Training “Effective teamwork. Social processes in organizations Team interaction skills

SPECIALIZATION: HR consulting, Work with personnel INDUSTRY: Education FORMAT: Open

Why team? Because business effectiveness is made by people. And group synergetic processes are like fuel carrying a rocket into the dense layers of the atmosphere.

One Horsepower, two, three, how many of them are needed to move the cart quickly? The more the better and preferably under one hood!

How many employees does it take to make a business breakthrough? 10,100,1000000?

Team, just one team!

Recently, the focus of attention from processes has begun to shift to those who organize these processes, to those who implement them. It became clear that simply having goals and strategies is not enough. It is important to understand the mechanisms of interaction between process participants, define roles and make competent arrangements in order to use all resources to the maximum and eliminate transaction costs.

And then new results are guaranteed!

Participants: The training will be useful for managers at all levels, entrepreneurs, and business consultants.

Learning outcomes:

Formed understanding of the differences between a group and a team
Systematic vision of intragroup processes and their management
Knowledge of the stages of team formation and management skills at each of them
Understanding the psychology of teamwork

PROGRAM

1.Basics of team interaction

Workshop:

Game-research “Organization”
creation of incentive material for effective work in training

2.Basics of team building

The role of the leader's leadership position, the direction vector when leading a team
Life cycle as the basic law of systems development
Tuckman and Jenson model
Management styles at each stage, situational approach

Workshop:

Testing your own directivity vector
Creating a personal interaction balance card
Elaboration of approaches at each stage of team formation

3.First stage. Formation.

The T.E.A.M concept, the fundamental principles of creating a strong team
Characteristics of a team, difference from a group
Role interaction, team roles according to Belbin. Test to determine your own role

Workshop:

Testing your own team role
Analysis of role interaction in your team, adjustments (if necessary)

4.Second stage. Seething.

Conflict management, role interaction, theory of transactional analysis in business
Working with emotions, the concept of emotional competence

Workshop:

Identification and elaboration of your own conflictogens
Determining the RVD’s own position in interaction, reaching the “Adult” position

5. Third stage. Rationing.

Norms, rules, regulations as elements of consolidating success at previous stages.
Grouping of thinking, pros and cons
Making decisions. PR tools: brainstorming, Ishikawa diagram
Effective meetings as an element of the structure of group work

Workshop:

Brainstorming work situations
Solving problem situations using the Ishikawa diagram
Effective meeting game

6.Fourth stage. Functioning, or reaching a new level.

Meta-level, organizational life cycle
Reaching new levels. Level of employee development = level of organization development

Upon completion of the entire course, each participant receives a Certificate from the Moscow Center for the Training of Business Trainers and Personnel Development “TrainerPROFI”, confirming that the participant has completed training under the specified program.

Teaching methods: mini-lectures, role-playing and business games, group discussions, brainstorming, case analysis, tests, working with specific practical situations, exchange of experience and feedback from participants and the trainer

Duration of training:16 hours(2 days for 8 hours).

Training takes place from 10.00 to 18.00 with breaks for lunch and coffee breaks.

COST: 15000 rub.

There are four main styles of team management: 1) creative team; 2) “motor” command; 3) stable team; 4) club team. Each type of management team requires a certain management approach, corresponds to a certain field of human activity or is suitable at a certain stage of project development, is characterized by a certain value system, has its own reward and punishment system, is capable of achieving only certain goals, and has its own strengths and weaknesses. Note that there is no universal command. Let's look at team management styles.

Creative team. Such a team is characterized by the presence of a large number of bright and extraordinary individuals with talents in certain areas. It is typical for design bureaus, theater groups, creative laboratories, advertising firms, newspaper and television editorial offices, etc. Talent, originality, new interesting information, fresh solutions, and original thinking are encouraged in the creative team. This team is distinguished by a minimum of conventions, the overthrow of authority, long working hours, and maximum freedom. Only creative frames, ideological control is carried out.

The team leader is the main ideologist and owner of the data bank and all information. Team management is irrational. There is an atmosphere of euphoria and emotional uplift in the team. The main ideology is “any dream is achievable.” The team's philosophy is “we are unique individuals doing a unique job.” To improve the psychological climate in a team, it is necessary to reduce the influence of team members who “destroy the dream”, interfere with the brainstorming atmosphere with critical comments, are overly conservative and intellectually slow. The team works effectively in an atmosphere of chaos, lack of laws, “from scratch” (privatization, restructuring, development of a new product or service, etc.).

"Motor" team. This team is characterized by high fighting qualities, active, purposeful, collected. It contains an authoritarian leader who firmly holds power and does not allow himself or his team to relax. The team is characterized by constant rivalry and competition with others. Typical for commercial structures promoting an aggressive marketing strategy, firms in the phase of development and entry into the market. In the “motor” team, the ability to concentrate on the main goal, ambition, achieving symbols of success, and energy are encouraged. It establishes irregular working hours. Team members strive to rise to the highest hierarchical level (the main thing here is connections in the “highest circles”) and to gain high authority. Money is perceived as a symbol of power.

The team leader is the most authoritative person with power and connections. Team management is irrational - “divide and conquer”, approaching - moving away from the leader. A clear hierarchy and an atmosphere of intense activity are established in the team.

The main ideology is “the world must be ruled.” The team's philosophy is “we make a career, and the leader is a mentor and guide.” To improve the psychological climate in a team, it is necessary to reduce the influence of team members who are poorly mobilized, do not strive for career growth, and weaken the team. The team works effectively in crisis conditions, when there is only one simple goal - to act.

Stable team. Such a team is characterized by the ability to work systematically in a stable given mode. Individuals within it begin to have less influence on the course of the management process. Typical for teams associated with production, government agencies, education systems, army. In a stable team, hard work, patience, diligence, the need to finish what you start, methodicality, and orderliness are encouraged. This team is distinguished by a maximum of conventions, a minimum of surprises, a strictly standardized working day, a clear remuneration system, strict order and discipline, and adherence to the letter of the law (order).

The team leader is the administrator, its chief technologist. Team management is rational. It establishes clear service instructions, an atmosphere of business activity, and adherence to regulations. The main ideology is “the law is harsh, but it is the law.” The team's philosophy is “better a bird in the hand than a pie in the sky.” To improve the psychological climate in a team, it is necessary to reduce the influence of team members who create an atmosphere of chaos, preach the ideas of revolutionary achievements, and do not want to follow the established order. The team works effectively in an atmosphere of stability according to clearly defined rules and instructions, with a clear payment system.

Club team. This team is characterized by a high level of informal communication, when the results of activities fade into the background. There is an atmosphere of warm, confidential communication. Typical for institutions where there is no clear end result of the activity. The club team encourages communication skills, gentleness, compliance, non-conflict, personal charm, pleasant communication, and friendliness. Its features are a standardized working day, the opportunity for informal communication, collective responsibility for the assigned work, and high team cohesion.

The team leader is the soul of the company, the main singer. Team management is rational. A loose order is established, team members enjoy a certain degree of freedom, and there is a tendency towards discipline and diligence. Basic ideology: “the highest value is the joy of human communication.” The team’s philosophy is “as long as the person is good, we’ll get the job done somehow.” To improve the psychological climate in a team, it is necessary to reduce the influence of team members who are striving to make a career, tough and ambitious. The team works effectively in a stable situation in areas related to public services, education and health care, during the completion phase of projects.

The article examines professionally oriented team interaction of students in the educational process of a college. It has been determined that college graduates are increasingly working in a rotational environment, where interaction is of a team nature, and communication within the team - the shift - can be in different languages. In this aspect, the concepts of “team”, “brigade”, “problem situation” are considered. The skills characteristic of teamwork are identified. For the purpose of professional development of students, new conditions for their professional activities were analyzed. The materials used for the study were student survey materials. Based on the questionnaires, the levels of communicative and organizational inclinations and the level of personality conflict were identified. In order to organize educational team interaction, production problem situations were developed and used, which made it possible to form and develop team skills among students.

production problem situations

students

communication and organizational skills

professionally oriented team interaction

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Currently, the ability to work in a professional team, ensuring its cohesion, communication with colleagues or leadership, the willingness to take responsibility for the work of team members and for the results of completing tasks, are general competencies within the framework of the Federal State Educational Standard for secondary education. vocational education. When training future technicians in the training profile “Development and Operation of Oil and Gas Fields,” it is necessary to take into account that the interaction of oil workers in conditions of shift work and shift work is a team activity, which is confirmed by the opinion of employers. An important aspect of the work is the need for knowledge of a professional foreign language (German, English, French) to work with modern equipment in multinational teams. In this regard, the formation of team interaction skills in combination with intercultural interaction skills already in the college educational process is an important condition for increasing the competitiveness of a graduate.

The purpose of this study. To present the conditions under which professionally oriented team interaction of students in the college educational process is a factor in the formation of professional competence.

Relevance. Employers highly value not only a solid mastery of the fundamentals of the upcoming professional activity and the high personal potential of the future specialist, but also a fairly high level of development of skills to work in a team. According to Sergei Oganovich Kalendzhyan, Doctor of Economics, Academician of the International Academy of Organizational Sciences, Dean of the Faculty of the Higher School of Corporate Management of the Academy of Economics under the Government of the Russian Federation, member of the Scientific and Technical Council of Gazprom OJSC, the ability to work in a team is an essential component of competitiveness in the modern world, where high the level of collective work is valued more than the personal qualities of an individual, even outstanding ones. Taking into account the specifics of the subject “Foreign Language”, in connection with the integration of the country into the world economic community and a single educational space, there is a need to increase the efficiency of teaching foreign languages in the system of secondary vocational education. A modern specialist must be able to obtain information about new technical advances different countries and apply it in your work, use special professional literature, conduct conversations with foreign partners not only on social and everyday topics, but also on professional topics. Thus, we must develop in future technicians the skills characteristic of teamwork, but at the same time teach them to communicate in a foreign language.

Materials. The experience of leading Russian and foreign companies shows that the key role in them is played not by individuals or groups of people, but by cohesive, highly professional structural formations - teams. Teams are the most effective form of organizing human resources, which are assessed as “the only thing that matters.” competitive advantage organizations in the 21st century" (F. Lutens).

In a number of areas, the command form of organization is the main or only type of organization technological process and performance of work, and is not considered to be any outstanding phenomenon. Let's take, for example, the activities of Morflot ship teams, geological expeditions, rotational teams, teams of oil drillers, teams of doctors of various specialties in complex operations, teams of the Ministry of Emergency Situations. That is, there are quite a lot of spheres of society where the team form of organizing work is technologically the most rational or even the only possible. These are, as a rule, areas where remote, or technologically isolated, or life-threatening work of autonomous groups of specialists is necessary. In these areas, the command form of organization is not considered to be any particular deviation from normal practice. There is a team and there is a common practice of organizing work. So no unique measures to additionally increase motivation are required here if all team members are interested enough to stay in their places and not leave for other areas of activity.

Let us clarify the difference between a brigade and a team. A team is two or more people working in concert, but prioritizing the achievement of individual goals. The individual interests of the participants are higher than the interests of the group. Typically, the group is headed by a leader who sets the direction of work, distributes tasks and ensures the achievement of a common goal as the sum of the achievements of the individual goals of group members.

A team is a group of people working interdependently on each other and focusing on achieving a common goal. The interests of the team are higher than the individual interests of the participants. Team members share mutual responsibility. The team leader is often the first among equals, and the whole team is involved in distributing tasks and solving work issues. In addition, the effectiveness of the team is greater than the sum of the effectiveness of each of its members, which is the result of a synergistic effect. The concept of “synergetic effect” implies an increase in work efficiency as a result of the integration of the efforts of team members.

The ability to work in a team is extremely highly valued by employers today. Working as a team has many advantages both for the company and for the personal growth and development of each employee. As the saying goes, one head is good, but two is better, so the brainstorming method, often used in teamwork, allows you to develop creative thinking and come up with many more successful ideas than each team member could come up with individually. It is believed that all people by nature are divided into loners and team players, that is, this situation cannot be changed, and someone simply cannot learn to work in a team. But this is a deep misconception and nothing more than a stereotype. A person can change anything he wants, so learning to be part of a team is possible for anyone and everyone, if there is a desire.

The concept of “teamwork” implies the following skills: quickly adapt to a new team and do your part of the work in a common rhythm; establish a constructive dialogue with almost any person; convincingly convince colleagues of the correctness of the proposed solution; admit your mistakes and accept someone else’s point of view; delegate authority; both to lead and to obey depending on the task assigned to the team; restrain any ambitions and come to the aid of colleagues; manage your emotions and abstract from personal likes or dislikes. In professions that in their content are associated with the active interaction of a person with other people, the core ones are communication and organizational skills, a low level of personal conflict, without which success in team work cannot be ensured.

Research methods. In order to form and develop team skills in students in foreign language lessons, we use industrial problem situations. To assess the communicative and organizational aptitudes of students at the Buzuluk College of Industry and Transport, we used the diagnostics of communicative and organizational aptitudes developed by V.V. Sinyavsky and B.A. Fedorishin. According to A.M. Matyushkina, within the framework of vocational training, a problem situation should be developed in two aspects: general training (formation of general knowledge, skills, behavior skills in typical problem situations using their general cultural subject content); specialized training (formation of professional knowledge, skills, behavior skills in specific problem situations using subject content characteristic of a given profession). It is probably possible A complex approach- use of semi-professional situations for the purpose of general training with a gradual transition to purely professional situations.

The method of problem situations is one of the methods of problem-based learning. The basis of problem-based learning is a set of interrelated methods and tools that provide opportunities for students’ creative participation in the process of mastering new knowledge, developing in students the ability to flexibly navigate and adapt in constantly changing life situations, independently acquire the missing knowledge for self-realization, develop communication skills on which the ability to work in a team is based.

This concept is based on the idea of personality development based on the formation of a desire for self-improvement, which belongs to the outstanding Russian thinker A.A. Ukhtomsky. The method of achieving the goal was chosen through the formation of students’ attitudes towards self-education, self-education, self-regulation according to G.K. Selevko. The ideas used in the work relate to activity-based and personality-oriented learning, which are promoted in the works of E.S. Polat, E.I. Passova.

Any problem originates in a problematic situation: having realized the difficulty that has arisen as insoluble at a given level of knowledge, the student is imbued with the desire to find a way out of the current situation through thinking, i.e. takes the problem to solution. The use of problem-based learning technology in teaching foreign languages has its own specifics: students must not only solve a problem, but also select language and speech means in a foreign language that are adequate to the goal, namely to speak out in defense of their point of view. An important condition The effectiveness of problem-based learning for enhancing cognitive activity is the fact that the student “accepts” the problem as his own, i.e. transition of a problem situation into educational problem. In cognitive activity, the motive is what is cognitive for the subject. Consequently, every student should be interested in the subject of study, the problem situation should be interesting, significant, and requiring a solution for him, so we try to use problem situations that actually occurred in production

Results and its discussion. 450 students participated in the experimental study. Five levels of communicative and organizational inclinations inherent in students at the beginning of the experiment were experimentally established (Table 1).

Table 1

As the study showed, the subjects had a high level of communicative and organizational inclinations. However, during communication there is a high possibility of conflicts arising, so we also conducted a study to determine the level of conflict of an individual. The test “Level of Personality Conflict” was conducted, proposed by O.N. Istratova. We got the following results. A low level of conflict was determined in 6% of students, average level conflict in 80% of subjects, a high level of conflict in 13.3% of people and a very high level of conflict in 0.7%.

The data obtained from these tests, from our point of view, are contradictory. In the presence of high level communicative and organizational inclinations (43%; 44%) the average level of conflict is observed in 80% of the subjects. An indicator such as the average level of conflict is typical for people striving for leadership. At the same time, if there are several leaders in a team, performance is significantly reduced. Since students, future technicians, must be prepared to perform various roles in work teams, we see our task as giving students the opportunity to master each of these roles and accept the most suitable one for themselves. Let's give an example of a problem situation.

Brief description of the incident. At 10:58 a.m., the electric and gas welders of the site, under the guidance of the foreman and senior mechanic of the site, began to carry out work to replace the valve of the receiving water pipeline of unit No. 1 at the oil field. The workers included specialists from equipment suppliers (Germany), workers living in the Orenburg region (Buzuluk). The link went down to the floor below the “0” mark of the turbine hall, without installing a plug in the flange connection of the water conduit going through the valve to unit No. 1. They began to cut the water conduit pipe (a 20 cm long seam), after which oil-containing liquid came out from the cut site, and a fire occurred in the lower part of the installation (under the “0” mark of the turbine room). The site workers who carried out the hot work were unable to extinguish the fire on their own, so the fire department was called. At 11:30 a.m. the fire was localized by the fire department and extinguished at 11:53 a.m. As a result of the fire, power cables and instrumentation cables located in the lower part of KNS-2 (under the “0” mark) were damaged.

Using the proposed lexical material (electric and gas welder - der Elektrogasshweisser, master - der Meister, valve - der Reigel, unit - das Aggregat, field - die Erdölfelder, cutting - das Schnitzwerk, pipe - das Rohr, liquid - die Flüssigkeit, fire - das Brennen, liquidate - liquidieren), a photograph of the scene of the incident, explain to the arriving fire brigade and ambulance team about the actual situation and how to solve it.

When resolving this production problem situation, the difficulty was that German, forced for everyone and equally difficult for everyone. When solving a production problem situation, not everyone understood each other, so when explaining the problem and organizing its solution, students not only used technical terms in a foreign language, but also explained it verbally, using gestures, diagrams and drawings. The level of conflict in solving this problem situation was low, the effectiveness of joint actions was high.

In the study, we developed and implemented in the educational process Toolkit, containing sets of problem situations on professionally oriented topics using foreign professional vocabulary. The systematic and systematic use of the method of problem situations in foreign language classes, as well as in integrated and binary lessons within the disciplines of the professional module, made it possible to increase the level of team interaction. The results are shown in Table 2.

table 2

Levels of communicative and organizational inclinations of students at the ascertaining stage of the study

Students noted that they were much more interested in studying both specialized disciplines and mastering foreign languages. With the help of problem situations, it turned out to be possible not only to identify the individual inclinations of each student; teach to observe, explore, activate mental activity, because there are no ready-made answers to questions in any textbook; to interest students in learning about professional activities; teach to listen and hear each other, respect the opinion of the interlocutor; teach to live according to the principle of team interaction: “If you don’t agree, object; if you object, suggest; if you suggest, act; if you act, take into account the opinions of others.”

Conclusions. It has been determined that college graduates are increasingly working in a rotational environment, where interaction is of a team nature, and communication within the shift team can be in different languages. For the purpose of professional development of students, new conditions for their professional activities were analyzed. The materials used for the study were student survey materials. Based on the questionnaires, the levels of communicative and organizational inclinations and the level of personality conflict were identified. In order to organize educational team interaction, production problem situations were developed and effectively used, which made it possible to form and develop team skills in students.

Reviewers:

Kiryakova A.V., Doctor of Pedagogical Sciences, Professor, Head of the Department of General and Professional Pedagogy of the Federal State Budgetary Educational Institution of Higher Professional Education "Orenburg State University", Orenburg;

Kargapoltsev S.M., Doctor of Pedagogical Sciences, Professor, Professor of the Department of General and Professional Pedagogy of the Federal State Budgetary Educational Institution of Higher Professional Education "Orenburg State University", Orenburg.

Bibliographic link

Vasilyeva Yu.V., Belonovskaya I.D. TEAM INTERACTION AS A MEANS OF FORMING COMPETITIVE RESOURCES OF A FUTURE TECHNICIAN // Contemporary issues science and education. – 2015. – No. 3.;
URL: http://science-education.ru/ru/article/view?id=20260 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Effective team interaction training

Target : mastering team interaction skills.

Training objectives

Demonstrate the benefits of team (collaboration) work,
Recognize the problem areas of group interaction and learn to jointly develop ways to solve them.
Develop skills for constructive collaboration.
Introduce ways to interact with other team members using positive communication techniques.

Training phases:

1. Introductory phase

Purpose of the phase : Acquaintance of participants with each other, with the presenters, as well as with the goals of the training, rules of work in the group.

Name of exercises: “The meaning of my name”, “Group rules”

Time: 5 minutes.

Necessary materials: Name cards, pins, markers, rule sheet.

2. Contact phase

Purpose of the phase : Establishing a favorable psychological climate in the group, warming up.

Name of exercises: Video “The importance of the team”"Merry Count", "Machine"

Time: 10-15 minutes.

3. Labilization phase

Purpose of the phase : Formation of an active working attitude, diagnosis of the psychological atmosphere in the group.

Name of exercises: “The Tower of Babel”, “The Lords of the Ring”.

Time: 10-15 minutes.

Necessary materials: Whatman paper, markers, cards with individual tasks.

4. Training phase

Purpose of the phase : Practicing and mastering skills leading to group cohesion and developing the ability to interact in a team.

Name of exercises: "Broken phone"

Time: 10 minutes.

Necessary materials: Task cards.

5.Final phase

Purpose of the phase : Summing up, relieving tension

Name of exercises: “Circle”, “Gifts for the group”.

Time: 10-15 minutes.

Necessary materials: Rope.

Total time: 60 minutes.

1. Exercise “The meaning of my name”

Target : enable participants to emphasize their individuality.

Time: 5 minutes.

Resources : cut pieces of paper, felt-tip pens, pins.

Progress of the exercise : The presenter offers to get acquainted and do it as follows: all group members need to do Business Cards with your training name. Everyone has the right to take for themselves any name that they want to be called in the group: their real name, their play name, the name of a literary character, their image name. Then, when the business cards are ready, everyone in turn is asked to say their name, and then tell the story of its origin.

2. “Group Rules”

Time: 2 minutes.

Resources : Whatman paper with already written rules.

Be active.
Listen to each other without interrupting.
Speak only on your own behalf.
If the information is addressed to someone specifically, then contact this person directly, rather than talking about him in the third person
Do not distribute or discuss outside the training what happens in class
Avoid criticism when performing exercises; if there is a need to criticize something, wait for a discussion
In case of unwillingness to perform any exercise, the participant has the right to refuse without explaining the reason for this, but he must publicly declare his refusal.

3. Video “On the importance of the team”

4. Exercise “Fun Counting”

Target : relieving the internal tension of the participants, uniting the group by jointly and simultaneously performing the exercise.

Progress of the exercise : The leader names a number not exceeding the number of people in the group. The named number of participants stands up. In performing the exercise, it is necessary to achieve synchronicity; participants should not deliberate.

: the exercise allows participants to feel the other, understand his thoughts in order to more effectively complete the task.

Discussion : Why couldn’t you complete the task at first? What helped you complete the task?

4. Exercise “Machine”

Target: development of teamwork skills.
Materials: none required.
Carrying out: Each team is asked to build an imaginary car. Its details are the team members themselves. Someone could be the side door or the right wheel. After which the work of each team is evaluated. To make the exercise more difficult, you can prohibit communication while building the machine

Psychological the meaning of the exercise : coordination of joint actions, distribution of roles in the group. Discussion: It was difficult to do exercise ?

What helped in doing it?

5. Exercise “Tower of Babel”

Time: 15 minutes.

Resources : colored markers, Whatman paper, individual tasks prepared in advance.

Progress of the exercise : Participants are divided into 2 teams. Each team member is given an individual task. Individual tasks: written briefly on separate sheets, each sheet is strictly confidential for one participant. For example, “The tower must have 10 floors” - a piece of paper with such an inscription is given to one training participant, he has no right to show it to anyone, he is obliged to make sure that the tower drawn together has exactly 10 floors! The second task: “The whole tower has a brown outline” is a task for the next participant. “A blue flag is flying above the tower”, “There are only 6 windows in the tower”, etc. Participants are prohibited from talking or using their voice in any way.

It is necessary to draw the Tower of Babel together. Execution time is limited (5-7 minutes).

Psychological meaning of the exercise: During the exercise, participants learn to coordinate their actions and interact as a team. Nonverbal communication skills develop.

Discussion : Was it difficult to complete the task? What did you find most difficult? Was the group interaction successful? Why?

6. Exercise "Lords of the Ring".4 threads 1.5-2 m long are tied to a ring with a diameter of 7-15 cm at an equal distance from each other. Four participants stand in a circle at a distance of approximately 1.5 m from each other, and each of them picks up one thread. Their task is to act synchronously to lower the ring exactly onto the target - for example, a coin lying on the floor. The exercise is performed in two versions:

1. Participants stand with their eyes open and can talk to each other (warm-up option).

2. Participants close their eyes. Behind each of them stands one more person, who looks at what is happening and each tells his ward how to move the thread so that the ring drops in the right place.

The purpose of the exercise: learning to coordinate joint actions, finding ways to collectively solve an unusual problem, as well as exchanging information with limited funds for this.

– What emotions did you experience while doing this exercise?

– What difficulties did you encounter?

– Have you found a group-wide tactic?

– What is needed to successfully complete this exercise?

– What conclusions did you draw for yourself?

7. Exercise “Damaged phone”

Target : learning the ability to distribute roles in a team, compare oneself with another participant based on similar characteristics.

Time: 10 minutes.

7. Exercise “Damaged phone”

Target : show participants the importance of active listening, the importance of asking clarifying questions.

Time: 5-8 minutes.

Resources: Task cards

Progress of the exercise: The four team members walk out the door. The leader asks the fifth person to remember and convey the information as accurately as possible to one of those who left, who in turn passes it on to the next one, etc. The information heard by the last participant is compared with the original text. The team that conveys the text more accurately wins.

Contents of the text, option No. 2: Ivan Petrovich went to the bank and said that he would be back by 11 o’clock. If he does not return by this time, then the meeting of the company’s employees will be held at 13 o’clock in room 245. If he returns at 12 o’clock, then the meeting will be held at 12 o’clock in his office. All employees should be prepared to discuss issues of the company's profitability.

Psychological meaning of the exercise: The exercise allows you to very well demonstrate the distortions of information in the communication process and organically move on to a conversation about effective communication.

8. Exercise “Constructing a circle”

Time: 10 minutes.

Description of the exercise: Participants close their eyes and begin to move chaotically around the room (at the same time, they can make a humming sound, like disturbed bees; this avoids conversations that create interference in the exercise). At the presenter’s conditioned signal, everyone stops in the positions where the signal caught them, after which they try to stand in a circle, without opening their eyes and without talking, you can only touch each other with their hands. When everyone takes their places and stops, the presenter gives a repeated signal, causing the participants to open their eyes. As a rule, it is not possible to build a perfectly even circle.

This exercise creates a very good conditions for the facilitator to observe the behavioral styles of the participants. In addition, it can be used for rapid diagnosis of group cohesion.

Psychological meaning of the exercise: The exercise is aimed at developing skills in coordinating joint actions and uniting the group. In addition, it allows you to develop non-verbal communication and self-regulation skills.

Discussion : What does this game give? Why didn't you get a perfect circle right away? It is necessary to make it clear to the participants that the overall consistency of their actions is important in this exercise.

14. Exercise “Gift”

Target : positive completion of the training, reflection.

Time: 3-5 minutes.

Description of the exercise: Presenter: “Let's think about what we could give to your group so that interaction in it becomes even more effective, and relationships in it become more cohesive? Let's say what each of us gives to the group. For example, I give you optimism and mutual trust.” Next, each participant expresses what he would like to give to the group. “Let’s reward ourselves for a successful swim with applause!”

Psychological meaning of the exercise: A ritual that allows you to end the training beautifully and on a positive emotional note.

Discussion : “Our training has come to an end. I want to ask you, what new did you learn today? What useful things did you learn for yourself and for the group?

Well, all the gifts have been given, the games have been completed, the words have been spoken. You were all active and worked well as a team. Don’t forget that you are a single whole, each of you is an important and necessary, unique part of this whole! Together you are strong! Thank you everyone for participating!”

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"Key role in team interaction"

team person group employee

Often talented people lose the opportunity to realize themselves. It also happens the other way around: people with little ability achieve great success in their careers. Why does this happen? This question was studied by the creator of team role theory, Dr. R.M. Belbin, former psychologist and a lecturer whose system of selecting and creating teams, taking into account the balance of strengths and “acceptable weaknesses” of participants, has become a standard in business.

An energetic, broad-minded man bursting with ideas in his seventies, Raymond Meredith Belbin began his career as a classicist at Clare College, Cambridge University, and only in his final year switched to experimental psychology. He studied problems related to recruitment and professional development older employees. R. M. Belbin received his master's degree and doctorate in 1952 in the field of gerontology. He later worked for the Organization for Economic Co-operation and Development (OECD) in Paris as a consultant on the development of "guided discovery" - a method of training senior workers in new skills. This method was put into practice in OECD-sponsored projects in the UK, USA, Austria and Sweden, and is described in the book Problems in Adult Retraining (1972), co-authored with his wife, Eunice.

R. M. Belbin's system of team building began in 1967 in a joint research program with Henley College of Management and has developed into an effective teaching. Having discovered that the more a team's contribution and role is important, the better it performs, Belbin developed psychometric tests to assess each member's potential contribution. These tests are now widespread and used in the recruitment of older personnel.

R.M. Belbin believes that each person has a tendency to choose a certain role in a group, but also notes the fact that there are people who successfully cope with several role functions, combining them in various combinations. Obviously, it is this role flexibility that makes these people especially attractive partners to others. Also R.M. Belbin mentions that there is a category of people who “do not fit” into any of the roles he identified. These people, according to his observations, often reduce the group's potential rather than increase it. According to the results of research by R.M. Belbin, the proportion of such people in the total number of respondents turned out to be quite high - about 30%.

What does the characteristic of the fundamental concept of the system described above include? The term “team role” characterizes the characteristics of a person’s behavior and interaction at work. It is also important that for practical purposes it is necessary to distinguish between a person’s command and functional roles, understanding that a functional role refers to official (formalized) responsibilities that a person must perform with the necessary technical skills and experience. Speaking more in simple language, functional roles belong to our job responsibilities and cover our skills, knowledge and experience. Team roles reflect the way we do our jobs. The team role is also determined by our innate and acquired personal qualities.

Returning to the main source, Belbin views the team as an interaction of 9 types of roles. Each of these roles tends to behave in certain ways, contribute to the outcome, and interact with other team members.

Belbin's diagnostics allows us to identify the strengths and weaknesses of an employee in terms of team roles and suggests using in the work context exactly those qualities that are most readily expressed and on which the person himself relies with confidence. It is recommended to manage weaknesses and qualities that manifest themselves uncertainly, that is, to form a competent system for delegating the implementation of relevant team roles to other participants or refusing to perform them in order to avoid failures, blunders or non-fulfillment of work.

The role of a particular member is determined by his contribution to the team and the relationships between team members. There are two principles according to which roles are distributed in a team: the principle of competence and the principle of preference.

The principle of competence states that a distribution of roles can be considered effective in which the responsibility of each role does not exceed the skills of the team member who received this role. Team members will give greater preference to those target roles that better suit their individual needs. Although they can cope effectively with temporary roles.

The principle of preference is based on the fact that such a distribution of target roles can be considered effective in which as many team members as possible perform the roles that they themselves prefer.

In other words, a team member who is ideal for a target role may himself prefer a different role. This situation potentially threatens conflict, which can lead to a decrease in the productivity of a team member and disruption of interaction between team members. Internal competition may begin and some of the productive work energy will be wasted. Therefore, the team leader should strive for a balance between these two principles when assigning/selecting roles.

As noted above, Belbin identifies 9 types of roles in his works, namely:

1. Chairman (Coordinator, Coordinator). Encouraging and supportive type. Tends to trust people and accept them for who they are, without displaying jealousy or suspicion. Chairman is strong dominance and dedication to group goals. The Chairman's team leadership style is to welcome contributions to the team and evaluate them in accordance with the team's goals. Mature, confident, self-disciplined. Calm, unfussy. Able to clearly formulate goals, promote decisions, and delegate authority. Organizes team work and use of resources in accordance with group goals. Has a clear understanding of the team's strengths and weaknesses and maximizes the potential of each team member. The chairman may not have a brilliant intellect, but he is a good leader of people. The ideal Chairman looks like a good manager, that is, a person who knows how to use resources, is extremely adaptive in dealing with people, but at the same time never loses his control over the situation and his ability to make independent decisions based on his own assessment of what is needed on practice. The chairman is a good leader for a balanced team that faces complex and multifaceted problems that require an effective distribution of roles within the team.

2. Shaper (Activating, Shaper). Entrepreneurial type. Shapers always act as incentives to action, and if a team is prone to inaction or complacency, then the presence of a Shaper will bring it out of this state. Such a leader is dynamic, challenges, and applies pressure. The Shaper's leadership style is to challenge, motivate, achieve. This is a more individualistic type of leader than the Chairman, who pushes people to action and, carrying them with him, leads the team to failure just as often as to success. His courage and energy allow him to overcome difficulties. Shapers are, in many ways, the antipodes of Collectivists. They hate losing and are prone to provocations, irritation and impatience. They are characterized by high self-esteem, a tendency to frustration, sociability and a suspicious attitude towards people. These are extroverts, driven to action by the demands of the external environment. As leaders, they are good for an already well-established team that has encountered a difficult, external or internal obstacle in its work. As managers, Shapers thrive in situations characterized by “political complexity” that constrains forward movement.

3. Thinker (Plant). Introverted type of idea generator. Inventive, imaginative - a person with ideas who can solve non-standard problems. As a rule, Thinkers act alone, sitting in their corner and considering various options. They have a high intellectual level and a very high level of creativity. These are bright representatives of individual intellectuals, and they are often perceived by team members as not very sociable. They are characterized by directness and honesty in communication. The Thinker's style is to bring innovative ideas to the team's work and goals. He tends to have his head in the clouds and ignore details or protocol. The more successfully Thinkers fulfill their role in the team, the less similar their behavior is to the usual managerial behavior pattern. In the world of organizations, Thinkers don't fare well, and their management careers are rarely stellar. They are generally very capable and skillful, which leads them to become technical specialists in most cases rather than holding high management positions. Thinkers are more often found in new, emerging companies, since by their nature they are more likely to be entrepreneurs than managers.

4. Evaluator (Monitor-Evaluator). Reasonable, insightful, has strategic thinking. The inspector sees all the alternatives, weighs everything. The evaluator is objective in analyzing problems and evaluating ideas. Rarely enthusiastic, he protects the team from making impulsive, desperate decisions. Representatives of this role do not clearly manifest themselves in the team until the time comes to make important decisions. At the same time, the team members proposing ideas (the Thinker and the Scout) are rarely the people who are able to evaluate the benefits of their ideas and their consequences. Representatives of this role are distinguished by a high intellectual level, high performance critical thinking, especially regarding their ability to put forward counterarguments. Appraisers are quite slow in their reasoning and always prefer to think things through carefully. Evaluators may lack inspiration or the ability to motivate others. They may be perceived by others as dry, somewhat boring and sometimes overly critical people. Many are even surprised how representatives of this category even become managers. However, Evaluators often occupy high strategic positions in organizations.

5. Implementer. The main quality of Performers is discipline; other natural abilities or intelligence are almost always secondary in their case. The style of the performer in the team is the organization of work. The performers are reliable, conservative and efficient. They have internal stability and low level anxiety. Work primarily for the team rather than for satisfaction own interests. Able to implement ideas practical actions. Performers accept the goals set for them, which become part of their moral code, and adhere to them when performing work. They systematically make plans and implement them. Very effective organizers and administrators. They may lack flexibility and dislike untested ideas. In large, well-structured organizations, such people usually have very successful careers. Success and recognition come to Performers over time as a result of the fact that they systematically do the work that needs to be done, even if it does not meet their inner interests or does not bring pleasure.

6. Scout (Resource Investigator). Extroverted type of idea generator. Enthusiastic, sociable. This is another team member focused on bringing new ideas to the table. However, the way Scouts generate ideas and the very nature of the ideas they propose are different from thinkers. They tend not so much to offer themselves original ideas how much to “pick up” fragments of ideas from others and develop them. Scouts are especially adept at exploring resources outside the team. The scout's team building style is to create a network and collect useful resources for the team. With average levels of intellectual level and creativity, they are sociable, inquisitive and socially oriented. Thanks to these qualities and the ability to use resources, Scouts integrate into a team more easily than Thinkers. With the skillful guidance of a team leader, the Thinker and the Scout can successfully coexist together, without encroaching on each other's territory and each contributing to the proposal of new ideas.

7. Collectivist (Team Worker). Soft, receptive, diplomatic. Knows how to listen, prevents friction between team members - is sensitive to both individuals and situations. The collectivist plays a relationship-oriented, supportive role in the team. If there are people in the team who are difficult to communicate with, then Collectivists are able to exert a gentle influence on the situation and prevent potential conflicts, thereby assisting the formal leader of the team in completing the task. A collectivist may be indecisive in times of crisis. Representatives of this type are often found among the top management of organizations. They make excellent mentors for young managers.

8. Closer (Completer-Finisher). Diligent and conscientious. Looks for errors and omissions. Controls the deadlines for completing orders. Typically, a team's success is judged by its final results. At the same time, many people are almost pathologically unable to finish what they start, and the ability to complete what they start is a rather rare quality. Closers are people who have this gift to the fullest. They are distinguished by attention to detail and the ability to keep the plan in mind, ensuring that nothing is missed and all the details of the plan are brought to completion. They prefer constant effort, consistency and consistency over cavalry charges. They are focused on fulfilling obligations and are less interested in spectacular and loud success. A penchant for achieving excellence in everything they undertake and an inflexibility in achieving what they set out to achieve are their indispensable qualities. To their weaknesses should be attributed to insufficient flexibility, as a result of which they sometimes spend too much effort on achieving their goals, which, under changed circumstances, turn out to be unattainable.

9. Specialist. These are dedicated individuals who take pride in acquired technical skills and abilities in a specific field. Their priorities are to provide professional services, assistance and advancement in their field of activity. Although they are professional in their subject, they rarely take an interest in the affairs of others. They may become experts by following their own standards and working on a narrow range of specific problems. In general, there are few people who are selflessly devoted to their work and strive to become first-class specialists. Specialists play their specific role in the team, thanks to their rare skills, on which the company’s service or production is based. As leaders, they are respected because they know much more about their subject than anyone else and usually have to make decisions based on their deep experience.

The uniqueness of personality is achieved by the specificity of a set of personal qualities in the structure of a person’s character (in our case, a set of team roles). It is necessary to distinguish between successfully combined pairs of team roles in a person, unusual combinations and poorly combined roles. The presence of a strong additional role in the structure of a person’s personality expands his work repertoire and diversifies the types of tasks he solves. Also has great importance hierarchy of team roles in a pair, i.e. what is leading and what is additional. In one direction, for example, the Idea Generator/Analyst combination is successful, in the other direction (role inversion) Analyst/Idea Generator is destructive, leading to excessive prudence and inaction.

Successfully combined pairs of team roles. These are pairs of roles that strengthen each other and neutralize their shortcomings.

For example, Motivator/Implementer The additional role of the Implementer brings practical efficiency to the activity, in addition to the desire to complete the planned tasks. The owner of this pair projects the image of a man of action and is ideal for a manager in the production sector.

Idea Generator/Analyst - distinguished by high intelligence, as well as creative personality capable of making good decisions. The analyst acts as a catalyst. Such a person is ideal for developing plans and strategies that will yield greater profits in the long run.

Analyst/Motivator. The additional role of the Motivator brings purposefulness and perseverance to the individual’s behavior. Slowly and measuredly, with an “iron hand,” the best decisions are implemented. The combination can be considered good for leaders of those groups that are aimed at implementing innovative solutions. This type can interact well with professionals, gifted individuals in production matters. Human relations at work are classified as taboos (prohibitions) - this is a vulnerable zone.

Implementer/Inspirer - practical efficiency combined with gentleness, pliability, listening and empathy. Good combination for leaders of small teams aimed at solving socially-oriented problems. The owner of this pair projects the image of a client-oriented person.

Poorly combined team roles in the personality profile. Such combinations are a source of internal conflict in a person and quickly make him neurotic. Externally, behavior is characterized by inconsistency and contradiction; not so much the positive characteristics of each team role are reinforced, but rather the shortcomings. The emergence of such combinations in the human personality is due to the fact that the initially weak team role begins to be actively developed. Most often, such an ineffective decision is dictated external environment: the nature of the position performed, parental pressure on the child in terms of career guidance. This is not the best solution. Such combinations in a pair are more likely to stimulate discord in the environment than positivity.

Controller/Resource Explorer - fussy and limited, combined with carelessness and eccentricity. I remember a case of a similar type, holding the position of head of the sales department. Not only did his subordinate personnel suffer from his stupid activities, but the company’s financial performance also worsened. Pickiness coupled with negligence in legal documents, lack of systematic control over the activities of subordinates, randomness in actions - this is an incomplete set of behavioral characteristics. And the company tolerated such management for 1.5 years, until at the next certification the owner of the company (a relative of our hero) saw all this with his own eyes.

Idea Generator/Resource Researcher (IG/IR) - the additional role of IR can lead the owner away from the way of solving problems and making decisions developed by the GI. Decisions can smack of adventurism and lead to rash actions.

Unusual combinations. These combinations are less common and less typical. They offer its owner not only special opportunities, but also pose a certain danger. Such a representative needs another person on the team who would level out the damage from shortcomings.

Idea Generator/Specialist (IG/SP) is a gifted professional in a narrow field. On the one hand, the combination of the pair gives its owner a sign of genius, and on the other hand, due to the GI’s inclination towards a comprehensive approach to the issue under study, the implementation of the idea will be constantly delayed due to new input (the joint venture will not be able to fit within the strictly allotted time frame).

Motivator/Inspirer - a person with diplomatic talent and energetic driving force is an undeniable asset for any organization. However, there is a risk that people will become confused about its true role, leading to a loss of trust. There is another danger: the assertiveness of the Motivator will be undermined by the indecision of the Inspirer.

To summarize, we can say that attention to the profile of team roles is far from useless. In conditions of intensification of activity, this can be the strongest human resource in the struggle for efficiency and savings.

Belbin argues that in modern business, team roles must come to the forefront of HR management. He considers the role-based approach more promising than the competency-based approach.

"People with a clear team role profile<...>develop a strategy for action not only in their favorite areas, but also in those areas of activity that were initially considered unsuitable for them,” says the researcher. In his book, Belbin calls employees who are suitable for a position based on competencies “suitable,” and those who are suitable in accordance with the team role as “acceptable.” After all, practice has shown that acceptable but unsuitable candidates work surprisingly well. If they are provided with proper support, they will be able to fit their job perfectly in the future.

However, companies still rarely use the Belbin technique. The reason may be that it is difficult to use. However, its author and his supporters are convinced that team roles are the future.

Posted on Allbest.ur

Training “Effective teamwork. Social processes in organizations Team interaction skills

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