§ 4. Social and psychological training 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) The 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. Long 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 is obliged to first regulate the relations of 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 lead, 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, negotiating, 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 classes, which allows for variations in the meeting pattern (combining several classes 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 equipment.

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 certain 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.

Informing about the existence of a role model according to E. Berne. According to the theory of the famous psychologist E. Berne, personality consists of three main components. At each individual moment in time we are in one of the states corresponding to these personality roles.

1. Discussion:

• What do you think is characteristic of each role (what is characteristic of each role).

Dry residue: For effective interaction and management of the emotional state, it is important to take into account information about the personality structure according to E. Berne (Parent, Child, Adult)

1. Exercise “Handshake”

Target: Recognition of role positions at the moment of tactile contact.

Instructions:

The group is freely distributed throughout the audience. One of the participants is selected, he stands opposite everyone else, closes his eyes and extends his hand forward. The others come up one by one and shake his hand. His task: to unite everyone present into 3 groups: an adult, a child or a parent, based on an internal feeling (from what state the person shook hands). Participants split into three corresponding groups. There may be 3-4 participants in the experiment.

Discussion:

• Did you choose any interaction strategy before shaking hands?
• Why do you think you are assigned to this group?
• What contributed to this?
• How does this choice compare with your normal role position?

Dry residue: I can be different at any given time. My perception of myself may not match how others perceive me. I can manage my impression of myself.

Experimenting with different roles

1. Exercise “Verbal and non-verbal manifestations”

Work in groups.

Target: Identify verbal and nonverbal manifestations of the characteristics of role positions.

Instructions:

Unite participants into 3 groups: Parents, Children, Adults. Each group determines nonverbal and verbal manifestations that express the characteristics of role positions. Then one representative from each group speaks and reports the group’s opinion.

Discussion:

• What influences building effective interaction?
• What difficulties arose in determining the manifestations of each role position?
• What verbal and nonverbal expressions are most effective for interaction?

Dry residue: Each role is characterized by its own behavioral and speech manifestations, which help to distinguish the roles from each other. This helps to build effective interaction.

Accepting the position of an Adult as effective method emotional state management

1. 1. Exercise “I am an Adult”

Target: Work through different roles and understand which one is optimal for building effective interaction in a conflict situation.

Instructions:

Participants work in pairs. In a pair, one of the participants takes on the role of the conflicting one, the other participant responds from three roles: Child, Parent, Adult. Each participant must play the role of a conflicting person. For each response in a conflict situation from the positions of: Child, Parent, Adult, 3 minutes are given.

Discussion:

• What helped you reach an agreement in a conflict situation?
• In a conflict situation, who can influence the building of “adult-adult” relationships to a greater extent?
• What communication format will be optimal (R-R, R-V, V-V, etc.) in a conflict situation?

Bottom line: The Adult’s position is the most optimal for interaction in a conflict situation. By responding from the position of an Adult, it is easier to reduce the negative attitude on the part of the conflicting person and come to an agreement. It is important not to adapt to the conflicting person, but to transfer him to a state of “adult-to-adult” communication.

Typical interaction patterns

Mini-lecture"Typical interaction patterns"

Parallel interaction: B-B, R-R, D-D, R-D, D-R

Crossing interaction: Stimulus: Adult to adult, Response: Child to Parent or Parent to Child.

Every time we speak, we are in a specific state and address the specific state of our partner. When answering, the partner is also in a certain state and addresses our state.

If the partner responds from the state to which we were addressing and his response is addressed to our current state, then the conversation can continue for a long time, constructively and not affect the emotional state of the partners.

Transactions are parallel when the stimulus and response vectors coincide, and crossed when the vectors intersect. With parallel transactions, communication continues indefinitely (the first law of communication); with intersecting transactions, it stops and conflict develops (the second law of communication).

Understanding the characteristics of role positions that provideuheffective interaction:

Psychological shock absorption.

1. Mini-lecture “Psychological shock absorption”

See materials for mini-lectures

2. Exercise "Depreciation"

Instructions:

1st stage. The group is divided into two teams. Within 5 minutes, teams come up with 5 lines from the Parent’s position and 5 lines from the Adult’s position.

2nd stage. One player of the first team addresses a player of the other team with one of the remarks, the task of the second is to apply the principle of depreciation. Then the player of the second team addresses the player of the first, etc., until all the invented lines receive an answer.

Discussion:

How was it?

What was difficult?

Accepting criticism. Model of adult behavior when blaming

1. Exercise “Criticism”

Target: Understand your own emotions at the time of accepting criticism and learn to use criticism to your advantage.

Instructions: Participants stand in a circle. One of the participants makes some critical remarks to the one on the right. The first person to whom the remark is addressed reacts to criticism from the position of a Child, the next - from the position of a Parent, the third - from the position of an Adult. Further in a circle: the fourth is a critic, the pattern is repeated. It is important that everyone plays the role of a critic.

Discussion:

• How do we feel and how do we react when we are in the R, Reb, B position when we are criticized?

Work in groups.

All participants are combined into 2 subgroups. The first group, answering the question: why it can be difficult to use criticism to their advantage, gives examples from personal experience, or demonstrates small scenes.

The second group, getting acquainted with the rules for accepting criticism, gives examples from personal experience for each of the rules.

Groups exchange opinions.

Giving Criticism: Basic Principles for Effective Criticism

Target: Understand your own emotions when expressing criticism. Learn to constructively influence others to achieve your own goals.

Instructions: Participants stand in a circle. One of the participants makes some critical remarks to the one on the left, from the perspective of a Child. The first person to whom the remark is addressed reacts to criticism spontaneously. Next, he acts as a critic in relation to the one on the left. The exercise is performed in a circle, with each critic making a comment from the Child’s perspective.

The second circle takes place from the position of the Parent, the third - from the position of the Adult.

Discussion:

• What do we feel and what attitudes do we use when we are in the R, Reb, B position when we criticize?

The trainer writes down all the options on a flipchart (the data is entered into a table)

• What helps you understand that the goal of criticism has been achieved?

Model of constructive criticism

Mini-lecture.

Constructive criticism is a fact-based discussion of the goals, means or actions of your opponent and justification for their inconsistency with your goals, conditions, and requirements.

General characteristics:

1) Factuality - opportunities, facts, events and their consequences are assessed, not individuals

2) Correctness - only parliamentary expressions are allowed

3) Impassivity - the analysis is carried out “without emotions”, in a detached manner.

Unconstructive criticism is:

Disparaging or offensive judgments about a person's personality;

Rough aggressive condemnation, slander or ridicule of his deeds and actions, people significant to him, social communities, ideas, values, works, material objects, etc.

Rhetorical questions aimed at identifying and “correcting” shortcomings (“when will you stop”)

Constructive criticism addressed to a person at a time when he is overwhelmed by failure, failure, etc.

Techniques for constructive criticism:

Expressing doubts about the feasibility (I propose to place the production of spoons at a local plant - I believe that the implementation of this project will require too much money)

Quoting a previous case (Our company plans to enter into a service agreement with company S. - We have already worked with this company in the past and we were not satisfied with their level of service)

Link to three reasons. A message that the offer cannot be accepted for three reasons. 3 reasons are good. Besides, they are always there. When a person says “for three reasons,” he himself structures his attitude to the proposal. ( I cannot accept this method for three reasons. Firstly, he is manipulative and therefore does not correspond to my inner beliefs. Secondly, in order to find three reasons, it may take me some time, and my partner will have to wait. Third, this method is too long.)

Exercise “Constructive criticism”

Target: Practicing the technique of constructive criticism

Instructions: Participants sit in two circles: outer and inner.

Stage 1 of the exercise: Those sitting in the inner circle list specific facts about what they don't like about the person opposite them using I messages for 5 minutes. It is important to separate facts from opinions and not use words that have a judgmental connotation.

Stage 2 of the exercise: Participants move clockwise by 2 people. Those who sit in the outer circle talk for 5 minutes about how they felt when they heard constructive criticism. It is important to remember the use of I-messages.

Stage 3 of the exercise: Participants move clockwise by 3 people. Those who sit in the inner circle describe their wishes to their partner. For example, “I would be very grateful if you…….”, “I would prefer….”

Stage 4 of the exercise: Participants move clockwise by 1 person. Those in the outer circle express their positive attitude towards the personality of their interaction partner. Show your support for him as a mature person.

Discussion:

• What are your impressions of the work?

Training “Effective teamwork”

Program goals:

Create, in an informal setting, an optimal structure for interaction between employees and company departments to ensure further coordinated actions.

Feel the need for a positive perception of the changes that are being introduced in the company.

Train training participants in effective team interaction skills.

Provide tools for effective communication in the process of implementing changes.

Create preconditions for strengthening the position of responsibility in connection with changes.

As a result, participants will be able to:

• · Understand the effectiveness of teamwork.
• · Master communication techniques and technologies that increase the efficiency of teamwork.
• · Use in practice a model for preventing and managing conflicts at various levels.
• · Increase motivation to achieve common goals at work.

Additional effects of this training are creative impulse, rethinking by each participant of his role in the team, goals, objectives and prospects for the development of the team. The training also helps to identify hidden resources and reach new level interactions. In addition, in the process of work, participants master a system of skills to achieve goals, which includes: knowledge - what and why to do, ability - how to do it, desire - motivation to do it.

Working methods:

The proposed program provides for the active involvement of participants in the learning process, based on group work methods. Training is a training program, the main result of which is the acquisition of skills efficient work in a team. Most exercises are structured in such a way that the result of the group’s work depends on the efforts of everyone, so the participants “have” to act together as a “single team.”

Approximately 30% of the training time is devoted to consideration of the principles of effective teamwork, 70% is spent on practical exercises, role-playing and team games.

Participants receive easy-to-use material that remains with them and helps them in their work after the training.

Main elements of the program: Part 1 - 70% practice (games), 30% theory.

• 1. Team, as a form of interaction between company employees.
• · What is a team? Team model
• · Differences between a team and a group of people.
• · Advantages and limitations of team activities.
• · What are the benefits of using teamwork in an enterprise?
• · Creating a “we” culture and team spirit.
• 2. Building a structure effective team.
• · Stages of team building.
• · Formal and informal leadership. Several leaders on the team. Principles of interaction.
• · Psychological types and effective distribution of roles in the team for optimal achievement of results.
• 3. How easy it is to “enter” changes.
• · Systems approach to change management.
• · Reasons for changes in the organization.
• · Formula for change. Main difficulties associated with changes.
• · Typology of personality behavior during periods of change.
• · Reasons for resistance to change: five factors in response to change.
• · Overcoming resistance to change.
• · Support for changes. “Result Frame” as a change management tool.
• 4. Formation of team spirit.
• · Positive attitude towards your work.
• · Conditions necessary to create team spirit: responsibility, loyalty and initiative.
• · Different understandings of responsibility. What is needed so that everyone can be responsible. The responsibility of each employee for the final result and success of the bank. Responsibility as a choice.
• 5. Effective team communication.
• · Rules for effective interaction.
• · Skills in building constructive interaction.
• · Context of struggle and context of cooperation. Partnership and win-win strategy.
• · Preventing and managing conflicts in the team. What is conflict. How conflicts arise. What kind of conflicts are there? Models for successful conflict resolution.
• · Flexibility and acceptance are the basis for constructive interaction in new conditions.
• · Necessity and challenges feedback.
• 6. Summing up the day.

Summing up and systematizing the knowledge and skills acquired during the training in a game form.

Part 2 - Quest game in nature (100% practice).

The game scenario is determined after a preliminary meeting! This is one of the options.

Quest game - “Reconnaissance in force”

Participants in the game are divided into 2 teams and go on a route, completing tasks in the process aimed at teamwork and cohesion. The tasks are interesting, not the same type and sometimes completely unexpected. Playing on emotions promotes closer acquaintance and productive relationships between participants.

Methods of work: The quest is organized in the form of an active game. The group is led by specially trained trainers and instructors. Tasks and rules are formulated in such a way that the group gains maximum experience in interaction on the way to achieving the goal.

The trainer-instructor provides the group with maximum freedom in their work and intervenes in the course of events only when necessary, directing and coordinating the work and course of discussions in the group.

His task is to make sure that people in the group share their experiences, emotions and lessons with each other as much as possible, discover new qualities in themselves and their partners, create new trusting relationships and realize all the advantages of working in a single team.

Scenario of the game "Reconnaissance in Combat"

The formal goal of the game is to “blaze the trail” and reach the goal, find the treasure.

The team is divided into 2 parts according to functionality: scouts and followers.

The general task is to go through all the stages, collect all the keys and find the treasure. Each stage consists of one or more exercises - games, by completing which the team receives a key. It is necessary to collect 5 “main” and 2 “auxiliary” keys. The difference between “main” and “auxiliary” keys remains a secret for all participants until the end of the game. “Auxiliary” keys may not be useful. The key is issued only if the stage is completed by a squad of “followers”. After all the keys have been collected, the whole team will have to find the treasure itself. This can be done using clues that will also be hidden throughout the game.

The task of the team of “scouts” is to go through tasks in designated places, solve problems and leave some elements of hints for the “followers” ​​(i.e. a written algorithm for completing the task). Scouts don't collect clues. They go through a stage and leave behind a hint - an algorithm, and move on.

The task of the “Followers” ​​is to move along the same route “in the footsteps of the scouts.” They go through stages taking into account the note left by the scouts, and at the end of each stage they receive a key. The key is issued only if the “followers” ​​pass the stage.

The last stage - the search for the treasure, the “scouts” and “followers” ​​go through together.

You can achieve the game goal only by completing the entire route with all units and collecting all the keys. The time to complete the entire route and search for the treasure will be limited.

While the “scout” squad solves the first main task, the “follower” squads undergo warm-up preparatory exercises.

Structure of the event:

• 1. Introductory conversation and briefing. Formation of squads.
• 2. Warm up.

Warm-up goals: to prepare for further work, to establish contact between participants at the physical and psychological levels, to establish contact between the group and the trainer-instructor, to gain experience of working together. And this is also a test of “strength”, understanding of each other, and the first idea of ​​the abilities of the participants.

Warm-up includes general physical exercises “Trust”, etc.

These exercises allow you to understand and work on categories such as choice, trust, responsibility, safety, and the value of each participant.

3. Team exercises.

The conditions for performing team exercises maximize the formation of team spirit. Participants actively work with such categories as result orientation, the importance of each person in the team, the ability to listen and hear each person, flexibility in negotiating with team members, the ability to reach agreement, permission conflict situations, supporting each other, responsibility.

The number of exercises is determined by the main instructor, based on the state of the group and processes at any given time.

List of exercises: “Cobweb”, “Labyrinth”, “Tail Rules the Head”, “All Aboard”, “Blind Numbers”, “Poisoned Air”, “Construction Site”, “Fire”, Skis”, etc.

Final game.

To perform this exercise, all units are combined into one large team. This stage takes place in the form of a quest. In order to find the treasure, the team uses clues that they find throughout the game. They receive the first hint from the coach. In order to achieve the goal, people need to use all the lessons from the previous stages, the full involvement of each team member and the desire to win.

4. Emotional connection.

At this stage, training participants learn to emotionally understand each other’s moods and provide emotional support. For this purpose, the “Hot Chair” and “Aquarium” exercises are suggested.

5. Final celebration.

Participants exchange opinions, share impressions and conclusions made during this day. They thank each other for the discoveries made and the results obtained.

Training “Ethics of Business Communication” Introduction Business communication is a process of interaction between interlocutors (partners), in which there is an exchange of activities, information and experience that involve achieving a certain result, solving a specific problem or realizing a certain goal. The sides of business communication are interconnected: the ability to correctly perceive and accept a partner or audience helps to find the necessary arguments, and mastery of oratory helps to present them. All this is necessary for a successful business contact, during which the ability to interact with a partner is demonstrated: to overcome barriers in communication, take the right psychological position, reach the appropriate level of communication, etc. Ideally, a business person should master all aspects of communication in the business world. A genuine culture of business communication also presupposes a high ethical culture, the ability to see in a business partner not only a necessary, but also an interesting, full-fledged personality. Business communication does not allow for unsystematicity, vagueness, or uncertainty, so the main thing in it is compliance with the main stages of communicative activity. The most rational way of business communication between people is direct oral contacts and telephone conversations. The following types of direct contacts are distinguished: conversations, discussions, disputes. Of the written types of business communication, the most common are business letter, application, explanatory note, power of attorney, protocols, etc. Business communication can be implemented in various forms: business conversation, business negotiations, business meetings, public speaking. Exercise “Carousel” The presenter explains that the ability to establish contacts allows a person to feel more confident in this world, and suggests holding a series of meetings, each time with a new person. Participants are required to easily and pleasantly make contact, maintain a conversation and leave pleasantly. Group members sit or stand according to the “carousel” principle, i.e. facing each other, and form two circles: an internal fixed one (participants are positioned with their backs to the center of the circle) and an external mobile one (participants are located facing the center of the circle). At the leader’s signal, all participants in the outer circle simultaneously take one or two steps to the right (or change to a chair standing to their right) and find themselves in front of a new partner. The role of the participant is set by the presenter. Time to establish contact, greet and conduct a conversation is 2 - 3 minutes. Then the presenter gives a signal, the participants must finish the conversation they started within a minute, say goodbye and move on to a new partner. Examples of situations for “meetings”: “In front of you is a person whom you know well, but have not seen for a long time. Are you glad to have a chance meeting...” “In front of you is an unknown person. Get to know him, find out his name, where he studies (works)…” “In front of you is a very small child, he was scared of something and is about to cry. Approach him, start a conversation, calm him down.” “You were pushed hard on the bus. Looking back, you saw an elderly man...” “After a long separation, you meet your loved one and are happy about this meeting. And finally he (she) is next to you...” Exercise “Sentences” The group stands in a circle. Instructions: mentally choose a partner for yourself and decide how you will propose to your partner to spend this evening. Information about your proposals should only be conveyed non-verbal means. Everyone must transmit their proposals at the same time on a signal. When discussing the exercise, the facilitator draws attention to the partners’ correct understanding of each other, as well as to what helped and hindered the achievement of understanding. The obtained material makes it possible to pose the problem of patterns of reception and transmission of information. The presenter remembers the effects that appear and can use them to illustrate the indicative principles related to the reception and transmission of information in communication. Exercise “Interaction” To carry out the exercise, an even number of participants is required. Participants stand in a circle. Teacher’s instructions: “On the count of “one”, each of us must, remaining in our place, silently find a partner. When I say “two,” you start the same movement together. Then I will say “one” again, and you must find a new pair for yourself, and on the count of “two” begin to do the same movement with the new partner. Repeat the exercise at least three times. During the discussion, find out: “How was the couple created?” “How did you select the same movement?” During this exercise, the main non-verbal signs indicating the beginning of contact, the initiators of contact and the work of the couple are identified. Exercise “Ability to conduct a conversation” Work in pairs. Each participant, secretly from the other, receives a card with the topic of conversation, for example, “about musical preferences,” “favorite TV show,” etc. The task of each is to attract the participant to a conversation on a topic that interests him. Role-playing game“Do it wrong” In previous classes we learned how to ask questions correctly, how to listen to the other person and how to regulate emotional tension in a conversation. Now we will show everything in reverse. You will have to do everything wrong. The first team will show us a situation where a candidate came for an interview to join a company. The interview will be conducted by the HR manager. The second team will prepare a dialogue between the seller and the buyer. The seller will behave completely incorrectly. The third team will prepare a dialogue between the consultant and the client. The consultant will show you an example of incorrect behavior. The team that makes the most mistakes will win. After this, each team will have to demonstrate another skit, in which everything must be done as correctly as possible.