Effective business interaction. Effective communication training
Training “Pedagogical cooperation”
Purpose of the training: development of cooperation skills.
Tasks:
form an idea of cooperation as one of the forms of effective interaction;
form an idea of effective communication within the framework of cooperation;
introduce participants to the concept of conflict and ways to resolve it;
creating a cohesive group;
training in constructive conflict resolution skills;
developing skills for understanding other people, oneself, and relationships between people;
communication skills training;
formation of joint activity skills.
Duration of training: 30-45 minutes.
Contingent: young teachers.
Number of participants in the group: 12–15 people.
Progress of the training.
Exercise "Greeting"
Target: introduction to the training atmosphere, group unity
Time: 5 minutes.
Instructions. Hello, I'm glad to see you all. At the beginning of our lesson we must introduce ourselves. And therefore, let everyone in the chain say their name and a compliment on the first letter of their name.
A name is something that accompanies a person throughout his life. With a name a little person comes into this world, with a name he goes through life, encounters ups and downs. The name may sound euphonious, affectionate, sublime, pleasant. There is an old belief: every person has his own reflection in the world around him. A name is always desirable for us, and from an early age a person gets used to the sound of his name and treats it with reverence. And this is also happiness!
Exercise "Pencils"
Target: training in interaction skills, the ability to work in pairs and in groups.
Time: 10 minutes.
Materials: pencils, one per pair.
Instructions. The essence of the exercise is to hold a capped pencil or pen held between the fingers of the participants standing next to them.
First, a preparatory task is performed: break into pairs. Partners in a pair sit opposite each other at arm's length and try to hold the pencil by pressing its ends with pads index fingers. The task is given: without releasing the pencil, move your hands up and down, back and forth.
After completing the preparatory task, the group stands in a free circle (the distance between neighbors is arms outstretched), the pencils are clamped between the pads of the index fingers of the neighbors. The group, without letting go of their pencils, synchronously completes the following tasks:
- Raise your arms, lower them and return to the starting position.
- Stretch your arms forward, take them back.
- Take one step forward, two steps back, one step forward, one step back.
- Lean forward, backward, straighten up.
- Sit down, stand up.
- Step forward, raise your hands.
- Hold the pencil with your little fingers.
- Do the exercise with your eyes closed.
Discussion
What actions should each participant perform to prevent the pencils from falling out?
What to focus on when performing these actions?
How to establish the necessary mutual understanding?
Leading. Our training is aimed at developing in a playful way the skills necessary for cooperation and mutual understanding, for example, coordinating joint actions with others, “feeling” the person who is nearby. Such skills are also necessary to achieve success when working in a group.
Brainstorming.
Exercise “What is collaboration?”
Target: understand the concept of “collaboration”; group cohesion.
Time: 20 minutes.
Instructions. Now we will look at the concept of “collaboration,” but first I would like to read to you and discuss a parable that I recently read in a book. Listen carefully, and while I read, think about what it is about, what thought it carries.
Once upon a time there lived a monk. And for most of his life he tried to figure out the difference between Hell and Heaven. He thought about this topic day and night. And one night, when he fell asleep during his painful thoughts, he dreamed that he was in Hell.
He looked around and saw people sitting in front of pots of food. But some were exhausted and hungry. He took a closer look - everyone was holding a spoon with a long handle. They can scoop it out of the cauldron, but they won’t get into your mouth.
Suddenly a local employee (apparently a devil) runs up to the Monk and shouts:
- Hurry up, otherwise you'll miss the train to Paradise.
Man has arrived in Paradise. And what does he see?! The same picture as in Hell. Pots of food, people with spoons with long handles. But everyone is cheerful and well-fed. The man took a closer look - and here people feed each other with the same spoons.”
The presenter discusses the parable with the group, and the participants draw conclusions.
Questions
What is "collaboration"?
List of qualities required for cooperation.
List of skills required for collaboration.
Goals of cooperation.
Together with the participants, the presenter makes a daisy, where the core is the word “cooperation”, and the petals are what is included in it.
Exercise “Solving Situations”.
Situation “On duty”
At the end of the lesson, the class teacher asked Natasha and Artem to stay on duty. The bell rang - some of the guys hurried to leave the class, someone approached the teacher's desk with questions. Artem, seeing that the teacher was busy with his own affairs, quietly went home. The next day, the teacher left Artyom on duty alone, for the day before. But there was no broom in the class. Then the teacher sent Artyom to get a broom from the cleaning lady. Under this pretext, he went home again.
Find out in private with Artyom the reason for such actions.
Offer to be on duty with the teacher.
Tell the whole class about what happened. Assign desk duty, and always skip his desk.
Leave the whole class to watch for him.
2. Situation “Lesson standing”
The lesson started as usual. The teacher entered the class. The students stood up to greet. But after the teacher said “Hello, sit down,” everyone continued to stand.
It is necessary for students to understand that sitting in class is more convenient than standing for 45 minutes. You need to start the lesson as usual, without focusing on the fact that the class is standing.
3. Situation “Late”
Natasha is regularly late for her first lesson. So today, once again (we don’t know how long) she entered the classroom 15 minutes after the bell rang, when the lesson was in full swing.
Don’t pay any attention to being late (got used to it).
Praise Natasha for arriving a full 15 seconds earlier than usual. Progress.
Arrange a “solemn” meeting of “Her Majesty Natasha” with thunderous applause from the entire class and admiring exclamations from the teacher.
Completion of the training
Exercise “Finish the phrase”
Target: increasing self-esteem of participants. Participants take turns saying the following:
Today I found out that I...
I was pleased when...
Exercise “Flower of Wishes”
Target: relaxation.
For this exercise, a flowerpot and a violet bush are used, which are handed over to each training participant in turn. Having handed over the flower, they say wishes: “I wish you...”. The psychologist thanks the participants for their sincerity and cooperation.
§ 4. Social and psychological training of business communication
Traditionally, in organizational and methodological terms, 3 main stages of conducting socio-psychological training in business communication are considered: 1) preparatorystage, including such elements as solving organizational problems of training, recruiting a group, drawing up a psychological portrait of the group and its participants, introductory lecture, development of a training program; 2) basicstage, implementing the solution of assigned tasks using methods of socio-psychological training of business communication; 3) final stage, summarizing the results of the training, containing an analysis of the effectiveness of the facilitator’s work, the success of achieving the goals outlined at the beginning of the course.
Preparatorystage involves carrying out certain activities to ensure the success of all further work. The most favorable way to conduct group work is when group members disconnect from everyday life, from solving everyday problems, and they do not develop certain associations that prevent them from being fully involved in the group’s activities and complying with the principles of training. It is advisable to conduct classes in conditions where group members are isolated from communication with people outside the group (outside the city, on board a ship). Discussing the events taking place during the training with friends and family usually weakens the effect of the training, and the interpretations and advice of outsiders can have an uncontrollable impact on a person’s behavior in the group. If possible, it is recommended to limit the participants’ communication even with each other outside of class until the end of the course, since the leader does not have the ability to control the processes occurring in the group and may encounter unpredictable phenomena during classes.
Classes should not be conducted in the organization where group members work, since the hidden and overt influence of organizational culture, hierarchy of power and unspoken rules can have a strong influence on the processes occurring in the group and prevent the establishment of trusting communication between participants. The facilitator may find it difficult to neutralize such influence and may not be able to do so. If it is not possible to choose a suitable room outside the organization, it is necessary to carefully prepare the existing one, changing, for example, the arrangement of furniture, removing posters, tables and slogans, replacing them with flowers, posters with the listed training rules, and other materials as planned by the presenter. The room must have good soundproofing properties, be warm and spacious enough for participants to move around. It is advisable to use a square-shaped room. Cabin should be avoided
products of psychological relief, which group members associate with relaxation procedures and can create a completely undesirable atmosphere of relaxation. Chairs, in particular, should be comfortable, but not conducive to rest; tables should preferably be light, not creating bulky barriers. Some professional presenters use special designs that make it easy to structure the space depending on the requirements of the situation (this could be, for example, small triangular tables from which you can assemble a round, square, rectangular table of any size for any purpose).
It is very good if the problem of organizing training, in particular the problem of choosing and designing a room for training, is dealt with under the supervision of the leader by an administrator or other specially appointed person.
During the training, participants must be released from work if the training is conducted by order of the head of the organization. Personal free time should not be used, as this reduces motivation to work in the training. Exceptions are permitted only if there are special requests from group members.
Question frequency And duration Each lesson is decided by the leader, his choice is determined by personal abilities and preferences, as well as the characteristics of the tasks assigned. One-time weekly meetings lasting about three hours are not advisable. Large intervals between meetings lead to the fact that by each next lesson much is forgotten, the unified fabric of the training is torn, as a result of which the emotional climate of the group, the developing interpersonal connections, and the atmosphere of trust and openness suffer. However, sometimes, due to various practical reasons (usually the busyness of the participants and the facilitator), this option turns out to be the only possible one. In this case, you should strive to ensure that each lesson is logically completed.
A round-the-clock “training marathon” is possible, requiring extreme mental and physical stress from the participants and especially from the leader. This form of training ensures the removal of psychological defenses and barriers of group members (due to extreme circumstances), provokes deep personal changes and a lasting effect of the classes. The trainer who chooses this training option has high professionalism, stable mental and physical health, and has quite a lot of experience in group work. Usually classes are taught by two leaders.
The optimal options for conducting classes are: two to four meetings per week for four or five weeks; four to five days, 8 hours daily.
An important element of organizational and psychological work is the formation of a group. The number of training participants usually does not exceed 12 people, all of them must be included in the group based on the principles of voluntariness and free choice. Compliance with these principles is essential for recruiting motivated, active training participants, which has a beneficial effect on group processes. When forming a group, one should take into account the principle of heterogeneity in terms of age (it is not recommended to combine people with a large age difference in one group), gender, profession, degree of acquaintance, but avoid strong differences in level of education.
The problem of working with real groups, having their own history of development and consisting of people who know each other. These can be groups of people working or studying together, they are characterized by the presence of established structures of power and interpersonal relationships, its members have common memories of the past of their group, a more or less complex system of conventional language. In most cases, in a real group there are unresolved, suppressed conflicts that can unexpectedly manifest themselves with great force. In addition, a real group always has its own system of norms and values, unspoken rules, for violation of which group members are subject to certain sanctions.
When a trainer works with the so-called artificial, laboratory group, which begins to exist in his presence, he has the ability to control all group processes: the formation of group norms and values, rules of conduct for group members, etc. In addition, the leader does not waste time and energy on overcoming the undesirable influence of the established culture of the group, he would begin to “write on a blank sheet of paper.” Jokes, mentions of events that took place in the group, hints addressed to other group members do not contain information about what the leader did not witness. This allows him to adequately diagnose the situation and take the necessary measures to successfully resolve emerging problems.
A different situation arises when working with a real group: the leader may miss important points in the development of intra-group relations due to ignorance of the group’s past and insufficient understanding of its culture. In addition, conflicts that emerge unexpectedly for the leader and acquire explosive potential over time can destroy all the leader’s intentions and “take away” a lot of training time. Of course, in such a situation, the trainer must first resolve the relations between the participants and only then begin further work, otherwise the effectiveness of the training will be jeopardized.
In order to avoid adverse consequences when working with a real group, the facilitator must have extensive professional experience and qualifications; Beginner trainers are not recommended to conduct training in such a situation.
Once the group is complete, many experienced facilitators provide comprehensive psychological diagnostics and compile psychological portraits of future participants using a battery of specially selected tests (this could be, for example, the 16F personality questionnaire, the Leary test, the Luscher color test, the Rosenzweig test, other special tests and expert sheets, determined depending on the tasks being solved in the training). The testing allows the facilitator to predict the behavior of group members in conflict situations, the style of communication with other people, to identify the compatibility of group members with each other, possible likes and dislikes. Of great importance for planning the work of the presenter is the analysis of such characteristics of the participants as the degree of conformity, lability of behavioral reactions, readiness to perceive new information, inclination to leadership, etc. You should not spare time and effort in carrying out this event, since an educated data bank will have of great importance in the future work of the trainer: helping to navigate difficult training situations, as well as determining the line of behavior and strategy of influence in relation to each individual member of the group. It is more convenient to carry out testing and data processing with an assistant.
An interview with training participants before the start of classes gives the presenter additional information about professional experience, length of service, motivation for upcoming work in the group and other important parameters. You can use a specially designed questionnaire. In addition to providing information, the initial interview performs a number of other functions: establishing contact, beginning individual relationships with each group member, setting up training participants for serious socio-psychological work, increasing motivation for classes, reducing anxiety among group members at the first meeting. As a result of personal observations, the trainer creates an emotional image of the group and each participant individually, which helps prepare for working with a specific group.
Compilation programs training, determining the main and secondary goals of the work is also a task solved at the preliminary stage. First of all, the facilitator determines the degree of structuredness of the training: most often this is an intermediate option between the free organization of classes, when the group’s work is built spontaneously, based on problems that arise directly during the class, and strict planning of classes that does not allow variations in the training process.
Social and psychological training in business communication is carried out on the basis of a fairly clear program, which defines the range of problems to be solved, the goals and objectives of the course, the main topic of each lesson, and an approximate set of games and exercises used during the training. The presence of a specific program does not exclude the possibility of changing the sequence of training elements and including new exercises depending on the characteristics of the group process and the needs of group participants. The presenter can make changes to the program directly during classes, as well as as a result of analyzing the past working day, and quite serious corrections to the planned course of the training cannot be ruled out.
The basis for drawing up a socio-psychological training program is the definition general And specific goals And tasks, which must be addressed in the course: this could be increasing communicative competence in general, acquiring special skills and abilities, etc. Depending on which area of business communication is chosen as the focus of attention, the main topic of the training is formulated - negotiations, conducting business conversations, organizing a meeting, conflict resolution, public speaking and many others. In essence, the form of training depends on the chosen topic and is a means of learning within the framework of the assigned tasks. This does not mean that during the training process other goals not specified in the program are not achieved: the topic of the training only sets the emphasis of the work, but does not exclude the opportunity to address related problems.
Below we will look at the principles of constructing non-specialized business communication training, which includes various blocks of tasks to be solved and is aimed at developing a whole range of skills and abilities.
Another important element of preparing for the training is introductory lecture, read by the presenter immediately before the start of classes. During the lecture, future participants become familiar with the topic of the upcoming training, main points of the program, they will find out where, when and with what frequency classes will be held. The presenter has the opportunity, with the help of a lecture, to increase the level of motivation of the participants, introduce them to the basic rules of participation in the training, and introduce the basic socio-psychological concepts used in the training. Sometimes presenters give several lectures, devoting them to the consideration of psychological theories, the knowledge of which will be necessary for group members: these could be, for example, the theories of transactional analysis, group dynamics, principles of role-playing games and discussions, and other necessary information.
Basicstage conducting socio-psychological training includes the work of the facilitator and group participants in real-
lization of the assigned tasks by means of two main methods: role-playing (or simulation) game and discussion. A third method of training abilities is also possible - psycho-gymnastic, which involves performing various exercises without words. Psycho-gymnastics is used to develop a wide range of psychological skills, from developing attention to increasing the level of sensitivity of group members. Another important function that psycho-gymnastic exercises perform in training is the regulation of the emotional mood of group members. For example, it is recommended to start each lesson with activities that increase the activity (physical and emotional) of the participants, setting them up for active work in the group. Finish your classes with well-relaxing procedures that relieve excess stress and fatigue.
During each training session, various diagnostic methods are used: specially developed questionnaires, SAN-type tests, sociometric measurements, tests that determine the level of development of psychological qualities. The latter are good to use at the beginning of a discussion (they provide initial material for discussion); Tests are also carried out to labilize the participants.
Using formalized questionnaires, indicators such as the emotional state of group members, their readiness to work, the structure of power relations and the distribution of likes and dislikes in the group, the degree of labilization of participants, the effectiveness of knowledge acquisition, etc. are analyzed. The data obtained is analyzed by the presenter after the lesson, and further work is based on them. With the help of questionnaires, you can also give the group a specific direction of activity.
It is advisable to organize business communication training in blocks: training in team building, then holding meetings, conducting negotiations, business conversations and, finally, training in public speaking. This sequence of blocks is determined by the logic of group dynamics: at the beginning of group activity, when the group has not yet formed, it poses a danger for each individual participant due to the uncertainty of his position, and each group member is more willing to join in the overall work than to act as a special object of attention and analysis. The need to determine the structure of the group and the place of each of its members comes first, so team building training aimed at achieving precisely this goal is appropriate at the first stage of activity. Further work is aimed at developing the skills of dialogical (business conversation) and monological (public speaking) communication. It is much easier to speak in front of a group with a message and practice communication skills with an audience.
at that stage of group dynamics when a stable, trusting, safe atmosphere has developed.
The training program proposed below is designed for 60 training hours, consists of 20 three-hour sessions, which allows for variations in the meeting pattern (combining several sessions into logical groups). The description of each block contains goals, objectives, a brief program for its implementation with instructions for the facilitator, as well as basic games and exercises. When conducting the training, it is necessary to take into account that the description of the classes does not include questionnaires presented to group participants at the beginning and end of the lesson, exercises that the leader includes in the classes, based on the requirements of the situation in a particular group at a particular time. It is assumed that the facilitator has some experience in training and can independently vary the proposed program using additional material. We recommend that each lesson include, in addition to the proposed elements, suitable procedures that “work” to achieve the set goals, and also regulate the emotional state of the group participants (active and cheerful at the beginning of the lesson and relaxed at the end).
Almost all proposed games and exercises involve the use of video technology.
Block 1. EstablishmentcontactAndstartformationfavorableinterpersonalconnectionsVgroup.
Time -3 hours (1 lesson).
The goal is to create a favorable climate in the group, establish trusting relationships between participants, and determine the direction of further work.
Much of how interpersonal connections develop in a group depends on the first meeting.
It is necessary to begin the training with the procedure for introducing group members to each other (if the participants are familiar, the procedure is also carried out, but the instructions change slightly). There are many options for conducting an acquaintance: a free story about yourself, your strengths (it is better to build the first lesson in a positive way, without using any negative assessments); about the distinctive features of your character, emphasizing individuality in communication. It is effective to use elements of art therapy (drawing, individual and group, modeling from plasticine, etc.), when each member of the group is invited to imagine themselves to others using some images. This beginning makes it possible to emphasize the specific character of each person present in the group, and also allows participants to begin to define themselves in the group structure. After the introduction, the trainer can organize a discussion of what happened, invite participants to express their impressions and describe emotional reactions.
The first stage of group development is characterized by the beginning of consolidation of its members; this process is stimulated with the help of specially selected exercises.
1. "Group"drawing" .
Goal: the beginning of unifying processes in the group, practicing reflection skills, developing sensitivity.
Time: 30 min.
Materials: felt-tip pens, a large sheet of paper (board and crayons). The participants are given the task - in 5-10 minutes, without talking to each other, to express their idea of what is happening in the group and with them at the moment. It is necessary to create an integral view using individual experiences.
The presenter organizes further discussion using questions: “How do you feel?”, “How can you describe in words what we see in the picture?” etc.
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Effective business interaction
(Effective communication training)
Target Audience: managers, assistants, specialists, coordinators and other employees who need effective techniques and business interaction skills.
Duration: 2 days.
Goals:
- awareness by participants of the reasons for the emergence of contradictions in the communication process, the reasons for the loss and distortion of information
- practicing practical communication skills using verbal and non-verbal means
- mastering the technique of assertive behavior
- mastering negotiation techniques in emotionally tense situations
- mastering confident interaction skills to overcome passivity, aggressiveness and manipulation in business communication
Program:
Topic 1. Why don't people understand each other?
- What does the process of transmitting and perceiving information look like?
- Critical points of information distortion.
- How to overcome barriers in mutual understanding. Simple and effective ways.
Topic 2. Secrets of effective communication
- Principles of Empathy
- Adjusting to the emotional state of the interlocutor and managing feelings in dialogue
Topic 3. Feedback technique
- Motivational feedback, feedback forms and situations for their effective use
- Managing dialogue using questions, types of questions, their capabilities and limitations
- Development of dialogue using paraphrasing, types of paraphrasing, possibilities of paraphrasing techniques in interaction situations
Topic 4. Managing your emotional state
- Techniques for getting out of emotionally stressful situations
- Ways to prevent conflicts
- The OVU method as a way to defend business interests
Topic 5. Types of behavior in interaction
- Aggressive, passive, manipulative, assertive types of behavior in business
- Recognition and counteraction
- Assertiveness as the most effective style of behavior when defending business interests
Watch Tamara Vorotyntseva’s mini-lecture “Effective Communication Scheme”:
Tools used:
- modeling typical and most problematic situations in communication;
- analysis of video recordings of participation in exercises;
- performing special exercises and tasks;
- discussion of specific problems of participants.
Received effects:
- increasing the effectiveness of business negotiations
- increasing communicative competence
- reduction of emotional stress
- the ability to recognize aggressive, passive and manipulative styles of behavior and successfully counteract them
- the ability to defend one’s interests without conflict.
Look at the feedback from participants in the “Effective Business Communication” training:
“Social and psychological training of communication and interaction”
Completed by: teacher-psychologist
MBOU Secondary School No. 2 Rudkova Yu.K.
Signature________
The overall goal is socially psychological training- increasing competence in the field of communication - is specified by various tasks solved in its process.
Depending on the priority of the tasks at which socio-psychological training is aimed, it can take on various forms. The whole variety of these forms can be divided into 2 large classes:
1) focused on the acquisition and development of special skills, for example the ability to conduct a business conversation, resolve interpersonal conflicts, etc.;
2) aimed at deepening the experience of analyzing communication situations, for example, correction, formation and development of attitudes necessary for successful communication, developing the ability to adequately perceive oneself and other people, and analyze situations of group interaction.
The process of acquiring new skills and experience is carried out with the active participation of group members. The principle of activity, implemented in socio-psychological training, does not imply the assimilation of ready-made knowledge and techniques, but the independent development of more effective communication skills.
Another important principle of socio-psychological training is the principle of feedback, on which the acquisition of new perceptual, emotional and cognitive experience is based. In the practice of socio-psychological training, the conditions that are a necessary prerequisite for constructive feedback have been empirically identified, for example, the descriptive rather than evaluative nature of feedback, its non-delay, specificity, relevance to the needs of both the recipient and the sender, its implementation in the context of a group.
Social-psychological training is carried out in groups of 8-12 people under the guidance of a psychologist who has passed special training. In the process of socio-psychological training, various methodological techniques are used: group discussion (basic methodological technique), role playing games, non-verbal techniques, etc. The use of video recordings during classes significantly increases the effectiveness of socio-psychological training, providing participants with objective feedback, along with feedback received from other group members.
The relevance lies in the fact that, along with the implementation of tasks specific to socio-psychological training in such groups, as with other types of training, in the process of direct group interaction, knowledge is acquired in the field of psychology of the individual, group, communication, relationships that develop between people, and develops. the ability to adequately and fully perceive oneself and other people, sensitivity to group processes increases and skills are developed to use this experience in later life.
Methodological development socio-psychological training.
“Social and psychological training for effective communication and interaction.”
The purpose of the training is to unite the team and build effective team interaction.
Tasks:
Formation and strengthening of common team spirit, by bringing together a group of people;
Development of responsibility and contribution of each participant in solving common problems;
Receiving emotional and physical pleasure from the results of the training;
Self-awareness as a team.
Stage 1.
The goal is to create an atmosphere of goodwill and efficiency in the training group
Introductory lecture:
Parable "The Boy and the Starfish."
“A man was walking along the shore and suddenly saw a boy picking up something from the sand and throwing it into the sea. The man came closer and saw that the boy was picking up starfish from the sand. They surrounded him on all sides. It seemed like there were millions of starfish on the sand; the shore was literally dotted for many kilometers.
- Why are you throwing these starfish into the water? - the man asked, coming closer.
- If they stay on the shore until tomorrow morning, when the tide begins to go out, they will die,” the boy answered, without stopping his work.
- But this is just stupid! - the man shouted. - Look around! There are millions of starfish here, the shore is simply littered with them. Your attempts will not change anything!
The boy picked up the next starfish, thought for a moment, threw it into the sea and said:
- No, my attempts will change a lot... for this star.
Then the man also picked up a star and threw it into the sea. Then another one. By nightfall there were many people on the beach, each of whom picked up and threw a star into the sea. And when the sun rose, there was not a single unsaved soul left on the beach...
Hello, my name is Yulia Konstantinovna Rudkova, we are starting a training called “Social and psychological training for effective communication and interaction.”
Wonderful..., Now I suggest you listen to the rules of our training:
1. One speaks - everyone listens.
2. Do not interrupt the speaker.
3. Respect each other's opinions.
4. Respect your classmates (do not call them names, call them by name).
5. I am a statement.
6. Non-judgmental judgments.
7.Speak calmly.
8. Activity.
9. Stop rule.
10. Confidentiality.
- Does everyone agree with these rules, does anyone have any other suggestions? I suggest you start our training.
Exercise No. 1 “Cobweb”
Objectives: This game helps children get to know each other and, through fun and pleasant communication, take their place in the group. Therefore it is good to use it at the beginning collaboration. Along with this, "The Web" is a great experience for experiencing the cohesion of the group.
Materials: Ball of thread.
Instructions: Please sit in one large circle. Each of you now has the opportunity to tell us your name and tell us something about yourself. Maybe one of you would like to talk about your favorite toy, what you do best, or what you like to do in your free time. free time. You have a minute to think about what you want to tell us about yourself... (Take the ball in your hands and start the game yourself.)
My name is Yulia, and I really love to dance... (Hold the free end of the thread tightly in your hand and throw the ball to the child sitting opposite.)
If you want, you can tell us your name and tell us something about yourself. If you don’t want to say anything, you can simply take the thread in your hand and pass the ball to the next person.
In this way, the ball is passed on further and further until all the children are part of one gradually growing web. Then talk to the children about anything that can promote group cohesion. "Why do you think we made such a web?"
After this conversation, you will need to clear the web again. To do this, each child must return the ball to the previous one, calling him by name and, perhaps, retelling his story about himself. This continues until the ball returns to you. It is possible that sometimes the thread will get tangled when trying to clear the web. In such cases, you can comment on the situation with humor by saying that the group members are already closely “connected with each other.”
Stage 2.
The goal is specification common goal socio-psychological training by each group member.
Warm-up exercise “Swap places”
Goal: warm-up, creating conditions to get to know each other better, understand how much they have in common, and increase the participants’ interest in each other.
Participants sit on chairs in a circle. The driver goes to the middle of the circle and says the phrase: ““Change places” those who... (for example, know how to fry eggs).” At the end, some attribute or skill is called. The task of those who have this skill or trait is to change places. The presenter’s task is to have time to sit in any vacant seat. The one who did not have time to sit down becomes the new driver.
Exercise “Imagine your opponent.”
Goal: get to know the group members, learn to listen and hear a friend.
“Now I will ask you to split into pairs, but in a certain way: you need to choose the person with whom you communicate the least.”
Children are divided into pairs.
“Now I ask you to turn to each other and talk about yourself to your friend for four minutes, two minutes per person.”
Children begin to communicate, at this time the presenters take out materials: Paper and pencils.
“Now I ask you to gather in a circle again. Now I will give you pieces of paper and ask you to draw your friend; in the drawing it is advisable to reflect everything that you heard: his interests and favorite things, everything that he managed to tell about himself.” Children draw their opponent.
“Now everyone takes turns putting the drawing in the center of the circle and using it to tell everything that he has learned about his friend.”
Reflection exercise: Express yourself in a circle, did you like hearing about yourself from the outside? Are you pleased with what they said about you, etc. Who learned something new about their comrades?
Stage 3.
The goal is awareness of psychological ideas and methods that are offered to the group. Promotion of each participant, activation of him in the group.
Exercise “Silent and talking mirror”
Goal: communication using non-verbal language.
The idea of the exercise belongs to G.I. Marasanov. What is the essence of the procedure? The presenter invites a volunteer to step into the circle and “look in the mirror.”
Instructions:
- Your task is to determine only by the reflection in the “mirror”, or rather in two “mirrors”, which of the group members approached you from behind. These two "mirrors", of course, will be alive. One will be silent: it will be able to explain to you who is behind your back, only with the help of facial expressions and gestures. The second “mirror” is a talking one. It will explain who this person is, of course, without mentioning his name. Choose from the group those two who will become the silent and speaking “mirror”.
After the player has made a choice, the presenter gives the “mirrors” more detailed instructions:
- "Mirrors" stand next to the wall. The main player is in front of them. All other members of the group position themselves behind him and, one at a time, silently approach him from behind. Reflection by "mirrors" occurs in turn. At first the silent “mirror” works. If the main player cannot guess the person behind him, then the “talking mirror” comes in and says one - only one! - phrase. If the player does not guess correctly again, then again - perhaps in a different way - reflects a silent “mirror” and so on. The player's task is to guess the person behind his back as quickly as possible.
There are certain conditions for "mirrors". The silent “mirror” is actually not limited in the ways it can “reflect” the person behind the main player. But you shouldn’t focus only on the pure image external features people, and even more so to emphasize some physical characteristics.
Exercise “Stubborn Centipede”
Goals:
To test experimentally the effectiveness of partnership in conditions of communication and in its absence, the impact of the agreement on achieving a group goal;
Identify the leadership capabilities of players;
Induce team emotions of mutual support, responsibility, and cohesion.
Instructions: all participants gather in the center of the playing area, creating a circle, with their faces facing outward of the circle. They join hands, forming a living ring.
During the first stage of the game you cannot communicate - talk, exchange information. Each player determines for himself a place within the playing area where he would like to get to. This place can be located not only opposite the player, but also behind him or on any other side. At the coach’s command, everyone must try to reach their designated place as quickly as possible and stay there for at least 3 seconds. After all the team players have visited their favorite places, you can inform the coach about the completion of the group task. The sooner the team completes the task, the better result will be recorded at the end of the game.
Concluding the explanation of the rules, the coach once again reminds that communication between participants in any form is strictly prohibited. In addition, whenever the players release their hands, the coach will stop the group's progress until the living ring is fully restored. (The time spent is included in the total game time and, of course, worsens the result.) If no questions arise, then the “Start!” command. you can start the game. When the coach has received a message from the team that each of the participants has reached the intended goal, he announces the result - how long it took to complete the group task.
Let's move on to the second stage. Same rules here, except for one thing significant change: Players are allowed to talk, they can develop some kind of group strategy.
The second stage is carried out, after which the coach again announces the result to the team.
Completion: discussion of the game.
What did you like about the game?
What caused the difficulties?
Please comment on the results of the first and second stages. What do you think is the reason for these results?
Exercise "Confusion"
Goal: to master an active communication style and develop partnership relationships in the group.
Instructions: participants extend their hands inside the circle, and the coach connects the hands of the players in such a way as to create confusion. Each player's hand ends up with the other's hand. In this case, the coach should try to connect together participants as far apart as possible. Once confusion has been created, the group is given a limited time to untangle themselves, keeping their hands together and being careful with their playmates so as not to hurt them with ill-considered movements and actions. The ending of the game will be either a circle or several groups of players connected in series with each other. We know from experience that in 90% of cases the task, no matter how difficult it may seem at first glance, is feasible. A rare case is a knot that cannot be untangled. So during the game the coach plays two roles:
- supports players in their quest to untangle, reminds them to be considerate of each other, encourages checking various options actions;
Completion:
When the problem is solved or time is up, the group and the coach sum up the game.
What, in their opinion, could enhance the effectiveness of solving the problem?
Who was nominated by the group as a leader or became a self-proclaimed leader? How does the group feel about this phenomenon?
Exercise "Eastern Market"
Goals:
Help participants get to know each other better, reduce the distance in communication;
Reduce the feeling of tension by including the “here and now” in the game situation;
Draw the attention of the participants to each other, uniting them through competition in partnerships.
Inventory: sheet of paper, pen/pencil for each player.
Instructions:
Do you remember the picture of the eastern market in the musical fairy tale “Ali Baba and the Forty Thieves”? What associations do you associate with the phrase “eastern market”?
Screams...
The smell of food and spices...
Brightness, riot of colors...
Brisk trading, attempts to buy cheaper, sell more expensive...)
Amazing! So, this is exactly the market that we will find ourselves in in a few minutes. But first we need to prepare.
Everyone gets a piece of paper and a pen/pencil. Fold the sheet in half horizontally and tear it into two halves. We, in turn, bend them in half again and tear them apart. We received four pieces of paper. We also fold them and tear them apart. Now (6:) everyone has an eighth sheet of paper in their hands. On each of the eighths we will write our first and last name legibly and large. Now we will fold each note with the text inside several times. Please place the prepared notes with your names in the center of the room. A pile of notes stacked in the center of the room is carefully mixed by the trainer.
Now that all the preparations are completed, you and I will go to the eastern market. Everyone will go to a pile of notes and randomly pull out eight pieces.
Then, within 5 minutes, you will have to, through persuasion, argument, through exchange... find and return - buy - all eight sheets of paper with your name on it. The first three buyers who manage to purchase an expensive item the fastest will approach me with their notes. Any questions?
Let's start!
…The game begins. It is accompanied by active contact between the players, shouting, laughter, etc. The coach from time to time maintains the intensity of passions by announcing how many minutes are left until the market closes. Closing the market, announces the names of the three winners of the game.
Results of the exercise:
What did you like and what didn’t you like about the last game?
What tactics did you use during the bargaining: active search, expectation of counter offers, “aggressive marketing”, mutual exchange, attempt to deceive your partner?
Now try to name the names of the comrades that you managed to remember!
Exercise “Dictionary of Emotions”
Goal: development of capabilities in verbalization of emotional states.
Additional goals of the coach: introducing an element of competition.
Instructions. Now we will unite into teams: first, second and third. (The coach forms teams by numbers.) In business interactions, emotional states often arise that can be difficult to determine. Often a partner or we ourselves find ourselves in an uncertain state: an emotion has arisen, but we cannot understand what is happening to us (or to our partner). Something vague, some kind of anxiety, confusion of feelings, an unclear echo of some feeling... Meanwhile, these emotions disrupt the clarity of communication and introduce “emotional noise.”
It is necessary not to ignore the emotional state that has arisen, but to qualify and recognize it - for two reasons: 1) so that this emotional state becomes less intense and therefore ceases to be an obstacle to understanding; 2) so that this emotional state, being named and understood, becomes an important signal that contributes to a more accurate understanding of the partner and oneself.
Each team must make as long a list of emotional states as possible within 10 minutes. These will be neither negative nor positive emotions, but intermediate ones - for example, interest, impatience, excitement. These states contain elements of both positive and negative emotions. For example, excitement can combine inspiration and nervousness, impatience is both anticipation of a joyful event and anxious anticipation of something unpleasant. Interest can be “sweet” and painful... So, each team comes up with a list of emotions that combine elements of positive and negative experiences. It is acceptable if some of these elements outweigh. The main thing is that both elements are present. Do you have any questions? 10 minutes are given for this work. After 10 minutes, the coach invites the teams to begin. Each team names one state. If this state has already been named by another command, it cannot be repeated. You'll just have to cross it off your list. When discussing the results of the exercise, the coach can ask the question: “What new states have you discovered for yourself?” Typically, participants note how poor their everyday language is, rarely using words other than “fine” or “no big deal” to describe states. Participants rediscover words such as confusion, confusion, excitement, enjoyment of danger, concentration, concern, puzzlement, surprise, tense anticipation, uncomfortable, uncomfortable.
During the discussion, the coach may also touch on the issue that verbalization of feelings can be done with varying degrees of respect towards the partner.
Exercise “The Blind Man and the Guide”
Goal: acquaintance with visual deprivation, development of sensitivity, receptivity to a partner.
Equipment: blindfolds.
Instructions:
Participants in the exercise are divided into pairs. The partner is looked for with his eyes closed.
The task includes two parts.
A) Participants who find each other are determined by their roles. One of them becomes “blind” (wearing a blindfold), and the second becomes a “guide”.
Attention! "Guides" should be instructed on safety issues and the rules of leading a "blind" person.
There is hand contact between the “blind” and the “guide”.
The “blind person” gets acquainted with various objects in the room, gets acquainted with the space of the room, studies the people he meets, feels the walls and surfaces of various objects, and gets the opportunity to go out into the corridor.
B) There is an exchange of roles. The “blind” becomes a “guide”, and vice versa.
Initially, hand contact is made between the “blind” and the “guide”, which, after some time, is replaced exclusively by auditory contact.
Participants are not limited in their movements and have the opportunity to explore the training premises. At the same time, the “blind” is given the mindset to search for new, special sensations.
At the end of the exercise, participants share their feelings.
“Who had it more difficult, the “blind” or the “guide”?
“What difficulties did you encounter during the exercise?”
Stage 4.
The goal is for each group member to receive personal feedback. The final stage.
Exercise "Gift"
Giving and receiving gifts is an art that, like any other art, can and should be learned, since it is a manifestation of a person’s inner culture. It doesn’t matter at all whether you give an expensive gift or just a cute souvenir.
A gift should be an expression of our good attitude to a person, and not as a means of calming a bad conscience. The ability to give gifts indicates how developed a person’s ability to love another is.
Starting with the coach, each person takes turns using pantomime to depict some object and gives it to his neighbor on the right (a trip to the Black Sea, decoration, cake, flower, etc.).
Breathing exercises "Relaxation"
Deep breathing allows you to relax, regardless of the thoughts that overcome a person. It is not for nothing that in films, when police or doctors arrive at the scene, they advise victims first of all to breathe deeply and evenly. In stressful situations, breathing quickens and the body lacks oxygen. Deep breathing promotes the flow of this vital gas into the brain and all cells in the required volumes.
Instructions:
Inhale and exhale slowly and deeply through your nose, counting from 1 to 4 as you inhale and exhale. Try to relax your shoulders and upper chest muscles as you breathe.
"Group Drawing"
Goal: reflection of emotions on a piece of paper.
Inventory: pencils, felt-tip pens, Whatman paper
A box with colored pencils and markers is placed in the center of the circle.
Instructions: “I suggest you take pencils or markers and draw on whatman paper what he wants, the impressions that our training left today, thereby ending our day with a drawing, a Drawing of our group.” The group members begin to draw.
Parable "About Coffee".
A young girl comes to her father and says:
Father, I’m tired, I have such a hard life, such difficulties and problems, I’m always swimming against the tide, I don’t have any more strength... What should I do?
Instead of answering, my father put three identical pots of water on the fire. I threw carrots into one, put an egg into another, and ground coffee beans into the third. After a while, he took the carrots and egg out of the water and poured coffee into a cup.
What has changed? - he asked his daughter.
The carrots and eggs were cooked, and the coffee beans dissolved in the water. - she answered.
No, my daughter, this is only a superficial look at things.
Look, hard carrots, having been in boiling water, have become soft and pliable. The fragile and liquid egg became hard. Outwardly they have not changed. They only changed their structure under the influence of the same unfavorable circumstances - boiling water. Likewise, people who are strong in appearance can fall apart and become weaklings where the fragile and tender only harden and grow stronger...
What about coffee? – she asked.
ABOUT! This is the most interesting! The coffee beans completely dissolved in the new hostile environment and changed it - turned it into a magnificent aromatic drink. There are special people who do not change due to circumstances - they change the circumstances themselves and turn them into something new and beautiful, extracting benefit and knowledge from the situation.
Conclusion
The development of this socio-psychological training is intended for students in grades 5–11.
Expectations for the effectiveness of the training:
anxiety relief -90%
establishing interpersonal relationships – 85%
respect for classmates – 95%
Increase in positive emotions – 100%
Development of emotions of mutual support, responsibility, cohesion - 80%
References
Psychotherapeutic encyclopedia. - St. Petersburg: Peter. B. D. Karvasarsky. 2000.
Vachkov I.V. Fundamentals of group training technology. Textbook allowance. –– M: Os-89, 1999. – 176 s
Kipnis M. Communication training. - M.: Os-89, 2004. - 128 p.
Book “Psycho-gymnastics in training” (St. Petersburg: Rech, 1999), Part II, “Sensitivity training”
Marasanov G.I. Social and psychological training M.: Cogito-Center, 2007. - 93 p.
Klyueva P.V., Svistun M.A. Social and psychological training programs. - Yaroslavl, 1992.
Bykov A.K. Methods of active socio-psychological training: training manual. – M.: TC Sfera, 2005. – 160 p.
Fopel K. How to teach children to cooperate? Psychological games and exercises: A practical guide / Transl. with German; In 4 volumes. T. 4 - M.: Genesis, 1999.- 160 p.: ill.