energy is the most important resource at the disposal of management. People are capable of devoting their energies to meeting their needs or taking responsibility for their cause. After all, when a person is forced to work against his will, he loses the ability to express the energy and animation hidden in him. The task of an intuitive manager is to release the energy of subordinates and direct it to achieve the goals of the organization. This shows in the language of management science the manager's concern for the motivation of subordinates.

• 5. Collective goals, as a rule, involve obtaining high results, and the latter require appropriate norms and standards that show what behavior is expected from team members. Only if these norms are observed can an individual person count on the support and recognition of others, as well as on appropriate stimulation of his contribution to the common cause.
• 6. A good team is characterized by a constant stay in a state of search for new knowledge, ideas, promising methods of work. Search becomes an internal need of people in such a team, stimulating the development of the individual creative abilities of each employee. The effectiveness of management depends on how the manager will be able to create and maintain a creative atmosphere in the team.

So, the general patterns of the formation of a viable and effectively functioning team are as follows:

• - the team is a product of the development of the group as a whole and all its members individually in the context of a common socially significant activity;
• - the condition for the formation of a team is the presence in the group of normal interpersonal relationships and harmony between formal and informal relations;
• - the latter should be expressed in successful interaction in the process of managing the head and the informal leader of the group.

It is necessary to correctly use socio-psychological methods of team management. Direct methods of leadership involve direct contact, they are not long, do not require special conditions. This is persuasion, coercion, suggestion, an indication of a pattern of behavior. Indirect methods do not require direct contact between the manager and the performer, are much longer in time, and require the creation of special conditions for the impact. This is the method of the orienting situation, the method of symbolic regulation, the method of changing the elements of the performing role, the method of formative stimulation. Creation of a favorable socio-psychological climate of the team

The most important goal of a leader.

The psychological climate is the prevailing mental attitude, the totality of the relations of the members of the group:

• - to the conditions and nature of joint activities (emotional and formal business attitude);
• - to colleagues, members of the team (horizontal official business relations and interpersonal relations of sympathy - antipathy, respect - non-recognition);
• - to the head of the team (vertical relations: official business and interpersonal play a leading role in the degree of satisfaction with the employee, in the mental well-being of a person).

Conflict relations with the leader often end with the departure of the employee from the team. The relationship of subordinates with the leader, the psychological climate of the team, the results of his work depend on the style of management implemented by the leader.

Socio-psychological factors of the effectiveness of the joint activities of the military team

Joint military activity, the collective subject of which is a unit (crew, crew, guard personnel, etc.), is a system of group activity that combines the individual activities of military personnel and is regulated by group socio-psychological processes (states, formations).

For a practicing military psychologist, the tasks of understanding the psychology and management of military activities are most often the tasks of studying the factors affecting the level of its effectiveness, obtaining specific empirical patterns, as well as formulating some general and particular recommendations for managers on taking into account and optimizing these factors.

Factors of the effectiveness of group activity as a socio-psychological process

Taking into account the results of socio-psychological research in domestic and foreign science (D. Krech, R. Kratchifeld, E. Bellchi, H. Obozov, R. S. Nemov, A. V. Petrovsky, A. I. Dontsov, etc.), Several groups of factors for the effectiveness of joint activities can be distinguished, many of which are the main components of the structure of the psychology of a military team:

I. Primary factors:

(They act as independent variables for a natural or formative military-psychological experiment, they are the easiest to control, their direct variation can lead to an increase in the efficiency of activity without additional special socio-psychological innovations).

1.1. The number of members in the group;

1.2. The duration of the existence of the group;

1.3. Composition (socio-demographic, individual composition) of the group;

1.4. Features of the group organization that determines the subordination of military personnel, the hierarchy of role statuses;

1.5. Providing the group with material and technical resources;

1.6. The state of communication channels, features of information and communication processes and the structure of communications;

1.7. Environment, physical, climatic, ergonomic environment;

1.8. Functional place, the position of the group in the organization, which determines its relationship with other groups;

1.9. The level of existing information and resource isolation (autonomy) of the group in the activities of the entire organization;

1.10. Type of group task (its divisibility, indivisibility, saturation with sensory-motor, perceptual, mental operations), the degree of its difficulty (novelty, uncertainty, extremeness, monotony);

1.11. Normative (organizational-staff, statutory, personnel, instructive, etc.) requirements for the structure of interaction (joint actions and communication).

II. Secondary factors:

(They act as intermediate variables, are controlled with the help of socio-psychological diagnostic tools and change, are formed with the help of special innovations in the structure of activity, communication and impact on the individual).

2.1. Leadership style (typical ways of managing and communicating with an official leader);

2.2. Individual-group level of military-professional readiness and service-combat experience;

2.3. Style of informal (positive and negative) leadership;

2.4. Individual and group dominant motivation (service, combat, training);

2.5. The structure of socio-psychological roles (intragroup, interpersonal, individual);

2.6. Interpersonal relationships (the nature of relationships, communication or the moral and psychological climate, determined by the dominant emotional states, normative-value ideas and the actual appeal of military personnel to each other, i.e. group moods, opinions, traditions, forms of group sanctions and the behavior of individual military personnel);

2.7. Harmony and compatibility of group members;

III. Dependent variables:

3.1. Performance efficiency (productivity, quality, resource costs, reliability).

3.2. Satisfaction of group members with activities and relationships, as well as their position in the group (with oneself).

3.3. Professional and socio-psychological development (growth) of individual servicemen and the team as a whole.

In the process of research, it is necessary to establish the existing empirical relationships between the indicators of dependent variables associated with the effectiveness of group processes and, on the other hand, indicators of primary and secondary factors.

In everyday life, increased activity of the sympathetic nervous system is observed when a person feels stressed and feels that he will not be able to cope with it.

Psychologists have found that stress has four types of consequences for the person who has experienced it: emotional, physiological, cognitive (associated with cognitive functions) and behavioral (behavioral).

Here are some examples of typical signs of stress:

Emotional effects:

The person experiences feelings of anxiety and depression.

Increased physical tension.

The psychological tension increases.

Physiological effects:

Adrenaline and norepinephrine are released into the blood.

Digestion is disturbed.

The volume of inhaled air increases.

Heart contractions become more frequent.

The blood vessels constrict.

Sleep is disturbed.

Cognitive effects:

Decreased concentration.

Distraction appears.

Short-term memory deteriorates.

Behavioral effects:

Absence from work is on the rise.

Labor productivity is falling.

Physiology of stress.

General adaptation syndrome. 3 main stages according to Selye:

1. Stage of alarm reaction. At this stage, the hypothalamic-pituitary-adrenaline system is activated. This system is activated when the hypothalamus begins to secrete the hormone corticotropin releasing factor, which stimulates the anterior pituitary gland. As a result, the latter secretes adrenocorticotropic hormone (ACTH), which triggers the release of glucocorticoid hormones by the adrenal cortex, causing the stress response. Glucocorticoids got their name because they have the ability to change glucose metabolism. They are able to break down protein and turn it into glucose, convert fat into energy, increase blood flow. As a result of the described processes, the body is ready for active actions, for example, fight or flight.

2. Stage of resistance. All physiological systems that are designed to cope with stress are fully activated. However, as this stage passes, the parasympathetic nervous system (responsible for the accumulation of energy) calls for the use of resources more economically. Personal strategies for coping with stress are connected (for example, denial of the stressful nature of the situation).

3. Stage of exhaustion. The physiological systems responsible for the stress response become inefficient, and the likelihood of developing stress-related diseases (eg, hypertension, asthma, heart disease) increases. In especially severe cases, the adrenal cortex grows, and the work of the immune system is destroyed (in particular, the spleen and thymus - the thymus gland), a stomach ulcer is possible.

Also, during stress, the nervous system stimulates the release of hormones such as adrenaline and norepinephrine into the blood. These hormones increase blood flow to the muscles, increase heart rate and breathing, reduce the activity of the digestive system, and increase blood clotting to reduce blood loss in the event of an injury. Adrenaline influences the metabolism of glucose, preparing the nutrients contained in the tissues for breakdown.

How do adrenaline and norepinephrine relate to stress?

The short-term effect of a stressor on the work of the sympathetic nervous and endocrine systems can be positive. Like glucocorticoids, epinephrine and noradrenaline equip a person or animal to fight or flight. When the state of mobilization of the body is delayed, hormones increase the intensity of the heart, which increases blood pressure and heart disease can develop.

The problem of adaptation.

Adaptation is a dynamic process, thanks to which the mobile systems of living organisms, despite the variability of conditions, maintain the stability necessary for the existence, development and procreation. It is the mechanism of adaptation, developed as a result of long-term evolution, that ensures the possibility of the existence of an organism in constantly changing environmental conditions.

Thanks to the process of adaptation, the preservation of homeostasis is achieved when the organism interacts with the outside world. In this regard, the processes of adaptation include not only the optimization of the functioning of the organism, but also the maintenance of balance in the "organism-environment" system. The adaptation process is implemented whenever significant changes occur in the "organism-environment" system, and ensures the formation of a new homeostatic state, which allows achieving the maximum efficiency of physiological functions and behavioral reactions. Since the organism and the environment are not in static, but dynamic equilibrium, their ratios are constantly changing, and therefore, the process of adaptation must also constantly carry out.

The above applies equally to animals and humans. However, a significant difference between a person is that a decisive role in the process of maintaining adequate relations in the "individual-environment" system, during which all parameters of the system can change, is played by mental adaptation.

Mental adaptation is considered as the result of the activity of an integral self-governing system (at the level of "operational rest"), while emphasizing its systemic organization. However, this view leaves the picture incomplete. However, this view leaves the picture incomplete. It is necessary to include the concept of need in the formulation. The maximum possible satisfaction of actual needs is, therefore, an important criterion for the effectiveness of the adaptation process. Consequently, mental adaptation can be defined as the process of establishing the optimal correspondence between the individual and the environment in the course of implementing the optimal correspondence between the individual and the environment in the course of carrying out activities characteristic of a person. A process that enables an individual to meet immediate needs and realize the significant goals associated with them, while at the same time ensuring compliance with the requirements of the environment.

The mental adaptation of a person is a continuous process, which, along with the actual mental adaptation (i.e. maintaining mental homeostasis), includes 2 more aspects:

a) optimization of the constant interaction of the individual with the environment;

b) establishing an adequate correspondence of the individual between mental and physiological characteristics.

The study of adaptation processes is closely related to the concept of emotional tension and stress. This served as the basis for defining stress as a non-specific reaction of the body to the demands placed on it, and considering it as a general adaptation syndrome.

One of the stress factors is emotional tension, which is physiologically expressed in changes in the human endocrine system. For example, in experimental studies in patient clinics, it was found that people who are constantly in nervous tension are more difficult to tolerate viral infections. In such cases, the help of a qualified psychologist is needed.

The main features of mental stress:

1) stress - the state of the body, its occurrence involves the interaction between the body and the environment;

2) stress - a more tense state than the usual motivational one; it requires for its occurrence a threat;

3) stress phenomena occur when a normal adaptive response is not enough.

Since stress arose mainly from the perception of a threat, its occurrence in a certain situation may arise for subjective reasons related to the characteristics of a given person.

In general, since individuals are not similar to each other, a lot depends on the personality factor. For example, in the "man-environment" system, the level of emotional tension increases as the differences between the conditions in which the subject's mechanisms are formed increase. Thus, certain conditions cause emotional tension not because of their absolute rigidity, but as a result of the inconsistency of the individual's emotional mechanism with these conditions.

With any violation of the "man-environment" balance, the insufficiency of the individual's mental and physical resources to meet actual needs or the mismatch of the system of needs itself is a source of anxiety.

2. Social groups... 3

Social groups options.. 3

Group structure.. 3

Group norms.. 3

Types of social groups.. 4

3. The process of formation and development of the labor collective .. 6

Stages of cohesion of the labor collective. 6

Social role.. 8

Socio-psychological climate in the team.. 11

Conflicts in the organization. Their types and methods of resolution. fourteen

2. Stress and ways to overcome them.. 18

3. Leadership.. 19

Management of the labor collective... 22

Team motivation.. 25

WORK MOTIVATION. 25

EXPERIENCE OF FOREIGN COUNTRIES. 28

THE THEORY OF LABOR MOTIVATION IN THE WEST. 28

Conclusion.. 30

List of terms used.. 31

List of references... 32

Introduction

In this chapter, I would like to define the reasons for my choice and the purpose of my work, respectively. It has long been known that a team is more than just a logical arrangement of workers performing interrelated tasks. Management theorists and practitioners have realized that an organization is also a social system where individuals and formal and informal groups interact. And the productivity of labor, the health of workers, and much more depend on the psychological climate, on the mood of each employee.

With the right arrangement of human resources in the organization, with the correct handling of conflict situations, there is a certain breakthrough, a synergistic effect, when 2 + 2 is 5, not 4. The organization becomes something more than the sum of its components.

This new system becomes much more resistant to external influences, but is easily destroyed if this unity of elements is not maintained. The "organism" of the organization must be provided with a mechanism that would ensure the constant regeneration of lost goals, tasks and functions, would determine more and more new expectations of employees. In management science, there are quite perfect socio-psychological methods with which you can achieve the desired effect.

Social-psychological methods of management are understood as specific methods and ways of influencing the process of formation and development of the team itself and individual employees. There are two methods: social (aimed at the team as a whole), and psychological (aimed at individuals within the team). These methods involve the introduction of various sociological and psychological procedures into management practice.

Social psychology is a branch of psychology that studies the patterns of human activity in terms of interaction in social groups. The main problems of social psychology are the following: the patterns of communication and interaction between people, the activities of large (nations, classes) and small social groups, the socialization of the individual and the development of social attitudes. Hence the socio-psychological factors - factors influencing the activities of people in the conditions of interaction in social groups.

2. Social groups

The above features of the social behavior of the individual are clearly manifested in groups.

A group is a real-life formation in which people are brought together, united by some common feature, a type of joint activity, or placed in some identical conditions, circumstances, in a certain way they are aware of their belonging to this formation.

Social groups options

The elementary parameters of any group include: the composition of the group (or its composition), the structure of the group, group processes, group norms and values, the system of sanctions. Each of these parameters can take on a completely different meaning depending on the type of group being studied. So, for example, the composition of a group can be described in different ways depending on whether, for example, the age, professional or social characteristics of the group members are significant in each particular case. A single recipe for describing the composition of a group cannot be given due to the diversity of real groups; in each specific case, one must start with which real group is chosen as the object of study: a school class, a sports team, or a production team. In other words, we immediately set a certain set of parameters to characterize the composition of the group, depending on the type of activity with which this group is associated. Naturally, the characteristics of large and small social groups differ especially strongly, and they must be studied separately.

The same can be said about the structure of the group. There are several rather formal features of the group structure, which, however, are mainly revealed in the study of small groups: the structure of preferences, the structure of "power", the structure of communications.

Group structure

However, if we consistently consider the group as a subject of activity, then its structure must be approached accordingly. Apparently, in this case, the most important thing is the analysis of the structure of group activity, which includes a description of the functions of each member of the group in this joint activity. At the same time, a very significant characteristic is the emotional structure of the group - the structure of interpersonal relations, as well as its connection with the functional structure of group activity. In social psychology, the relationship between these two structures is often seen as the relationship between "informal" and "formal" relationships.

An important component of the characteristics of the individual's position in the group is the system of "group expectations". This term denotes the simple fact that each member of the group not only performs its functions in it, but is also necessarily perceived, evaluated by others. In particular, this refers to the fact that each position, as well as each role, is expected to perform certain functions, and not only a simple list of them, but also the quality of the performance of these functions. The group, through a system of expected patterns of behavior corresponding to each role, in a certain way controls the activities of its members. In some cases, there may be a discrepancy between the expectations that the group has regarding any of its members, and his real behavior, the real way he performs his role. In order for this system of expectations to be somehow defined, there are two more extremely important formations in the group: group norms and group sanctions.

Group norms

All group norms are social norms; represent “establishments, models, standards of due, from the point of view of society as a whole and social groups and their members. behaviour."

In a narrower sense, group norms are certain rules that are developed by the group, adopted by it, and to which the behavior of its members must obey in order for their joint activities to be possible. Norms perform, thus, a regulatory function in relation to this activity. Group norms are associated with values, since any rules can be formulated only on the basis of acceptance or rejection of some socially significant phenomena. The values ​​of each group are formed on the basis of the development of a certain attitude to social phenomena, dictated by the place of this group in the system of social relations, its experience in organizing certain activities.

Although the problem of values ​​is studied in its entirety in sociology, it is extremely important for social psychology to be guided by certain facts established in sociology. The most important of them is the different significance of various kinds of values ​​for group life, their different correlation with the values ​​of society. When it comes to relatively general and abstract concepts, such as good, evil, happiness, etc., then we can say that at this level the values ​​are common to all social groups and that they can be considered as the values ​​of society. However, in the transition to the assessment of more specific social phenomena, such as labor, education, culture, for example, groups begin to differ in the accepted assessments. The values ​​of different social groups may not coincide with each other, and in this case it is difficult to talk about the values ​​of society. The specificity of the attitude towards each and such values ​​is determined by the place of the social group in the system of social relations. Norms as rules governing the behavior and activities of group members, of course, are based precisely on group values, although the rules of everyday behavior may not carry any special group specifics. Group norms thus include both generally valid norms and specific, developed by this group. All of them, taken together, act as an important factor in the regulation of social behavior, ensuring the ordering of the position of various groups in the social structure of society. The specificity of the analysis can be ensured only when the ratio of these two types of norms in the life of each group, and in a specific type of society, is revealed.

A formal approach to the analysis of group norms, when only the mechanism of acceptance or rejection of group norms by an individual, but not their content, determined by the specifics of activity, is clarified in experimental studies is clearly insufficient. Understanding the relationship of the individual with the group is possible only if it is revealed which norms of the group accepts and rejects, and why he does so. All this is of particular importance when there is a discrepancy between the norms and values ​​of the group and society, when the group begins to focus on values ​​that do not coincide with the norms of society.

An important problem is the measure of the acceptance of norms by each member of the group: how is the adoption of group norms carried out by the individual, to what extent each of them deviates from the observance of these norms, how do social and "personal" norms correlate. One of the functions of social (including group) norms lies precisely in the fact that, through them, the demands of society "are addressed and presented to a person as an individual and a member of a particular group, community, society." At the same time, it is necessary to analyze sanctions - the mechanisms by which the group “returns” its member to the path of compliance with the norms. Sanctions can be of two types: encouraging and prohibitive, positive and negative. The system of sanctions is not designed to compensate for non-compliance, but to enforce compliance. The study of sanctions makes sense only if specific groups are analyzed, since the content of the sanctions is correlated with the content of the norms, and the latter are determined by the properties of the group.

Thus, the considered set of concepts, with the help of which the socio-psychological description of the group is carried out, is only a certain conceptual network, which has yet to be filled with content.

Types of social groups

A social group, as stated in the “Sociological Encyclopedic Dictionary” (M., 1998), is “a set of individuals united by any common feature: a common spatial and temporal existence, activity, economic, demographic, psychological and other characteristics.” and small groups.

“A small group is understood as a small group in composition, whose members are united by common social activities and are in direct personal communication, which is the basis for the emergence of emotional relationships, group norms and group processes”

The group must have own values, i.e. something must act as the center of association (symbol, slogan, idea, etc.). This leads to the development in the group of a specific sense of community, which finds its expression in the word "we". The emerging awareness of “we” acts as a psychic connection that contributes to the unification of the members of this group and is the basis of the common action and solidarity of the group.

a team is a special case of a small group.

A particular manifestation of a small group is the collective.

3. The process of formation and development of the labor collective

The socio-economic efficiency of labor, other things being equal, is directly dependent on the level of team cohesion.

Team Cohesion means the unity of behavior of its members, based on common interests, value orientations, norms, goals and actions to achieve them. Cohesion is the most important sociological characteristic of the team. In its essence, it is similar to the economic characteristics of its production activity - labor productivity. In addition, members of a close-knit team, as a rule, are in no hurry to leave it; reduced labor turnover.

In its direction, the cohesion of the team can be positive (functional), i.e. focused on the goals and objectives of his labor activity and negative (dysfunctional), aimed at achieving goals that contradict social goals, the goals of production activity.

The key point in creating a cohesive team is the selection of people based on the coincidence of their life values ​​regarding professional activities and the moral aspects of human existence.

Stages of team building

There are three stages of cohesion of the labor collective, each of them corresponds to a certain level of its development.

First stage - orientation, which corresponds to a low level of development of the team - the stage of formation. This stage is characterized by the fact that a simple association of people is transformed into a group with common goals and objectives, an ideological orientation. Each member of the team is guided in a new team for him. It can be purposeful orientation and self-orientation. Purposeful orientation is carried out by the head through the selection and placement of personnel, detailed information about the goals and objectives, plans and conditions of activity. At the same time, it is necessary to take into account how new employees can fit into the team being formed, work together. It is important to correctly place workers in the workplace. If people who sympathize with each other turn out to be in neighboring, technologically interconnected places, then this improves their mood, increases their labor and creative activity.

Everyone has his own personal idea of ​​​​workmates, of how he would like to see his team. Therefore, purposeful orientation is always complemented by self-orientation.

If a goal-oriented orientation prevails in the team, then the common goal of most members of the team is transformed into their internal need, and the orientation stage is relatively quickly replaced by the next one.

Second stage - mutually adaptive, which is the formation of common attitudes of behavior of team members. These attitudes can be formed in two ways: under the targeted educational influence of the leader and through self-adaptation, as a result of imitation and identification.

Imitation lies in the fact that a person unconsciously adopts the ways of behavior of others, their views and reactions to certain situations. This is the least controllable way of forming attitudes, which does not always lead to positive results.

Identification - a person's conscious adherence to any patterns, norms and standards of behavior, identification (identification) with them of the rules of his own behavior. In this case, a person is already reflecting on the behavior of a particular person and consciously determines whether he should act in the same way in a similar situation or in a different way.

The mutually adaptive stage corresponds to the average level of development of the team, characterized by the creation of its asset (active group).

Third stage - cohesive, or the stage of consolidation, of the team, the stage of its maturity. The leader acts here not as an external force, but as a person who most fully embodies the goals of the team. In such a team, relationships of mutual assistance and cooperation prevail.

Depending on the degree of cohesion, three types of teams are distinguished:

· close-knit, or consolidated, which is characterized by a close relationship of its members, solidarity and friendship, constant mutual assistance. The composition of such a team is relatively stable. Such a team has, as a rule, high production indicators, good labor discipline, high activity of workers;

dismembered (weakly united), which consists of a number of social and psychological groups that are unfriendly to each other and have their own leaders. Group indicators, the level of industrial discipline, value orientations, and the activity of such groups are very different;

disunited (conflict) - in its essence a formal team in which everyone is on his own, there are no personal friendly contacts between its members, they are connected by purely official relations. Conflicts often arise in such teams, there is a high turnover of personnel.

It should be borne in mind that the process of cohesion and development of the labor collective is a reversible process. Under certain circumstances, it can stop and even turn into a process that is opposite to itself - a process of decay. The reason for this may be a change in the head or composition of the team, the goals of its activities, the level of requirements, or any other changes in the labor situation.

The process of cohesion of the labor collective is managed by influencing the factors that determine cohesion.

The general (external) factors include the nature of social relations, the level of development of scientific and technological progress, the features of the mechanism of economic activity, and the specific (internal) factors include the level of organization and management of production in the team itself, its socio-psychological climate, personal composition.

Relationships in the team, its cohesion largely depend on what the members of the team themselves are, what are their personal qualities and the culture of communication, manifested in the degree of emotional warmth, sympathy or antipathy. The labor collective is formed from individual workers endowed with different mental properties, with different social characteristics. In other words, members of the labor collective are representatives of different temperaments, age and gender and ethnic groups, have different habits, views, interests, which in essence are a commonality or difference in their social positions.

The predominance of certain personal qualities among the members of the team affects the relationships that develop within the team, the nature of its mental attitude, gives it a certain feature that can contribute to or hinder its cohesion. Negative traits of character, such as resentment, envy, and morbid self-esteem, hinder the unity of the team especially strongly.

social role

The social behavior of an individual is largely related to its role. The concept of "role" in social psychology means the social function of the individual, a way of behavior that corresponds to accepted standards, depending on its status (positions) in the system of interpersonal relations. This understanding is due to the fact that in similar circumstances (for example, at the same enterprise), employees, occupying the same positions, behave in the same way in the labor process in accordance with the requirements of production, i.e. their labor behavior is regulated by relevant documents (regulations, job descriptions, etc.). In other words, a role is a stable pattern of behavior reproduced by people who have the same status (position) in the social system. The role reflects, therefore, the socially typical aspects of behavior.

Based on the above definition, the social role performs two functions:

1) tells a person how to behave in this position (student, customer in a store, passenger on a bus, son in a family, etc.);

2) forms certain expectations of the partner from the behavior of its performer, which, in turn, determine the response behavior of the partner. The functional role of each member of the labor collective is determined; job descriptions (seller, foreman, etc.) which reflect the duties, rights, responsibilities of the employee, his official relationship with other members of the team, as well as the basic requirements for his professional qualities. A detailed and clear job description is the basis for an adequate understanding) and assimilation of the functional role. However, as the results of sociological studies show, detailed regulation of the functional activity of an employee is not always justified; the instruction should establish a certain degree of independence of the worker, the opportunity for the manifestation of initiative and creativity.

The foregoing allows us to reveal the structure (internal structure) of the social role. It includes the following elements:

1) role prescriptions (social and group norms of behavior, requirements of a particular profession, position, etc.);

2) role expectations;

3) role behavior (i.e. role performance);

4) assessment of role behavior;

5) sanctions (in case of failure to perform the role). The central element of the structure, which allows you to explain why the same role, for example, a line manager (manager) in an enterprise, different people perform differently, is the concept of "role behavior".

Leadership style plays an important role in the formation and rallying of the team. The head in his daily activities must take into account that his employees have different characters, socio-psychological qualities, various general educational and special training. This requires him to study their character, the ability to choose ways to influence a person depending on character traits, specific activities, and social characteristics. Not every specialist can be a good leader.

In this regard, it becomes especially relevant to determine the degree of compliance of the personal and business qualities of managers with functional requirements.

Communication plays an important role in team building.

Communication- the need of a person, the most important condition for his labor activity, the force that organizes and unites the team.

Communication as a means of rallying the workforce performs cognitive, communicative and regulatory functions.

The cognitive function consists in the fact that the members of a team or group, communicating, exchange information about themselves, their comrades, ways and methods of solving the problems assigned to them. In the process of such an exchange, each of the team members has the opportunity to learn more effective methods and methods of work, to correlate their individual style of its implementation with the general one, and to do their work in such a way that it corresponds to the rules and methods adopted in this team. And this forms the labor unity necessary for the normal functioning of the team.

The communicative function consists in the fact that the members of the collective, communicating, form their own and the general collective emotional state. Emotions are a person's response to certain stimuli. In the process of communication, various types of emotions are born. Communication can be accompanied by the effect of sympathy, complicity, mutual understanding and contribute to the emotional discharge of a person’s state, but it can also create a certain level of emotional tension, a psychological barrier of bias, rejection, alienation.

The regulatory function is manifested in the impact of team members on their fellow workers, on their behavior, actions, activity, system of value orientations. It regulates the interactions of team members and forms relationships to a greater extent vertically (in the supervisor-subordinate system). Leaders play an important role in shaping these relationships. The effectiveness of its impact on the team largely depends on the organization of communication with subordinates. The leader must be impartial, equally exacting and demanding with all subordinates. But exactingness works when it is organizationally thought out, psychologically justified and expressed in a form that meets moral standards. A rude team, shouting not only does not contribute to the effective solution of common affairs, uniting the team, but creates even new complications, irritates and divides its members.

However, the problem of the formation of relations in the team, its cohesion should be considered not only through the system of relations between the leader-subordinate, but also the subordinate-manager. Subordinates know what a leader should be like and how he should build his relations with subordinates: follow certain rules of communication, take into account the individual characteristics of subordinates, their state of health, mood, etc. This fully applies to subordinates. Often, the exactingness of a leader to a subordinate is perceived by the latter as cruelty, callousness, and nit-picking.

The implementation of the considered functions forms a certain system of relations in the team, which are divided into formal(business, official) and informal(personal, informal). Formal relations develop between people when they perform certain production roles. They reflect the functional relationships between officials, employees of various categories and qualifications, managers and subordinates, they are based on norms, standards, rights and obligations. The content of formal relations is mutual exactingness, responsibility, comradely cooperation, mutual assistance.

In every work collective, along with formal relations, there are informal relations, the microstructure of the team. They also arise with functional connections between members of the team, but on the basis of their individual-personal qualities and are expressed in the assessment of these qualities. These relationships can arise between friends and foes, friends and ill-wishers, both about official and unofficial functions. The basis of informal relations are attraction and rejection, attraction and repulsion, likes and dislikes.

Formal and informal relations are in close relationship and interaction. Formal relationships can bring to life informal ones, slow down or accelerate the process of their development, give it a certain direction and social character. Informal relations, in turn, can actively influence formal ones, acquire a stable character and develop into formal ones. They can complement, concretize, promote the goals of formal relations, they can be indifferent, indifferent to them, or they can even contradict these goals.

It is very important that informal relations not only do not contradict formal ones, but serve as their natural complement, and much depends on the team leader in this. The head is a formal leader, and his subordinates can unite in informal groups, which will have their own informal leaders. And if the leader has enough common sense and experience, then he will try to win the trust of the informal leader and through him influence the behavior of the members of the informal group.

Socio-psychological climate in the team

The cohesion of the labor collective depends on the socio-psychological climate that characterizes the social face of the collective, its production potential.

The quality of the socio-psychological climate in the team determines the attitude of the leader to society as a whole, to his organization and to each person individually. If, in his understanding, a person is presented as a resource, raw materials and production base, then this approach will not give the proper result, in the management process there will be a bias and shortage or recalculation of resources to perform a specific task.

Under socio-psychological climate The labor collective should be understood as a system of socio - psychological relations, reflecting the subjective integration of individual workers and social groups for the implementation of common production goals. This is the internal state of the team, formed as a result of the joint activities of its members, their interpersonal interactions. The socio-psychological climate depends on the style of the collective and the attitude of the members of the collective towards it, the peculiarities of their perception by each other (assessments, opinions, reactions to words and deeds), mutually experienced feelings (sympathies, antipathies, empathy, sympathy), psychological unity (community of needs , interests, tastes, value orientations, the level of conflict, the nature of criticism and self-criticism), etc.

The influence of the socio-psychological climate on the cohesion and development of the team can be twofold - stimulating and restraining, which is the basis for its differentiation into favorable (healthy) and unfavorable (unhealthy).

The following characteristics can serve as criteria for a favorable socio-psychological climate:

Firstly, at the level of collective consciousness:

a positive assessment of their production activities;

Optimistic mood prevailing in the process of life of the team;

· Secondly, at the level of behavior:

conscientious, proactive attitude of team members to their duties;

low level of conflict in interpersonal relationships;

Lack or low staff turnover.

In collectives where the importance of the socio-psychological climate is underestimated, tense relations develop between people, manifested in frequent conflicts.

Creating a favorable psychological climate in the team

Team leadership is a combination of science and art. From the point of view of American management, the essence of leadership is to do the work not with your own, but with someone else's hands. In fact, an even more difficult task is to make not only other people's hands work, but also other people's heads. Therefore, it is unreasonable to rely only on yourself, considering yourself omniscient and able to do everything. You should never do yourself what subordinates can and should do (except in cases of personal example)

The performance of each task must be monitored and evaluated (forms of control should not be totalitarian); lack of control can lead the employee to the idea of ​​the uselessness of his work. No need to turn control into petty custody.

If the independent solution of the problem proposed by the employee does not contradict in principle the point of view of the management, there is no need to fetter the employee's initiative and argue over trifles.

Each achievement of the employee and his initiative should be immediately noted. You can thank a subordinate in the presence of other employees. A person is encouraged by a positive assessment of his actions and upsets if they do not notice and do not appreciate success in work.

When an employee is in some way more talented and more successful than his manager, this is not something negative; the good reputation of subordinates is the praise of the leader and is credited to him.

Do not gently make remarks to a subordinate who has committed a minor offense in the presence of other persons, employees or subordinates; Humiliating a person is not the best way to educate.

There is no point in criticizing people. It would be more constructive to criticize their mistakes, pointing out from what shortcomings such mistakes can occur. And even more so, it is not necessary to point out these shortcomings in a person - he must draw all the conclusions himself.

In a conflict situation, the use of harsh, offensive words (if the situation can be resolved without them) will be disastrous.

Very important: the spark of respect and even more sympathy planted by the leader in the soul of a subordinate is able to charge him for creative selfless work, regardless of time.

Precise formulation of one's thoughts: professional literacy, managerial competence, and general culture are manifested in the manner of speaking. An easily outlined and formulated thought encourages communication, eliminates the potential for conflict caused by misunderstanding.

Correctly made remark eliminates unnecessary irritation. Sometimes it is useful to make comments in the form of a question: "Do you think there is a mistake here?" or "What do you think..."

The ability of a leader to defend the interests of the entire team and each of his subordinates is a good means of gaining authority and uniting employees into a single group.

Credulity and distrust are the most important qualities of a person, on which the socio-psychological climate in the team depends. Excessive, excessive gullibility distinguishes inexperienced, easily hurt people. They find it difficult to be good leaders. But worst of all is suspicion of everyone. The incredulity of the leader almost always breeds the incredulity of subordinates. By showing distrust of people, a person almost always limits the possibility of mutual understanding, and hence the effectiveness of collective activity.

Delegation of authority stimulates the disclosure of abilities, initiative, independence and competence of subordinates. Delegation often has a positive effect on employee motivation and job satisfaction.

In general, under conflict is understood as a collision of oppositely directed actions of employees caused by differences of interests, views, aspirations. Conflict is accompanied by tension in relationships.

Common causes of conflicts are:

Shortcomings in the organization of rationing and remuneration. The spiritual comfort of people largely depends on the degree of implementation of the principle of social justice. It is very important that those workers who work better get more.

deficiencies in the organization of leadership, caused by the incompetence of the leader, the discrepancy between his personality and the level of maturity of the team; his insufficient moral upbringing, as well as his low psychological culture.

Imperfection of the team itself or its individual members: lack of conscious discipline, which hinders the work of the leader and the development of the entire team; the prevailing inertia and inertia in the stele of the collective's activity, which leads to great resistance to innovation, unhealthy relations between personnel workers and newcomers; psychological and moral incompatibility of individual members of the team, the transfer of personal misfortunes, troubles of individuals to relations in the work team, etc.

Team building involves, first of all, identifying the causes of conflict and carrying out appropriate preventive work, which can be carried out in the following areas:

Improving the organization and working conditions, ensuring the rhythm and strict coordination of the production process, which causes moral satisfaction among workers;

selection of personnel and the correct placement of personnel, taking into account their socio-professional characteristics and psychological compatibility, which reduces the likelihood of conflict;

development of criticism and self-criticism, etc.

However, it is impossible to completely avoid conflicts in the team. As a rule, not a single team can do without conflicts. Moreover, conflicts have both negative and positive consequences. They help team members get to know each other, get a better idea of ​​mutual expectations and claims, and the administration - about shortcomings in the organization of work, life, and production management. Therefore, it is very important that the clash of views and positions of the conflicting parties does not alienate them from each other, that the controversial issues are resolved and cease to be controversial, that the conflict does not go down a destructive path. In this regard, the behavior of those in conflict, the culture of conflict, is of particular importance.

Conflicts in the organization. Their types and methods of resolution.

The term "conflict" has many different definitions. In management science, conflict is seen as a lack of agreement between two or more parties. The subjects of the conflict can be individuals, small groups, or entire teams.

The conflict may involve all members of the team, as well as individual production units (department of labor and wages and planning department), the production unit and one of the members of the team (technical regulation bureau and worker), individual members of the team (leader and subordinate , working and working). Most often there are conflicts between individual members of the team, i.e. interpersonal conflicts - an active clash of various judgments, assessments, positions, accompanied by active excitement of people, distortion of ideas about each other, development of hostility, enmity.

In the scientific literature, there are different approaches to the essence and assessment of the conflict. From the point of view of authors belonging to the school of scientific management, based on the theory of Weber's bureaucracy, conflict is a negative phenomenon in managerial activity. Conflicts should be avoided, if they appear - resolved immediately. This approach to conflict was based on the concept of an organization as a set of specific tasks, procedures, rules for the interaction of officials and a developed rational structure. Such mechanisms eliminate the conditions for the emergence of conflicts and lead to a conflict-free resolution of problems.

The writers belonging to the "human relations" school also believed that conflict could and should be avoided. They allowed for the possibility of contradictions between the goals of individuals and the goals of the organization, the capabilities of one person and various groups of leaders, etc. But from the point of view of the concept of "human relations" conflict is a sign of ineffective organization and poor management.

The modern approach to the essence of the conflict considers it as an inevitable, and even in some cases a necessary element of the organization's activities. Often the conflict is negative. Sometimes it can interfere with the satisfaction of the needs of an individual and the achievement of the goals of the organization as a whole. But in many situations, the conflict helps to reveal a variety of points of view, provides additional information, helps to identify more alternatives or problems. This makes the decision-making process of the group more efficient, and also gives people the opportunity to express their thoughts, satisfy their personal needs for respect and power. It can also lead to more efficient implementation of plans, strategies and projects, as discussion of different points of view on these documents takes place before they are actually executed.

So, conflict can be functional and lead to increased efficiency in the organization. Or it may be dysfunctional and result in decreased personal satisfaction, group collaboration, and organizational effectiveness. The role of conflict depends on how effectively it is managed. To manage a conflict, it is necessary to find out the occurrence of a conflict situation.

Various types of conflicts are distinguished in the scientific literature. For example, Mescon, Albert, Hedouri distinguish four main types of conflict: intrapersonal, interpersonal, conflict between the individual and the group, and intergroup conflict.

Intrapersonal conflict is a special kind of conflict. One of its most common forms is role-playing conflict. Its essence lies in the fact that conflicting demands are made to a person about what the result of his work should be. Also, a similar conflict can arise as a result of the fact that production requirements are not consistent with personal needs or human values. In addition, intrapersonal conflict may be a response to work overload or low workload.

Interpersonal conflict is the most common type of conflict. It manifests itself in organizations in different ways. Most often, this is the struggle of managers for resources, capital, labor, project approval, etc. Each of them tries to convince the higher leaders to accept his point of view. Interpersonal conflict can also manifest itself as a clash of personalities.

People with different character traits, views, values ​​sometimes cannot get along with each other, as their views and goals are fundamentally different from each other. The conflict between the individual and the group arises when the individual takes a position different from that of the group. In the process of production, certain norms of behavior and development are established in the group. Everyone must observe them in order to be accepted by an informal group, and thereby satisfy their social needs. But if the expectations of the group are in conflict with the expectations of the individual, conflict can arise.

A similar conflict can arise on the basis of the job responsibilities of a manager: between the need to ensure adequate performance and comply with the rules and procedures of the organization. The leader may be forced to take disciplinary action that may be unpopular in the eyes of subordinates.

Intergroup conflict arises as a result of the fact that any organization consists of many groups, both formal and informal. Informal groups may feel that the leadership group is not treating them fairly and intends to reduce labor efficiency.

In the works of Russian and foreign scientists, the types of conflicts are also determined depending on the causes of conflicts. The main reasons are: limited resources to be shared, interdependence in the task, differences in goals, differences in perceptions and values, differences in behavior, differences in education, and poor communication.

Even in the largest organizations, resources are always limited. The manager must decide how to allocate materials, human resources and finances among different groups in order to achieve the organization's goal in the most efficient way. Giving more resources to one group means others will get less of the total. Thus, the need to share resources almost always leads to various types of conflicts.

If a person or group in an organization is dependent on another person or group for a task, there is also the potential for conflict.

The potential for conflict increases as organizations become more specialized and break down into divisions. This is because specialized units formulate their own goals and may pay more attention to achieving them than to the goals of the entire organization.

The idea of ​​a situation depends on the desire to achieve a certain goal. Instead of objectively assessing the situation, people may consider only those views, alternatives, and aspects of the situation that they believe are favorable to their group and personal needs. Thus, differences in values ​​are a very common cause of conflict.

Differences in behavior and life experiences can also increase the likelihood of conflict. For example, people with character traits that make them authoritarian, dogmatic, indifferent to other people's self-respect, most often come into conflict. Differences in life experience, values, education, seniority, age and social characteristics reduce the degree of mutual understanding and cooperation between representations of different departments.

Unsatisfactory communications, poor transmission of information can be both a cause and a consequence of conflict. It can act as a catalyst for conflict, making it difficult for individuals or groups to understand the situation or the perspectives of others. Other common communication problems that cause conflict are ambiguous quality criteria, the inability to accurately define the job responsibilities of all employees and departments, and the presentation of mutually exclusive work requirements.

As noted earlier, conflict can have both positive and negative consequences. The positive consequences of the conflict are, firstly, that the problem is solved in a way that is acceptable to all parties, and as a result, employees feel their involvement in solving this problem. This minimizes the difficulties in implementing the decisions made - hostility, compulsion to act against one's will. Another positive consequence of the conflict is that the parties are more willing to cooperate in future conflict situations. Conflict can also reduce conformity, inertia of thinking, when subordinates do not express ideas that contradict the ideas of their leaders.

Negative consequences of the conflict:

1. dissatisfaction, bad morale, employee turnover and reduced productivity.

2. less cooperation in the future

3. strong devotion of the individual to the group and an increase in unproductive competition with other groups in the organization.

4. Contrasting your goals with the goals of another group, both positive and negative

5. Decreased interaction between conflicting parties

6. increase in hostility between them as communication decreases

7. Giving more importance to winning the conflict than solving the real problem

The consequences of conflict are determined by how effective conflict management will be. The scientific literature describes various ways of managing conflict situations. Albert, Meskon, Hedouri divide them into two categories: structural and interpersonal. There are four structural methods for resolving conflict - clarifying job requirements, using coordination and integration mechanisms, setting corporate overarching goals, and using a reward system.

According to the aforementioned American scholars, clarifying job requirements is the best management method to prevent the negative consequences of conflict.

The manager must explain to each employee and unit what results of work are expected from them. What powers and responsibilities they have, what procedures and rules of work exist.

Another method of managing a conflict situation is the use of a coordination mechanism. An example of such a mechanism: a chain of commands, the establishment of a hierarchy of authority, which streamlines the interaction of people, decision-making and information flows within the organization.

If subordinates have disagreements, conflict can be avoided by offering a decision to their common superior.

The next method of conflict management is the establishment of organization-wide complex goals. The effective implementation of these goals requires the joint efforts of employees, groups or departments. The idea embedded in these higher goals is to unite the efforts of all participants in the activity and subordinate them to a single task. Thus, the coordination of actions of all personnel is achieved.

The method of managing a conflict situation is also the creation of a reward system. People who make a special contribution to the achievement of common goals, help other groups in the organization, should be rewarded with gratitude, bonuses, recognition or promotion.

Interpersonal conflict resolution styles include avoidance, smoothing, coercion, compromise, and problem solving.

The avoidance style implies that a person tries to get away from the conflict, not to get into situations that provoke the emergence of contradictions, not to enter into a discussion of issues that are fraught with disagreements.

The smoothing style is characterized by the fact that the leader tries not to let out the signs of conflict and bitterness, appealing to solidarity.

Within the style of coercion, attempts to force people to accept their point of view at any cost predominate. A person using this style usually behaves aggressively and abuses his power. The disadvantage of this style is that it suppresses the initiative of subordinates and leads to the neglect of important factors.

The compromise style is characterized by accepting the other party's point of view, but only to some extent. The ability to compromise is most valuable in managerial situations, as it minimizes hostility and allows for a quick resolution of the conflict. But using compromise in the early stages of a conflict can prevent careful consideration of the problem and reduce the number of alternatives.

The problem solving style is one of acknowledging differences of opinion and willingness to explore different points of view in order to understand the causes of the conflict and find the most appropriate way to resolve it. According to American scientists, this style is the most effective and leads to the optimal solution of issues.

2. Stress and ways to overcome them

One of the most important socio-psychological aspects of managerial activity is overcoming stress. In the literature, this problem is considered from two sides: the stressful conditions of managers and the stressful conditions of subordinates.

In any, even the most progressive and well-managed organization, there are situations and characteristics of work that negatively affect people and make them feel stressed. Excessive stress can be devastating to the individual and therefore to the organization.

Stress can be caused by factors related to the work and activities of the organization or personal life events.

Organizational factors are:

1. overload or vice versa, too little workload for the worker. An employee who does not get a job that matches his abilities usually feels frustrated, anxious about his value and position in the social system of the organization, and feels clearly unrewarded.

2. A conflict of roles occurs when conflicting demands are placed on an employee. This conflict can also occur as a result of a violation of the principle of unity of command (when different leaders can give conflicting tasks to a subordinate). In this situation, the individual may feel tension and anxiety, because he wants to be accepted by the group on the one hand and comply with the requirements of the leadership on the other.

3. Irresistible roles occur when an employee is not sure what is expected of him. Unlike role conflict, here the requirements will not be contradictory, but they will be evasive and vague. People need to have the right idea about the expectations of management - what and how they should do and how they will be evaluated after that.

4. uninteresting work. However, people's views on the concept of "interesting work" differ. What seems interesting to one person may not necessarily be interesting to another.

It should be noted that positive events in a person's personal life can equally or even more cause stress, as well as negative events.

Management literature suggests ways to prevent and manage stress:

Establishing a particularly effective and reliable relationship with the manager. Understanding his problems and helping him understand the problems of his subordinates is required.

Don't agree with a manager or anyone who starts making conflicting demands. More explanation needed

Informing the manager or employees that the criteria for assessing the quality of work are not clear

Public discussion of boredom or lack of interest in work

Incorporating short breaks into your work schedule to change your train of thought

Ability to explain failure when reaching a limit beyond which the employee is unable to take on more work.

3. Leadership

The socio-psychological structure of the team ends with the nomination of a leader.

Leadership is one of the socio-psychological factors that affect performance. Leadership potential is a set of psychological qualities that correspond to the needs of the group and are most useful for resolving the problem situation in which this group has fallen. Leadership - leadership in stimulating, planning and organizing group activities. Behind the ability to lead are such integral characteristics as "disposition to danger", "management abilities" and high "personal activity".

By “attunement to danger” is meant the high efficiency of actions in stress, as well as sensitivity to potential danger and fearlessness.

Actions in stressful conditions that are most appropriate for the role of a true leader lie in his primacy of protecting the group, in organizing group actions, in attacking actions, in choosing the strategy and tactics of group behavior. Sensitivity is the leader's ability to anticipate the possibility of stressful circumstances and options for their development. Fearlessness is conventionally designated as a quality that allows a leader to endure threats directed at him for the longest time and recover faster after defeats.

In the structure of managerial abilities, the leading functions are the functions of suppressing intra-group aggressiveness (conflict) and providing support to weak members of the group, planning the group's upcoming actions.

The high personal activity of the leader includes a wide range of private manifestations - from initiative and contact to physical mobility and a tendency to form temporary alliances with different members of the group.

Psychoanalysts have identified ten types of leadership

1. "Sovereign", or "patriarchal overlord". A leader in the form of a strict but beloved father, he is able to suppress or displace negative emotions and inspire people with self-confidence. He is nominated on the basis of love and revered.

2. "Leader". In it, people see the expression, the concentration of their desires, corresponding to a certain group standard. The personality of the leader is the bearer of these standards. They try to imitate him in the group.

3. "Tyrant". He becomes a leader because he inspires others with a sense of obedience and unaccountable fear, he is considered the strongest. A tyrant leader is a dominant, authoritarian personality and is usually feared and obeyed.

4. "Organizer". It acts for group members as a force to maintain the "I-concept" and satisfy the needs of everyone, relieves feelings of guilt and anxiety. Such a leader unites people, he is respected.

5. "Seducer". A person becomes a leader by playing on the weaknesses of others. It acts as a "magical force", giving vent to the repressed emotions of other people, prevents conflicts, and relieves tension. Such a leader is adored and often overlooked for all his shortcomings.

6. "Hero". Sacrifice himself for others; this type manifests itself especially in situations of group protest - thanks to his courage, others are guided by him, they see in him the standard of justice. A heroic leader draws people along.

7. "Bad example." Acts as a source of contagiousness for a conflict-free personality, emotionally infects others.

8. "Idol". It attracts, attracts, positively infects the environment, it is loved, idolized and idealized.

9. "Outcast".

10. Scapegoat.

There is a difference between "formal" leadership - when influence comes from an official position in the organization, and "informal" leadership - when influence comes from the recognition by others of the leader's personal superiority. In most situations, of course, these two kinds of influence are intertwined to a greater or lesser extent.

The officially appointed head of the unit has the advantage of winning leadership positions in the group, and therefore, more often than anyone else, becomes the recognized leader. However, his status in the organization and the fact that he is appointed "from outside" puts him in a position somewhat different from those of informal natural leaders. First of all, the desire to move up the corporate ladder prompts him to identify himself with larger divisions of the organization than with a group of his subordinates. He may believe that emotional attachment to any working group should not serve as a brake on this path, and therefore identifying himself with the leadership of the organization is a source of satisfaction for his personal ambitions. But if he knows that he will not rise above, and does not particularly strive for this, often such a leader strongly identifies himself with his subordinates and does everything in his power to protect their interests.

Formal leaders first of all determine how, in what ways it is necessary to achieve the goal set, as a rule, by other people, organize and direct the work of subordinates in accordance with detailed plans, while taking a passive position. They build their interaction with others on the basis of a clear regulation of rights and obligations, try not to go beyond them, seeing themselves and other members of one organization, in which a certain order and discipline should prevail.

In contrast, informal leaders determine what goals to strive for, formulating them on their own, without going into unnecessary details. Their followers are those who share their views and are ready to follow them, despite the difficulties, and the leaders at the same time find themselves in the role of inspirers, as opposed to managers, who ensure the achievement of goals through reward or punishment. Unlike formal leaders, informal leaders are not controlled by others, but build relationships with followers on trust in them.

To summarize what has been said, we will use the table, which is based on the materials of O. Vikhansky and A. Naumov.

In a team whose general level is below average, the informal leader most often acts as an expert on any issues or an emotional center, can cheer, sympathize, help. In a team with a high level of development, he is primarily an intellectual center, a source of ideas, a consultant on the most difficult problems. And in both cases, he is the integrator of the collective, the initiator and organizer of its active actions, the model against which the rest compare their thoughts and actions.

Since the informal leader reflects the interests of the team, he is a kind of controller, making sure that the specific actions of each of its members do not contradict the common interests, do not undermine the unity of the group. In necessary cases, he can enter into conflict with the administration in connection with this, authorizing, even in the sphere of production activity, only those decisions that do not contradict the interests of the team he represents. It is practically impossible to fight this phenomenon, because pressure on the leader only causes even greater unity of the team and its opposition to the administration.

It is believed that in a conflict situation, if there is an opportunity with an informal leader, it is better to compromise by offering him at the same time an official position, which he usually does not have, but quite deserves.

The easiest way to do this is when the boundaries of the formal and informal team headed by such a leader coincide, and its members are guided by corporate values. Under these conditions, it will be much easier for a leader who has received official authority to manage the team, and to a certain extent he will be able to neglect the interests of the team for the sake of the interests of the official organization, to which people, trusting him, will agree. However, at the same time, official decisions still have to be adjusted taking into account the interests of the collective, because it is dangerous to abuse its trust.

Workforce management

Any work collective, so that it does not fall apart and continues to fulfill the target function assigned to it, must be led. At the same time, under leadership is understood as the purposeful impact of persons endowed with the functions and competence of leaders on teams and individuals, i.e. interaction between managers and executors, the purpose of which is to constantly (continuously) ensure the optimal functioning of a particular system as a whole.

It should be noted that the concepts of "management" and "leadership" are largely identical, and their use to refer to the same phenomena, purposeful actions is legitimate. However, there are certain differences between them. Managing production means, first of all, purposefully influencing all components of the controlled system in order to achieve predetermined results. In other words, production management as a process includes people, material, financial and other resources. You can only manage people, not resources.

Leadership is not only a necessary, but also the main element of the management process, which is its main content. The content of the management process is determined mainly by two factors: the scope of authority (competence) of the manager and the nature of the problem that he has to solve by influencing the subordinate team or individual.

The influence of the manager on the performers is a continuous process to the same extent as the production process is continuous. The impact of the subject of management (manager) on the object of management (team) is a direct link. In turn, the team of performers, implementing the orders of the manager, informs him about the progress of work, the factors that contribute to the successful completion of the task or hinder it, and thus influence the manager's subsequent decisions. The impact of the management object (team) on the management subject (manager) is feedback.

The manager, understanding the importance of feedback in the process of managing the workforce, must activate the flow from the management object, first of all, of the information necessary for making informed decisions of a corrective or prospective nature. This means that feedback is a controlled process. The manager must actively influence the formation of the structure of information coming from the management object in order to ensure the validity and purposefulness of the management decisions developed by the management subject.

Thus, team management is a process of continuous exchange of information between the subject and the object of management with the aim of their conscious influence on each other.

The essence and content of the management process are revealed in its functions: planning, organization, coordination, stimulation, control.

The process of managing a production workforce can be divided into three stages.

The first stage is the definition of goals that must be achieved by the team in a certain period of time - a shift, a month, a quarter, a year, or for another period.

The second stage is informing the team. It includes familiarizing the team with the task, methods and techniques for performing work, sources of providing them with the necessary resources, remuneration systems and other incentives, working conditions and rules for safe behavior in the workplace, and other information.

The third stage is the organization and conduct of analytical work in the labor collective, the purpose of which is to identify and study the technical, technological and organizational reserves for increasing the efficiency of the work of the collective; causes and factors of underfulfillment or overfulfillment of production targets by individual workers and teams, etc.

The participation of the manager in the achievement of the goals set by the labor collective or individual employee is determined primarily by the content and quality of his performance of the main management functions.

As an organizer, the head of the team must ensure a high level of organization of the led team. The organization of the team is, first of all, the unity of actions of all its members, different in character, temperament, physical and mental data, their common purposefulness in solving the problems of increasing the efficiency of labor and production. Therefore, the head of the primary team, as the organizer of his labor activity, must be able to set specific goals for the team and single out the main and secondary ones among them, rationally distribute the efforts of the team in time and space to achieve the goals set, determine the means and methods for solving specific problems, develop the initiative and abilities of members team, skillfully use their knowledge and experience in the distribution of tasks among groups of workers or specialists.

The manager must take care that his subordinates do not stand idle due to the poor organization of their work, so that the work is fairly distributed among the workers.

The leader, as a spokesman and defender of the interests of the team subordinate to him, is empowered to apply specific incentives to encourage those who are distinguished by high performance skills, good quantitative indicators of work, and discipline. At the same time, he must apply certain forms of punishment and sanctions in relation to violators of labor discipline or persons who perform their work in bad faith in order to protect the interests of conscientious and disciplined workers and encourage the undisciplined to improve their attitude to work.

In addition, the leader must be a consumer, generator and distributor of knowledge (information). Its information preparedness allows rational management of the labor collective. Information is a kind of energy and raw material for making managerial decisions. The leader in his work uses information received both from his own team and from other teams, i.e. internal and external. Based on this information, he evaluates the state of the management object and makes decisions. The quality of the manager's decisions largely depends on the objectivity, timeliness and purposefulness of information. The higher the validity of managerial decisions, the greater success in solving economic and social problems is achieved by the labor collective.

The leader, in order to encourage the team subordinate to him to achieve his goals, uses a set of techniques and actions called methods. There is no single approach to the classification of management methods in the literature.

In the real life of the work collective, various methods of influence affect the individual in different ways. This necessitates the use of various methods of influence at the same time in the process of managing the work collective. In practice, there are no clear boundaries between them, for example, using administrative and administrative methods of influencing the team or its individual members, the manager takes into account the requirements of economic laws, labor and economic law, etc.

The economic methods of management have the greatest impact on the attitude of the individual and the team towards work.

Administrative - administrative methods are used to solve the same problems that are solved mainly by economic methods, but unlike the latter, they do not give the contractor an alternative in choosing the means of executing decisions. They are carried out in the form of orders, instructions, orders, orally or in writing, issued by a higher governing body or leader in relation to a lower performer.

Socio-psychological methods of leadership are based on the manager's use of techniques and methods of influencing individual employees or the team as a whole, arising from his knowledge of human psychology in general, the specific features and characteristics of the psychology of individual employees in particular. The task of the leader is to use this knowledge to create such relationships in the team that allow subordinates to perceive any of his orders as reasonable, fair and in line with social norms.

Team motivation

WORK MOTIVATION.

In the context of the formation of new economic mechanisms focused on a market economy, industrial enterprises face the need to work in a new way, taking into account the laws and requirements of the market, mastering a new type of economic behavior, adapting all aspects of production activities to a changing situation. In this regard, the contribution of each employee to the final results of the enterprise's activities increases. One of the main tasks for enterprises of various forms of ownership is the search for effective methods of labor management that ensure the activation of the human factor.

The decisive causal factor in the performance of people is their motivation .

Motivational aspects of labor management are widely used in countries with developed market economies. In our country, the concept of labor motivation in the economic sense appeared relatively recently in connection with the democratization of production. Previously, it was used mainly in industrial economic sociology, pedagogy, and psychology. This was due to a number of reasons. Firstly, the economic sciences did not seek to analyze the relationship of their subjects with these sciences, and, secondly, in a purely economic sense, until recently, the concept of "motivation" was replaced by the concept of "stimulation". Such a truncated understanding of the motivational process led to an orientation towards short-term economic goals, towards achieving momentary profit. This had a destructive effect on the need-motivational personality of the employee, did not arouse interest in their own development, self-improvement, and it is this system that today is the most important reserve for increasing production efficiency.

Labor motivation- this is the process of stimulating an individual performer or a group of people to activities aimed at achieving the goals of the organization, to the productive implementation of decisions made or planned work.

This definition shows the close relationship between the managerial and individual psychological content of motivation, based on the fact that the management of a social system and a person, in contrast to the management of technical systems, contains, as a necessary element, the coordination of the chains of the object and subject of management. The result of it will be the labor behavior of the object of management and, ultimately, a certain result of labor activity.

R. Owen and A. Smith considered money to be the only motivating factor. According to their interpretation, people are purely economic beings who work only to obtain the funds necessary for the purchase of food, clothing, housing, and so on.

Modern theories of motivation, based on the results of psychological research, prove that the true reasons that encourage a person to give all his strength to work are extremely complex and diverse. According to some scientists, the action of a person is determined by his needs. Those who hold a different position proceed from the fact that a person's behavior is also a function of his perceptions and expectations.

When considering motivation, one should focus on the factors that make a person act and reinforce his actions. The main ones are: needs, interests, motives and incentives.

Needs cannot be directly observed or measured, they can only be judged by the behavior of people. Distinguish between primary and secondary needs. Primary in nature are physiological: a person cannot do without food, water, clothing, shelter, rest, and the like. Secondary ones are developed in the course of learning and acquiring life experience, that is, they are psychological needs for affection, respect, and success.

Needs can be met by reward by giving a person what he considers valuable to himself. But in the concept of "value" different people put a different meaning, and, consequently, their assessments of remuneration also differ. For example, a wealthy person may consider a few hours of family time more meaningful to himself than the money he receives for working overtime for the benefit of the organization. For a person working in a scientific institution, the respect of colleagues and interesting work may be more valuable than the material benefits that he would receive by fulfilling the duties of, say, a seller in a prestigious supermarket.

"Internal" a person receives remuneration from work, feeling the significance of his work, feeling for a certain team, satisfaction from communicating friendly relations with colleagues.

"External" remuneration is a salary, promotion, symbols of official status and prestige.

The motivational process can be represented in the form of the following stages one after another: the employee's awareness of his needs as a system of preferences, the choice of the best way to receive a certain type of remuneration, the decision to implement it; implementation of the action; receiving remuneration; satisfaction of need. The core of management based on motivation will be the impact in a certain way on the interests of the participants in the labor process in order to achieve the best results.

For labor management based on motivation, such prerequisites are necessary as identifying the inclinations and interests of the employee, taking into account his personal and professional abilities, identifying motivational opportunities and alternatives in the team and for a particular person. It is necessary to make fuller use of the personal goals of the participants in the labor process and the goals of the organization.

No goals set from outside arouse a person's interest in intensifying his efforts until they turn into his "internal" goal and further into his "internal" plan of action. Therefore, for the ultimate success, the coincidence of the goals of the employee and the enterprise is of great importance.

To solve this problem, it is necessary to create a mechanism to motivate the increase in labor efficiency. This means a set of methods and techniques for influencing employees from the enterprise management system, encouraging them to certain behavior in the labor process in order to achieve the goals of the organization, based on the need to satisfy personal needs.

WAYS TO IMPROVE LABOR MOTIVATION

Consider ways to improve labor motivation. They are grouped into five relatively independent areas:

1. Financial incentives.

2. Improving the quality of the labor force.

3. Improving the organization of labor.

4. Involvement of personnel in the management process.

5. Non-monetary incentives.

The first direction reflects the role of the motivational mechanism of remuneration in the system of increasing labor productivity. It includes as elements the improvement of the wage system, the provision of opportunities for staff to participate in the property and profits of the enterprise.

Of course, the motivational mechanism of remuneration plays a large role, but a constant increase in the level of remuneration does not contribute to both maintaining labor activity at the proper level and increasing labor productivity. The application of this method can be useful for achieving short-term increases in labor productivity. In the end, there is a certain imposition or addiction to this type of exposure. Unilateral influence on workers only by monetary methods cannot lead to a lasting rise in labor productivity.

Although labor in our country, unlike highly developed countries, is currently considered mainly only as a means of earning money, it can be assumed that the need for money will grow to a certain limit, depending on the standard of living, after which money will become a condition for a normal psychological status, the preservation of human dignity. In this case, other groups of needs related to the need for creativity, achievement of success, and others can act as dominant ones. It is very important for a manager to be able to recognize the needs of employees. A lower level need must be satisfied before the next level need becomes a larger determinant of human behavior.

Needs are constantly changing, so you can’t expect that motivation that worked once will be effective in the future. With the development of personality, opportunities and needs for self-expression expand. Thus, the process of motivation by satisfying needs is endless.

The next direction of improving motivation - improving the organization of labor - contains setting goals, expanding labor functions, enriching labor, production rotation, the use of flexible schedules, and improving working conditions.

Goal setting assumes that a correctly set goal, through the formation of an orientation towards its achievement, serves as a motivating tool for an employee.

The expansion of labor functions implies the introduction of diversity into the work of personnel, that is, an increase in the number of operations performed by one employee. As a result, the work cycle for each employee is lengthened, and the intensity of labor is growing. The use of this method is advisable in case of underloading of workers and their own desire to expand the range of their activities, otherwise this may lead to sharp resistance from the workers.

The enrichment of labor implies the provision of such work to a person that would enable growth, creativity, responsibility, self-actualization, inclusion in his duties of some functions of planning and quality control of the main, and sometimes related products. This method is expedient to apply in the field of work of engineering and technical workers.

For mass working professions, it is best to use production rotation, which involves the alternation of types of work and production operations, when workers periodically exchange jobs for a period of time, which is typical mainly for the brigade form of labor organization.

Improving working conditions is the most acute problem of today. At the stage of transition to the market, the importance of working conditions as one of the most important human needs increases. The new level of social maturity of the individual denies the unfavorable conditions of the working environment. Working conditions, acting not only as a need, but also as a motive that encourages work with a certain return, can be both a factor and a consequence of a certain labor productivity and its efficiency.

Another side of this problem should be distinguished - the low labor culture of the workers themselves. Working for a long time in unsatisfactory sanitary and hygienic conditions, a person does not know how, and does not want to properly organize his workplace. Recently, Japanese methods of productivity management have been introduced as an experiment at our advanced enterprises, one of which is to improve the culture of production. Compliance with the five principles of work is one of the elements of labor morality.

1) Eliminate unnecessary items in the workplace

2) Properly arrange and store the right items

3) Keep the work area clean and tidy at all times

4) Constant readiness of the workplace for work

5) Learn discipline and observe the listed principles.

The condition of the workplace is assessed daily when checking the point score for compliance with its content to the specified rules. The workers have a direct interest in constantly maintaining their place in good condition, since in this case the tariff part of their earnings increases by 10%. The use of such a system allows to increase the level of production culture and contributes to the growth of labor productivity.

EXPERIENCE OF FOREIGN COUNTRIES.

THE THEORY OF LABOR MOTIVATION IN THE WEST.

In the practice of the American firms Ford, General Motors and others, various methods of motivating and humanizing labor are used. Many of them are related to financial incentives. The so-called analytical wage systems are often used, the peculiarity of which is a differential assessment in points of the degree of complexity of the work performed, taking into account the qualifications of the performers, physical effort, working conditions, and others. At the same time, the variable part of wages, which acts as a reward for improving product quality, increasing labor productivity, and saving raw materials, reaches 1/3 of wages. Various forms of participation of workers in the distribution of profits are used. To solve production problems, quality circles and joint commissions of workers and administration are formed, which make decisions on material incentives for workers depending on their contribution, including in increasing labor productivity.

Financial incentives are practiced in various forms. Great distribution in the British firms received encouragement in the form of gifts. So, in the company "BritishTelecom" they are awarded with valuable gifts and travel vouchers. The awarding procedure is carried out in accordance with the success achieved: at workplaces, at public events and celebrations. This allows you to popularize achievements in the field of improving the efficiency of its quality, which previously went unnoticed.

The systems used by industrial firms to motivate employees through promotion can be reduced to rotation based on personal qualities and length of service. The first is more often used in US enterprises, the second is typical for Japan.

One of the forms of motivation that has found wide application in the practice of foreign and domestic enterprises has been the introduction of flexible work schedules. At the beginning of the 90s, public institutions in Oxfordshire (Great Britain) experimentally introduced a new form of labor organization that gives employees a significant degree of freedom - the opportunity to work both at the workplace and at home, depending on the specific duties of the employee and the agreement between him and his leader. In some cases, the number of hours spent in an institution is negotiated in advance. Specific hours can be assigned for the gathering of all employees of the unit for the exchange of information, familiarization with new tasks. This mode is also recommended for leaders. So, the contract of the head of accounting of one of the institutions assumes the following distribution of working time: 75% (30 hours per week) - in the institution, 25% (10 hours per week) - at home. The head of accounting at home mainly works on the computer, checks the digital data of financial documents, and in the institution participates in meetings and other work that requires contact with employees.

Work that is done only at home at the computer is called telework. Its main drawback is isolation, however, for some categories of workers, who are also burdened with family responsibilities, this form of labor organization is preferable.

The experiment lived up to expectations and was picked up by other companies. British Telecom predicts that by the year 2000 teleworking will employ about 15% of the workforce. If this forecast comes true, the effect will be enormous: the number of cars on the roads will be reduced by 1.6 million units, and gasoline will be burned by 7.5 billion liters less, firms will save 20 thousand pounds sterling (about 33 thousand dollars) per year on each employee, and the employees themselves will save an average of £750 a year in gas and travel costs.

One of the effective methods of motivation is the creation of self-managed groups. As an example, one can refer to the experience of the American firm DigitalEquipment, where such groups are formed in the general accounting and reporting department, which is part of one of the 5 financial management centers. The groups independently decide on the issues of planning work, hiring new employees, holding meetings, and coordinating with other departments. Members of the groups take turns attending meetings of company managers.

In the West, there are many theories of labor motivation. For example, the theory of D. McKieland focuses on the needs of the highest level: power, success, involvement. In different people, one or the other of them can dominate. Power-oriented people show themselves as frank and energetic individuals who strive to defend their point of view, not afraid of conflict and confrontation. Under certain conditions, high-level leaders grow out of them.

People who are dominated by the need for success, as a rule, are not inclined to take risks, they are able to take responsibility for themselves. For such people, the organization should provide a greater degree of autonomy and the opportunity to see things through to the end.

Motivation based on the need for involvement is typical for people interested in developing personal ties, establishing friendships, helping each other. Such employees should be involved in work that will give them the opportunity to communicate widely.

A well-known scholar in the field of leadership D. Mack. Gregor, highlighting two basic principles of influencing people's behavior, formulated "Theory X" and "Theory Y".

"Theory X" is an authoritarian type of government leading to direct regulation and tight control. According to this theory, people initially do not like to work, so they should be forced, controlled, directed, threatened with punishment in order to force them to work to achieve the goals of the organization. The average person prefers to be led, he avoids responsibility.

"Theory Y" is based on the democratic principles of delegation of authority, enrichment of the content of work, improvement of relationships, recognition that people's motivation is determined by a complex set of psychological needs and expectations. The democratic leader believes that the work of a person, the natural state, and "external" control is not the main and not the only means of influence, the employee can exercise self-control, strive for responsibility, is prone to self-education and ingenuity.

Conclusion

This work is aimed at illustrating how difficult and at the same time easy it is to make a company prosperous.

The success of any collective activity lies in the relationship of cooperation and trust, mutual assistance and professionalism. At the same time, it is equally important to determine the individual psychological qualities of a person, his real state and capabilities, the degree of conflict and sociability. Of course, serious studies of the human psyche require a complex and multifaceted analysis, the use of a diverse set of specific techniques.

The team itself is a potentially powerful incentive for labor activity, it brings satisfaction to its members, sets high goals, and creates a creative atmosphere. No wonder they say that a person is happy when he goes to work in a good mood and returns home with the same mood. The joint solution of production interests reduces stressful situations, increases the innovative potential of employees.

The effectiveness and comfort of business communication in a group to a large extent depend on its leader, more precisely, on the style of leadership practiced by him.

Style in general is a manifestation and expression of the leader's individuality. It is “picked up” like a personal wardrobe: so that it is, firstly, comfortable, and secondly, according to the situation. But what is comfortable and familiar for the boss is not necessarily the same for subordinates.

In order for the organization to flourish and develop successfully, the leader must take into account a lot of parameters, and not only related to economic and legal situations. The head of the organization must understand exactly who he leads, who needs to pay more attention, with whom and how he should talk.

List of terms used

1. social groups
2. team cohesion
3. socio-psychological climate in the team
4. conflicts
5. motivation

List of used literature

1. Andreeva G.M. Social Psychology. - M., 1996

2. Vesnin V.R. Fundamentals of management. - M., 1996

1. If you are a manager… elements of management psychology in everyday work
2. Delo Publishing House Moscow 1993

5. Ladanov I.D. Psychology of management of market structures. -M., 1997

6. Fundamentals of psychology: textbook. - M., 1986

7. Samygin S.I., Stolyarenko L.D. Psychology of management: a study guide. - Rostov n / a, 1997

1. Psychology and ethics of business communication: a textbook for universities / V.Yu. Doroshenko, L.I. Zotova, V.N. Lavrienko and others: ed. Prof. Lavrienko. - 2nd ed., reab. dAdd. - M.: Culture and sport, UNITI, 1997. - 279 p.
2. Shuvanov V.I. Social psychology of management. - M., 1997

Meskon M.Kh., Albert M., Fundamentals of Management. M., "Delo", 1992. P. 440

http://www.i-u.ru/biblio/arhiv/books/novikova_soc/soc_nov33.asp

Kozyrev V. Start with management culture. Yekaterinburg, "Biblioservice". 1992. p.48

Meskon M.Kh., Albert M., Hedouri F. Fundamentals of management. M., 1992. S.517

Meskon M.Kh., Albert M., Hedouri F. Fundamentals of management. p.520

Meskon M.Kh., Albert M., Hedouri F. Fundamentals of management. p.522

Lipsits I.V. Secrets of a skilled leader. M. Economics. 1991. P.111

Panasyuk A.Yu. managerial communication. M. S. 45

The group, like any organizational entity, is subject to certain patterns in its development. It is important for an organization to be able to evaluate the effectiveness of a group. The criteria for evaluating the effectiveness of a group are approximately the same as those used to evaluate the results of an employee's work: productivity, job satisfaction, adaptation and training, etc.

Forming a working group, the manager must ensure that its main parameters correspond to the conditions in which the group will function. The effectiveness of its work depends on the validity of decisions regarding the parameters of the group. The most important factors determining the effectiveness of the group are the following:

1. Group size. The number of group members is selected based on the conditions of its functioning. Too small a group (2-3 people) reduces the possibility of specialization and can reduce the quality of labor results, the set of social roles per worker increases, and the intellectual potential of the group decreases.

A dyad is a group of two people. There is no third person in the dyad whose opinion could be consulted or who could help in case of disagreement. As a result, friction often arises between two people (especially those with different psychological personality types). People working in pairs feel or should feel this and avoid categorical judgments and actions that could lead to disagreement. In a dyad, opinions are more often asked than expressed. Dyads tend to avoid disagreement (because it can lead to failure), and this may result in apparent coherence of action, even if it does not exist (false consensus).

The desire to avoid disagreements can also be detrimental to the organization, especially if it affects the quality of the couple's work. In case of disagreement, ideas are expressed freely and discussed together. If two people who are supposed to work together can't handle their differences, or if the lack of such is detrimental to the success of the task at hand, then the dyad should most likely be abandoned.

The triad, or group of three people, poses other problems for managers. Triads have a very high potential for power struggles, unplanned alliances, and general instability. Managers are generally advised to avoid the use of triads, especially when tasks require frequent interaction between employees, which creates the opportunity to exert pressure on each other. In conditions of confrontation and struggle for leadership, these tasks cannot be solved.

A small group most often consists of at least 4 and no more than 15 people, since in a group larger than 15 people it is more difficult for its members to communicate with each other. With a group of less than 10 people, you can freely communicate with each other, but when the group becomes large, people do not catch the essence of the problems and take less part in the discussion, express fewer ideas. The concept of a small group is of interest to managers from various points of view, as working groups, project teams, commissions, etc. are usually a small group.

When forming small groups, managers should avoid an even number of group members, as groups with an even number of members are more likely to get stuck. It is better to create groups with an odd number of members - for example, 5, 7, 9 people, which work much more efficiently.

A large group is a group with more than 15 members. Large groups are organized for a short period of time. For example, a meeting of shareholders, members of a team, various kinds of conferences, etc. As the size of the group increases, the effectiveness of its activities can either increase or decrease. The consequences of increasing the size of the group include a decrease in the possibility of participation, a decrease in the level of cohesion, a decrease in the degree of job satisfaction, an increase in the formal component of the work process, etc. Large formal groups, as a rule, break up into several informal groups, the existence of which requires the manager to make an effort to orient their work in the direction of their goals.

In general, the influence of group size on its success depends on the task at hand. If by adding people to a group its effectiveness increases, then the size is a positive factor. If team members work independently, such as in a machine shop, then more people means more productivity. The size of the group can also play a positive role in the performance of tasks that require interaction within the group and joint efforts.

However, in large groups, the achievement of the set task does not always depend on the most capable members of the group, for example, on the assembly line, the weakest limit the productivity of the previous links and prevent the subsequent ones from working at full strength.

2. Composition of the group. The correct selection of the composition of the group is the most difficult task solved by the manager when forming the group. The selection of participants is carried out based on the nature and level of requirements for the quality of tasks to be solved by the group. This should take into account:

Value orientations of employees;

Compatibility of individual psychological characteristics;

Gender and age composition;

Professional and qualification characteristics of employees

Status-role relations.

Work performed in groups, as a rule, requires different knowledge, skills and personal qualities. In this regard, it is generally accepted that groups of heterogeneous composition (by gender, age, length of service in the organization) work more efficiently than groups that are relatively homogeneous in composition. At the same time, conflicts and struggles for power can arise in groups that are heterogeneous in composition, and there is a high turnover of personnel. However, with skillful management, these problems are successfully overcome.

By status in a group, we mean the position or rank that is assigned to one or another member of this group by its other members. The status can also be formal (for example, the winner of the "Best in Profession" competition) and informal (respect corresponding to merit, knowledge, etc.).

Almost every group has its formal leader, which can be the head of a department, project manager, committee chairman, president of the association, etc. Leaders largely determine the moral climate, relationships in the team and, ultimately, the effectiveness of its work.

Each member of the group is usually assigned certain roles, i.e. behaviors expected from him in accordance with the place in the group that he occupies. Everyone has to play not one, but several roles. For example, an HR manager can simultaneously be the chairman of a labor dispute resolution commission, a member of a commission for the release of labor from an enterprise, and vice president of an association of human resources specialists. In some cases, these roles may be incompatible and contradict each other. If the behavior of the employee comes into conflict with what others expect of him, a role conflict arises.

Both in formal and informal groups, it is of great importance to determine the most typical roles that are most often used in brainstorming, business meetings and meetings. These include the following roles:

Organizer. Organizes the discussion of the problem, establishes communication between members, manages the decision-making process, resolves conflicts. Group leader. A sanguine or phlegmatic person with a high level of intelligence who has gained recognition in the group.

Idea's generator. Puts forward new ideas, explains them, identifies alternatives for decision-making, actively participates in their discussion. Sanguine or choleric with a high level of intelligence, having encyclopedic knowledge

Critic. Critically examines ideas, gives arguments "against", actively seeks out shortcomings in the formulation of the problem, goals, decision criteria. Pessimist with average intelligence, sometimes standing in opposition to the group

Expert. Identifies the "grains of truth" in the issues under discussion, argues for and against and orients the group in the right direction. An optimist with average or high intelligence, with a lot of experience and work experience.

Svyaznoy. Provides information links with other groups, delivers up-to-date information (data and rumors), connects the leader with all team members and passes orders. Choleric with an average level of intelligence, mobile, sociable, without complexes, has a good visual and auditory memory

Clerk. Responsible for office work, sometimes the cashier of the group. Records the results of the discussion of the problem and prepares documentation for the leader. Phlegmatic or choleric with average or low intelligence, has a good memory and handwriting.

The typical distribution of roles in the group provides the possibility of specific and active participation of each member of the group in solving the tasks set by the leader and binds the group members into a cohesive and efficient team. Otherwise, the group works inefficiently or is disbanded into microgroups, where new leaders create conditions for their more productive work.

3. Group norms. Group norms are expressed in standard rules that define the boundaries of the behavior of group members. Formal norms are determined by management. In informal groups, the norms provide for the interests of the participants in the interaction. They can be both positive, corresponding to the formal norms of the organization (requirements for disciplinary standards, quality of work), and negative, running counter to the requirements of formal interaction (low quality of work, resistance to change). Acceptance or non-acceptance by a person of the norms operating in the group is a condition for his entry into the group. Norms can be formalized in certain documents - standards, regulations and procedures. However, most of the norms that govern groups are informal.

4. Psychological climate in the group. A favorable psychological climate in a group is determined by a number of factors: the psychological compatibility of its members, value orientation, the level of cohesion of employees, the conflict nature of the group. Diagnostics of the psychological climate should be carried out systematically by the organization's specialists.

Ministry of Education of the Omsk Region

FGOUSPO Omsk Motor Transport College

"Socio-psychological factors of the effectiveness of group activity"

Completed by a student of group 2111

Leinveber A.V

Checked by the OUD teacher

Popova A.P.

Introduction

When analyzing various theoretical approaches to the study of joint activity, attention is drawn to the fact that, postulating its most important significance in the development of other processes and the mutual influence of the psychological phenomena of joint activity, most authors, in principle, do not discuss the question of the psychological essence of the latter. An analysis of the specific texts of descriptions of experimental procedures and interpretation of their results shows that at the level of empiricism, researchers study actually different realities, united only by the common name “joint activity”. This leads to the formation of a very mosaic picture, in which individual studies of joint activity, instead of deepening, developing and supplementing each other, for the most part coexist independently, having practically no points of intersection. Although it is obvious that if the initial foundations of joint activity are not revealed and indicated, then the question of the comparative effectiveness of different types of its organization, as well as the influence of various psychological factors on it, largely loses its meaning.

In this regard, it becomes clear that the issue of studying joint activities and factors affecting its effectiveness is quite relevant.

In our work, we will touch upon the phenomenon of joint activity and the psychological factors that determine its effectiveness. But we consider it expedient to begin consideration of this phenomenon with an analysis of the subject of joint activity, in the absence of which there can be no talk of any joint activity.

The analysis of theoretical and experimental studies of joint activity demonstrates a wide range of ideas about its subject. However, behind all this particular diversity, there are several general schemes for its description. In a significant part of the work, the specifics of the subject of joint activity are not considered at all. While refusing to “openly” discuss the problem of the subject of joint activity, the authors, nevertheless, cannot completely avoid it, since any study of activity presupposes an answer to the question “Who is acting?”.

From the analysis of the literature, two possible interpretations of the essence of the subject of joint activity follow.

1. The subject of joint activity is an individual.

In a number of works, this paradoxical situation is declared directly: these are the cases when the authors talk about a joint-individual model of joint activity (L.I. Umansky), about an individual type of problem solving in joint activity (N.P. Shcherbo) or designate the term “ joint activity” a situation of an individual solution of a problem in the conditions of the silent co-presence of another person (N. N. Obozov).

The theoretical basis for such an understanding of the subject of joint activity is the position of E. V. Shorokhova, according to which “there is no specific social psychology that would not be the psychology of individuals who are in certain relationships” .

It should be noted that with this approach, the use of the term “joint activity” seems to be unproductive, since the phenomena studied by him may well be described in terms of individual activity.

A similar view of the subject of joint activity is characteristic of many Western works, in which joint and individual activities are considered as two poles of the same continuum, and therefore, for example, the work of a student in the presence of an adult is already considered as a certain degree of jointness. J. Silverman and I. Geringer believe that in joint activity, a subject with a higher level of cognitive development, as it were, “absorbs” the activity of an individual with a lower level, so that in the end only one partner acts, and the other agrees with him.

A similar interpretation is presented in studies of the competitive model of joint activity. Since the activity itself in this situation is organized in such a way that the achievement of a result by one participant implies its non-achievement by others, it is obvious that, in essence, such an activity is individual, and each individual participant is its subject. As representatives of this approach rightly point out, the true object of study here is not compatibility, but the peculiarities of individual behavior in conditions of a shortage of means to achieve the goal.

2. Under the subject of joint activity is meant a set of individuals who solve (by the definition of L. I. Umansky) one “common” task in “one space at the same time” .

Researchers who adhere to this idea of ​​the subject of joint activity build their research according to the scheme: two or more participants are offered a certain task, and the process of solving it is interpreted based on the a priori belief that it is implemented by a group, collective, cumulative subject (these terms are used as synonyms). ). However, it is obvious that the very fact of presenting the task to co-present individuals does not guarantee a group or joint form of its solution. And the attempts described in the literature to ensure the “generality” of the problem with an appropriate instruction, such as “Solve together ...” or the requirement to obtain a “general solution”, can hardly be regarded as sufficient to ensure the compatibility of the solution. It seems to us that even in those experimental situations where groups were made up of members of really existing communities, the fact of the existence of a group as a subject of activity cannot be stated a priori, but should be the result of an analysis of the activity and interaction of the individuals included in it.

The vast majority of researchers, in general, recognizing and even accepting the idea of ​​the subject of joint activity described above as the initial one, believe that the features indicated in it are necessary, but not sufficient. Therefore, in addition to the temporal-spatial co-presence and the presence of a “common” task, various authors propose various additional conditions that, in their opinion, contribute to the transformation of a group of individuals into a successful subject of joint activity. Such conditions may be:

1) specific features of the material itself, which is used in the “general” task;

2) individual characteristics of the participants;

3) socio-psychological characteristics of the group;

4) separation of functions, roles, actions and operations.

A large group of works approaches the problem of the subject of joint activity from the point of view of the structure and real content of the activity itself.

An attempt to identify in the very psychological structure of the joint activity of education, qualitatively characterizing its subject, as well as the mechanisms leading to their formation, is presented in the work of R. L. Krichevsky. In his study, an important characteristic of the subject of joint activity is the direction of interaction in the group, which, according to the author, is determined by the motive of their activity.

In the work of M. G. Yaroshevsky, to characterize the subject of joint activity, an analysis of the subject to which his activity is directed is involved. It is assumed that the subject of joint activity is formed under the influence of its subject characteristics: social assignment and significance, as well as its specific content.

According to A.I. Dontsov, neither the group itself as a subject of activity, nor the forms and methods of its activity can be defined as such outside of relation to the subject of joint activity. The results of the study show that “it is the objectivity of socially conditioned joint activity that can be considered as the basis and leading factor in the socio-psychological integrity of the team as an aggregate subject of activity” .

A. L. Zhuravlev singles out “purposefulness, motivation, level of integrity (integration), structuredness, consistency, organization (controllability), effectiveness (productivity), spatial and temporal features of the living conditions of a collective subject” as the main characteristics of the subject of joint activity.

Thus, the definition of the subject is based on the structural components and individual features of the activity itself, and the subject acts not as an integration or the result of the influence of the above characteristics, but as a simple sum of adjacent properties of the activity.

So, we can draw the following conclusions:

1. Most of the works are characterized by the idea that the compatibility of activities is ensured by a certain combination of external conditions, the specifics of the task, instructions, the selection of participants according to individual characteristics and interpersonal relationships, etc. Therefore, the question of the criteria for selecting a subject of joint activity is generally not posed as a special problem. In this regard, the complete lack of interest in questions about whether the participants accept externally given activities as joint ones is understandable; how, on the basis of such acceptance, the subject of the actual joint activity is formed; whether the subjects of group and joint activities are identical, etc.

2. Since joint activity is specified through external conditions, and the sum of individuals performing this activity is considered as its aggregate subject, then all their individual and personal characteristics, ways of interaction and communication are interpreted as characteristics of the subject of joint activity.