Thesis: Team building and the benefits of working in a team. Team building technologies in the educational process

Nowadays, having a team is one of the hallmarks of highly effective organizations. Working in a team develops in employees qualities that contribute to the progressive growth of the organization (skills of cooperation, mutual support, increasing the potential of each person, etc.). Therefore, building teamwork skills is becoming a key challenge in high-performing organizations.

A team is not a group of people who can be commanded. A team is a group of specialists interested in achieving a common result. The team in no way suppresses the individuality of each person. On the contrary, everyone takes a place in the team that corresponds to his abilities and capabilities. In a team, each member feels significant and irreplaceable, and this, as we know, is the most important.

There are training companies specializing in physical methods of team building - various kinds of rope courses associated with outdoor sports activities, often extreme sports. Some people go kayaking down a mountain river, others test their team's strength in the mountains.

There are classic team building training seminars where you will be taught about different roles in a team and leadership. This is a good opportunity to gain knowledge and try yourself in different team roles in a safe “laboratory” environment.

But what about educational institution? Are there real opportunities and a need to form a real team from the teaching staff, autonomous, self-governing, capable of quickly, efficiently and efficiently solving the tasks assigned to it?

Speaking about the team, it is important to understand its specifics in Russia. As you know, the distinctive ability of the Russian person is an unconscious need to put the quality of human relationships at the forefront. “Western” (American, European) teams base their team on “law” or “rules of the game,” which all members of the team agree with. In the “eastern” team, the basis is traditions and the law of hierarchy, deeply felt and understood by all members. The Russian mentality occupies an intermediate position. Therefore, no matter how many managers try to establish clear rules of the game (job descriptions, interaction models), something often goes wrong. The problem is that playing by the rules, although it gives a feeling of stability, for the Russian mentality at a certain point it becomes boring, and first an unconscious, and then a conscious need arises to circumvent or change these rules.

This amazing phenomenon contains the answer to the question that managers often ask themselves: “Why do job descriptions work poorly?” On the other hand, many managers noticed that if there are good human relationships between them and their subordinates, then the need for clear job descriptions often disappears.

Therefore, the main feature of the Russian team is that it is based on a certain irrational experience of unity, what is commonly called team spirit. And the rules of the game in a Russian team are set not by instructions, but by the values ​​of the team, and communicative values ​​that characterize the quality of interpersonal interaction are put at the forefront, and then work on overall result, creativity, etc. This feature was taken into account when forming a team of teaching staff in our institution, which, moreover, consists entirely of women, for whom, as you know, communication is far from an unimportant part of the work process, from emotional satisfaction, which ultimately the result of labor will also depend.

Intellectual teams (which includes a team of teachers) also have their own characteristics.

1. Team members must be like-minded on three key interaction factors:

• unity of goals and methods of achieving it;
• unity of motivational incentives:
• unity of value orientations.

2. Team members must have mutual respect and have high level psychological compatibility, at least with the informal leader.

The main task of the leader of an intellectual team is to maintain a high motivational level of effective team activity, which is achieved through:

• strengthening the positive psychological climate of mutual cooperation of all team members;
• consistent implementation of motivational incentives (of various types) for individual team members.

IN last years In the theory and practice of managing educational systems, much attention is paid to creating and working with “teams” within the teaching staff. One of these “teams” is the teaching staff of our orphanage.

A problem-oriented analysis carried out in 2003 in our institution made it possible to analyze the conditions for the implementation of a social order.

Since the main participants in the implementation of the social order are teachers, it is in the context of team building of the teaching staff that it is possible to effectively implement all directions of the social order, because:

• initiative and self-actualization of team members will develop (the ability to highlight ideas, implement them, bear responsibility);
• the responsibility of each employee in achieving common goal institutions (implementation of social order), productivity will increase;
• it will be possible to create a single, educational space where everyone will fulfill the same requirements, where personal example will be the educational guideline;
• the team will allow you to comprehensively and effectively implement ideas, programs, etc.;
• The significant capital of the institution will be the experienced staff, who are the bearers of the ideas, traditions and image of the institution. Permanent staff will be a condition of psychological comfort for students, a sense of security;
• through the creation of a team, it will be possible to improve the psychological climate of the teaching team, and these, in turn, are the conditions for a favorable psychological climate for students.

Therefore, the conceptual idea of ​​the institution’s development program was the formation of a team of like-minded people, and where the main role in the implementation of this idea is given to the psychologists of the orphanage.

When performing any work, the capabilities of one person are limited. Two and, especially, a group of employees can do more. Theoretically, the larger the group, the more it can do. But on the other hand, it is more difficult for participants in large groups to interact when completing assigned tasks. This is where the question of the effectiveness of the group arises. Therefore, to solve complex problems, teams are created, that is, groups capable of working effectively.

But whatever the effect of teamwork is, it is born in the process of interaction between its participants. That is why team members are taught to interact with each other during training sessions.

In the conditions of our institution, the team building experience of T.D. turned out to be the most acceptable. Zinkevich-Evstigneeva, presented in the book “Theory and Practice of Team Building. Modern technology for creating teams.” The proposed final technology is also interesting in that the author does not suggest performing them sequentially, but swapping them in places, skipping them, depending on the specifics of the assigned team building tasks and the characteristics of the institution.

In addition, the representation of the functioning of a team according to the wheel principle, which reflects the organizational structure of the team, is perfectly suited to the organizational and managerial structure of our institution: in the center is the leader; in a circle - team members; the spokes of the wheel symbolize the strong relationship between each team member and the leader; The basis of the wheel is a strong relationship between team members.

Since creating a team of like-minded people is the goal of the institution’s development program, the responsibility for specifically performing each step was distributed as follows:

• Step 1 - problem-oriented analysis of 2003 (September - November), problem group - result: the team philosophy, mission, policy (ways to implement the mission), principles on which the implementation of the idea is based, a model of a team of like-minded people is determined.
• Steps 2, 3, 4 – were implemented by psychologists in the 2004-2005 academic year.
• Step 5 – creating a common terminological field where the goals and results of the team’s overall work were determined:
• decision of the Pedagogical Council dated February 10, 2005;
• traditions of the orphanage: trips, evenings that create the energy of unity.
• Step 6 – (formation of team values) adoption of a corporate code of ethics, which was developed by the institution’s council and adopted by the entire team in the 2005–2006 academic year.
• Step 7 – was implemented by psychologists in the 2005-2006 academic year.
• Steps 8, 9, 10 – 2006-2007 academic year and the prospects for the institution’s work.

Team building stage

The structure of the work of a psychologist within the framework of team building takes place in 3 stages, regarding the principle of the “wheel”, the requirements for an intellectual team and the already numerical strength of the teaching staff

Stage I 2004-2005 academic year

Goals of the stage: regarding the “wheel” principle, nothing more than strengthening the spokes or organizational interaction in the institution. Effective interaction within small “teams”.

• Study of individual personal characteristics of teachers, psychological compatibility of teachers in one group;
• Development of recommendations for group teachers in order to prevent possible problems of interaction within the group;
• Development of recommendations for the administration to enhance interaction between the administration and teachers.
• A study of conscious and unconscious goals, where special emphasis was placed on determining basic needs, attitudes toward work, and identifying sources of stress.
• Conducting individual consultations with each teacher based on the research results
• Conducting group consultations effective interaction within small “teams”
• Study of interpersonal preferences (sociometry).
• Monitoring the effectiveness of improving interaction within groups and at the teacher-administration level.

T.D. Zinkevich-Evstigneeva suggests observation at the 2nd step selection of candidates for the team, in which the personal characteristics of candidates are determined, since the team is formed numerically, then research into the characteristics of teachers was carried out in order to increase the effectiveness of interaction.

To study the personal characteristics of teachers, the Cattell factorial personality questionnaire and the Toulouse-Pieron test were used to determine the ability of teachers in the accuracy and speed of information processing.

The administration of the orphanage was familiarized with all percentage data with recommendations for improving interaction with teachers, namely:

• the need for approval and support from the administration;
• taking into account the accuracy and speed of information processing, i.e. administrative orders must be clear and have a specific deadline for execution;
• Since teachers mostly get lost in unforeseen situations that occur quite often in an orphanage (children running away, attacks of emotional and motor agitation in children, etc.), it was proposed to develop clear instructions for actions in these situations. In addition, by agreement of the teachers, the administration of the orphanage was also familiarized with the individual results of the Toulouse-Pieron test in order to individually determine the deadlines for the implementation of administrative orders, creative tasks, methodological developments, and staffing of various work groups.

All these measures contributed to strengthening and improving interaction between the administration - teachers, senior educators - administration, and the small teaching staff - administration. To increase the effectiveness of intra-group interaction between teachers, group consultations were held. Teachers from one group were invited to the consultations; a total of 8 consultations were held (according to the number of groups).

Study of conscious and unconscious goals T.D. Zinkevich-Evstigneeva suggests considering this step with the aim of accepting the individuality of each team member, as well as exploring one’s own unconscious goals using the projective drawing method.

An analogue of the method in our institution was the use of the projective technique of color metaphors by M.L. Straw. Objectives of the study: identification of unconscious and conscious goals (basic needs), attitude towards work, sources of stress.

Based on individual diagnostic results, consultations were held with each teacher, and 14 teachers sought additional psychological help.

The creative group developing an incentive system for the teaching staff was familiarized with the percentage results of basic needs.

Research on interpersonal preferences. Any group tends to split into groups. The reasons for this are various: personal charm, sympathy, similarity of aspirations, views, etc. Sociometry allows you to see whether there are “leaders” or “outsiders” in the team, which can help to correctly distribute the load in the team, as well as further changes interpersonal relationships will show the dynamics of intra-team processes, the development of the structure of relationships in the team. Therefore, sociometry was included in the monitoring of team building, and at this step it made it possible to see the peculiarities of interpersonal preferences in the team.

The study was conducted using sociometric survey questionnaires. Teachers were asked to form a working group to solve complex and important tasks. According to the results of the survey, it turned out that there are no leaders in the team of teachers, 67% of teachers are accepted, 30% are preferred, 3% are isolated (1 person).

In addition, senior group teachers were among the preferred ones, which confirms the distribution of the load.

In a “normal”, “healthy” team there should be no obvious “leaders” or obvious “outsiders”; preferences and conditional rejections are evenly distributed in the group. At different times, each team member needs to be both a “leader” and an “outsider,” because this is important for his personal growth and the growth of the team.

Stage II 2005-2006 academic year

The purpose of the stage: training in teamwork technologies.

• Corporate team building training – training teachers in teamwork technologies;
• Corporate team building training – training the administration in teamwork technologies.
• Monitoring the effectiveness of team building.

Regarding the principle of the wheel, stage II is a logical continuation of strengthening the “spokes” of interaction or the base of the wheel, symbolizing the relationship between all members of the teaching staff, as well as the formation of team spirit. To achieve the goal, an adapted version of corporate team building training, proposed by T.D., was conducted with teachers. Zinkevich - Evstigneeva. (Annex 1)

During the academic year, teachers attended 7 training sessions, where they had the opportunity to “play out” various situations of intra-team interaction, learned technologies for successful team work, and also continuously worked on the formation and strengthening of team spirit. (Picture 1)

In the 2005-2006 school year. year, in parallel with teachers, team building training was also conducted with the administration (director and 6 deputy directors), the purpose of which was not only to teach teamwork technologies, but first of all to go through 10 steps of forming an administrative team.

III stage 2006/07-2007/08 academic years

The purpose of the stage: support the team’s activities.

2006-2007 academic year

• Development of individual development routes for teachers (together with the methodological service)
• Training “Constructive conflict resolution”
• Study of individual and personal characteristics of newly arrived teachers.
• Individual support for newly arrived teachers.
• Informal corporate events – strengthening the energy of unity.
• Training “Prevention of professional burnout of teachers”

2007-2008 academic year

• Creativity training
• Tolerance training
• Supporting the activities of VTO teachers in areas of educational work.
• Creating and improving the team's image.

Monitoring the effectiveness of team building at stage 1 (Appendix 2)

• The effectiveness of “small” teams
• Job satisfaction
• Psychological climate

Monitoring the effectiveness of team building stage II (Appendix 3)

• Team effectiveness
• Psychological climate
• Interpersonal relationships

Based on the monitoring results, it was concluded that the formation of a team of teachers at the 1st and 2nd stages was successful.

The team has high potential to achieve effectiveness and productivity.

I would like to note the impossibility of achieving such results without the implementation of a system of work. The formation of so-called “small” teams, namely improving the interaction of “small” teaching teams, has become the basis for forming a team of the entire teaching staff.

Strengthening the organizational structure of the team, according to the “wheel” principle - this is strengthening the spokes of interaction, contributed not only to the improvement of the psychological climate, since teachers experienced a decrease in the number of stressful situations associated with administrative orders, relationships with management, but also to overall work productivity. It was the interest of the administration that made it possible to increase the effectiveness of interaction with teachers.

Having learned to interact in “small” teams, teachers successfully completed corporate training in team building.

Having passed 1 - stage of formation and 2 - successful functioning and development. Then there are 2 options: the disintegration of the team or its growth, when the team successfully copes with new tasks. Therefore on this moment the team is at the 3rd stage of its development, i.e. at the stage of supporting the team’s activities, maintaining team spirit, where teachers will once again be asked to experience and comprehend the 5 principles of teamwork:

• a sense of community and trust;
• cooperation;
• work for a common result;
• creativity instead of stereotypical actions;
• constructive self-realization, with mandatory monitoring of team effectiveness.

In conclusion, I would like to note that the “wheel” principle supports not only the effectiveness of interaction between teachers, but also the formation of an administration team.

The success of the implementation of creating a team of like-minded people depends on the support of the administration of the institution.

Literature

1. Ivanova N.V., Golubeva E.V. Psychotherapy for personal well-being as one of the areas of psychological support for the activities of a preschool teacher.
2. Zinkevich-Evstigneeva T.D. Theory and practice of team building.
3. Zinkevich-Evstigneeva T.D. “Team on the market: strategy and methods” (a guide for effective teams).
4. Narushak V.B., L.A. Stepanova “Psychology of intra-school management”.
5. Meskon M. M. Albert, F. Khodouri “Fundamentals of Management.”
6. Psychological groups. Klaus Fonel.
7. Psychological consultation. R.S. Nemov.
8. Psychology of management. T.P. Avdulova.
9. Psychology in training / Ed. N.Yu. Cartilaginous.
10. Semenov A.K. E.L. Maslova. Psychology and ethics of management and business”: Textbook – 2nd edition.
11. Life skills training / Ed. A.F. Shadury.
12. Fonel A.. Creation of teams.
13. Person and personnel in management. V.N. Chernyshev, A.P. Dvinin.

Team building technologies (in English - team building) are used mainly in sports and collective creative activities. The practice of “ropes” courses combines sports, psychological training group interactions and joint creative work.

The “ropes course” technique has proven its effectiveness and has become quite widespread. “Rope Course” is a series of training exercises aimed at self-training of the group. Various objectively difficult situations are created in which group members, guided only by their own experience, must find solutions to the problems facing them. There is no place for competition, but success and the experience gained in jointly achieving a goal (solving a problem) are important.

Typically, a “ropes course” is conducted simultaneously for several groups, but it is also possible to work with one group. The purpose of such a course is to unite the group in the process of overcoming difficulties, creating an atmosphere of mutual trust and support in the team.

The optimal number of participants in a group is 15 people. The age of participants is from 13-14 years old. The time for performing the exercises is not regulated. The group independently decides whether to continue doing this exercise or start doing the next one. If desired, the group can always return to an uncompleted exercise.

The “ropes course” is held in a large open area, including areas of forest and a sports ground. The equipment used is trees, ropes, balls, a horizontal bar, poles, carabiners, etc. Let's give a classic description of a “ropes course.”

Example

At the beginning of each exercise, the leader reads the task and rules to the group. If participants have questions, the task and rules are read again without further explanation. When completing the task, the principle applies: “everything that is not prohibited is permitted,” but the participants must figure this out themselves. During the exercises, the leader does not help or hinder the group: the group must achieve everything themselves, learn everything from their own experience. The presenter supports good mood in a group, provides insurance, organizing it with the help of the participants themselves.

Options for organizing self-analysis:

• 1) after each exercise: this option is most suitable when using a “ropes course” as training, when the greatest attention is paid to the psychological aspects of relationships in the group. During the discussion, group members share their impressions, note the difficulties they experienced while performing the exercise;
• 2) in the middle of the “ropes course” and after it: this option is the most common and is used to unite a team that is at the initial stage of formation. During the discussion, group members share their impressions, identify and analyze the difficulties that the group experienced while performing the exercises, and determine ways to overcome them when performing subsequent exercises. After the “ropes course,” the group members sum up its results and note the changes that occurred with the group during its passage;
• 3) after completing the entire course: this option is recommended to be used only when time for training is very limited. During the discussion, group members share their impressions, note the difficulties they experienced while performing the exercises, and indicate what in the group’s actions prevented them from quickly overcoming them. For this version of self-analysis to be effective, it is important to give the group the opportunity in the near future to use the conclusions drawn in other collective activities.

An example message from the presenter to the participants before the start of the course:

"Dear friends! Now you have to go through a series of tests called the “ropes course”. The tests are quite difficult, and in order for your group to successfully overcome them, each of you will have to make every effort.

Some challenges carry the risk of abrasions and more serious injuries, so you must always be aware of safety precautions, protect and support each other.

At the beginning of each test, I will read you the task and the rules. If you have questions, ask them. According to the terms of the “ropes course”, again I have the right only to read out the task and rules without additional explanations.

If you can't complete a test for a long time, you can move on to the next one. If you wish, you can always return to a failed test.

You need to try to pass as many tests as possible in the allotted time. It won't be easy, but very exciting.

Remember that the success of the group depends on everyone's contribution to achieving a common goal. You can do it if you are one team. Good luck!"

Classic exercises from the “ropes course”:

1. " Web"

Conditions: ropes in the form of a web are stretched between the trees. The distance between trees is 2.5 meters. The top rope is at a height of 1.5 meters above the ground, the bottom rope is at a height of 0.3 meters. The cells of the “web” are such that you can somehow crawl into them. Number of cells for 2-3 less number participants. The group is on one side of the “web”.

Exercise: climb through the “web” for the whole group.

Restrictions: only one person can fit through one cell; two participants can crawl above and below the “web”; you cannot go around the “web” in either direction; you cannot touch the “web” (rope); When any participant touches the “web”, the exercise is performed by the whole group from the very beginning.

Note to presenter: It is allowed to use “web” cells a second time if there are more participants than cells, and only after all the cells have been used once.

2. " Well» (« Triangle»)

Conditions: A rope is stretched between three trees at a height of 1.5 meters above the ground. The distance between trees is 2 meters. Inside the “well” there is a strong stick 1.5 meters long, capable of supporting an adult. The group is inside the "well".

Exercise: the whole group gets out of the “well” through the “top”, above the ropes.

Restrictions: You must not touch the rope or crawl under it; When any participant touches the rope, the exercise is performed by the whole group from the beginning.

3. " Log" ("Cliff")

Conditions: the whole group stands in a line on a log, bench or curb (20 centimeters wide and 7-8 meters long).

Exercise: group members must change places so that the first from one end of the line becomes first from the beginning of the other end, the second from the end becomes second from the beginning, etc.

Restrictions", When any participant touches the ground, the exercise is performed by the whole group first.

4. " Crossing»

Conditions: a strong rope is stretched between two trees at a height of 3.5-4 meters above the ground. The distance between trees is 2.5 meters. Attached to the middle of the rope is another rope hanging vertically with knots at the bottom. The lower end of the hanging rope is at a height of 0.5 meters above the ground. Parallel to the rope stretched between the trees, two lines are drawn on the ground at a distance of 1.5 meters from the trees. The distance between the lines is 3 meters. The group is behind one of the lines.

Exercise",

Restrictions", you cannot touch the ground between the lines; you can’t go around trees; you cannot jump over; When any participant touches the ground between the lines, the exercise is performed by the whole group first.

5. "Styopa"

Conditions: a vertical wall 2.5 meters high and at least 3 meters wide. The group is on one side of the wall.

Exercise", the whole group to get over the wall.

Restrictions", you cannot go around the wall; Multiple participants cannot touch the wall at the same time.

6. "Crocodile"

Conditions", participants sit on the ground (floor) close behind each other, with their legs extended to the sides. The participants' arms are raised above their heads and bent at the elbows. The first participant stands up and lies with his back on the hands of those sitting behind him, crossing his arms over his chest. Participants hand it over to the “tail” of the group.

Exercise: transport all participants in this way.

Restrictions: the ferrying participants must not stand up; the participant being transported must not touch the ground (floor); if the person being transferred falls or touches the ground (floor), the exercise is performed by the whole group from the beginning.

7. "Swinging Log"

Conditions: a log 2.5 - 3 meters long and 0.4 meters in diameter is suspended by the ends with strong ropes at a height of 0.2 meters above the ground. The ropes are attached to trees, the distance between which is 3.5-4 meters. A strong stick 1.5 meters long is leaning against the tree near which the group is located.

Exercise: the whole group cross the log to another tree.

Restrictions: you can use a stick 1.5 meters long; you cannot touch the ground between the trees; you can only move from tree to tree along a log; When any participant touches the ground between the trees, the exercise is performed by the whole group first.

8. "Get"

Conditions: Two parallel lines are drawn on the ground, the distance between them is 25 meters. Along one line there are three poles, each 4.5 meters long and 10-15 centimeters in diameter. In front of this line is a group.

Exercise: the whole group crosses the other line.

Restrictions: three poles can be used; When any participant touches the ground between the lines, the exercise is performed by the whole group first.

9. "Slope"

Conditions: participants stand in a column close to each other. The leader, using one rope, tightens the loops on the right leg of each participant (at ankle level). The length of the rope is 10 meters.

Exercise: without unraveling the loops, walk 100 meters.

10. "Square"

Conditions: A square with a side of 1 meter is drawn on the ground.

Exercise: fit the whole group inside the square.

Restrictions: do not step beyond the sides of the square; hold in this position for at least 10 seconds.

11. "Pole vault»

Conditions: a hole (ditch) 1 meter deep and 2.5 meters wide. Two parallel lines are drawn along the edges of the pit, the distance between which is 3 meters. The group is located behind the line, near which lies a wooden pole 2.5 meters long and 10 centimeters in diameter.

Exercise: cross the hole with the whole group, beyond the opposite line using the test.

Restrictions: you cannot jump over the pit; When any participant touches the ground between the lines, the exercise is performed by the whole group first.

12. " Caterpillar"

Conditions: participants stand in a column one after another. Each participant places his feet shoulder-width apart and between his legs offers his right hand to the person standing behind, while with his left hand he takes the right hand of the person standing in front.

Exercise: the whole group sit on the floor and then rise without releasing their hands.

Restrictions: When the hands of any participants are released, the exercise is performed by the whole group first.

13. " Electric circuit»

Conditions: participants sit in a circle on the ground (floor), touching those sitting next to them with their feet and holding hands.

Exercise: the entire group should simultaneously (synchronously) stand up without releasing their arms or changing the position of their feet.

Restrictions: when the arms are uncoupled or all participants lift asynchronously, the exercise is performed by the whole group first.

14. "Penalty"

Conditions: A soccer ball is placed 10 meters in front of a 3 meter wide football goal.

Exercise/, group to kick the ball into the goal 15 times in a row from a distance of 10 meters.

Restrictions: In case of a miss, the count of goals scored starts from the beginning.

15. " Basketball»

Conditions: The group is on the basketball court.

Exercise/ each participant throws the ball into the basketball basket twice from the free throw line.

16. " Pull-up»

Conditions: The group is in front of the horizontal bar.

Exercise: Do 100 pull-ups for the whole group, with each participant trying to do a pull-up.

17. " Volleyball»

Conditions: Participants form a circle, facing each other. The host hands them a volleyball.

Exercise/ make 25 touches according to the rules of volleyball.

Restrictions", the participant cannot touch the ball two times in a row; each participant must touch the ball; If the ball falls or the terms of the task are violated, the touches are counted first.

The team building process must also take into account the specifics of the team, its type, since teams are not similar to each other, they differ greatly in the degree of their autonomy and the nature of management on the part of the organization, and, accordingly, in their effectiveness.

Question 28. Reflection in teaching activities.

Reflection - In psychology, this is the ability to comprehend one’s actions. A higher level of reflection allows you to see any life situation from the outside see→

LOW LEVEL OF REFLECTION: At the lowest level of reflection (zero). A person directly influences an object: drives a car, cooks a meal, or walks the dog. Usually in such a state of reflection a person behaves unconsciously and is completely at the mercy of his reaction, positive or negative.

AVERAGE LEVEL OF REFLECTION: The average level of reflection represents a more conscious state.

A person is aware that a certain (negative/positive) situation is happening to him, but cannot effectively influence it. At this level, the internal observer is activated, which makes it possible to express oneself in a more adequate way. HIGH LEVEL OF REFLECTION:

A high level of reflection allows a person not only to observe from the outside, but also to control the situation, passing it through his “life picture” (ideas).

And based on these ideas (life pictures), perceive the situation more consciously, and not simply react to an external stimulus uncontrollably. Question 29. Motives of teaching and their classification. Motive - this is the student’s focus on certain aspects

academic work , associated with the internal attitude towards it

Classification of teaching motives - There are two main groups of motives, directly related to educational activities and not related.

I. Motives inherent in the educational activity itself: 1) broad social motives: a) motives of duty and responsibility to society, class, teacher, parents, etc.; b) motives of self-determination (understanding the importance of knowledge for the future, the desire to prepare for future work, etc.) and self-improvement (to gain development as a result of learning);

2) narrowly personal motives: a) the desire to gain approval, good grades (well-being motivation); b) the desire to be the first student, to take a worthy place among comrades (prestigious motivation);

3) negative motives: the desire to avoid troubles from teachers, parents, classmates (motivation to avoid troubles).

Non-state educational institution

higher professional education

International Independent Ecological and Political Science University

INTERNATIONAL INDEPENDENT UNIVERSITY OF ENVIRONMENTAL & POLITICAL SCIENCES

GRADUATE WORK

Topic "Team building and the benefits of teamwork"

3rd year student mn-6th group

Podovinnikova E.A.

Head of work

Trofimova L.V.

Moscow 2009

INTRODUCTION

1. THEORY OF TEAMS CREATION

1.1 Evolution of teams in the intellectual sphere

1.2 Basics of team building

1.3 Principles of team building in various fields of activity

1.4 Forms of management

1.5 Distribution of roles in the team

1.6 Diagnosis of team viability. Organization of "sand therapy"

1.7 Organization of team work. Planning

1.9 Situation analysis

2. DOMESTIC AND FOREIGN EXPERIENCE IN THE FIELD OF TEAM BUILDING

2.1 Foreign experience in team development

3. Application of the command form of labor organization using the example of the company KinoMetr LLC

3.1 Brief description of the company

3.3Analysis of team activities

CONCLUSION

List of used literature

Principles of team work.

The principles form the basis of team building and set certain “rules of the game” when organizing teams.	Table 1
How the team works	Content
Voluntary participation in the team	The key principle of team formation. Only those candidates who voluntarily expressed their readiness to join the team on the basis of awareness and understanding of all the conditions of its activities can be included in the team. Collective execution of work Each team member performs that part
general assignment	The entire team loses trust, motivation, and social recognition if a task is not completed due to the fault of any team member
Orientation of remuneration to the final result of team work	All team members, regardless of position, “gain” if the team as a whole worked effectively, and “lose” if the team did not achieve results.
Decent importance of stimulating the team for the final result	Management must have information about the incentives that are important to candidate team members. Based on this information, an “incentive fund” is compiled. Not only money, but other methods of incentives based on the candidates' hobbies, ambitions and preferences can be worthy incentives. Often public recognition turns out to be a more valuable incentive than material payment
Autonomous self-management of the team	The activities of team members are managed by its manager (leader), and not by the administrative authorities of the organization
Increased performance discipline	Each team member is responsible for the final team result. This principle is voluntarily accepted by each team member

Team size

The team should be small. According to Edward Lawler, founding director of the Center for the Study of Organizational Effectiveness at the University of Southern California, an ideal team should be five to nine people, and never more than 15 people. Although some tasks, for example in industrial production, may require the creation of teams of 25-30 people.

Glenn Parker, author of Team Members and Group Work: The New Strategic Advantage in Business, argues that productivity, accountability, engagement, and trust all decline as team size increases. G. Parker comes to the conclusion: optimal size teams range from four to six people, and 10-12 members is the limit when efficiency is still maintained.

Ian R. Katzenbach and Douglas K. Smith, authors of The Wisdom of Teams, say that teams should have between two and 25 people "because large groups people - simply by virtue of their size - have difficulty interacting constructively with each other. They reach much less agreement on the details of how to get the job done. The likelihood that 10 people will work successfully according to a common plan and bear joint responsibility for the results of their work, despite their individual, functional and job differences, is much higher than the likelihood that 50 people will work equally successfully."

The size of the team depends on the specifics of the work it performs, so the number of members is determined individually. The “golden rule” of team size “seven plus minus two” seems to be the most accurate.

1.3 Principles of team building in various fields of activity

As an organizational form of professional activity, teams of specialists are used in various sectors of economic, industrial, social, intellectual, cultural and other spheres of society. Every place has its own specific conditions and requirements for organizing teams.

In a number of industries, the team form of work organization is the main or only type of organization of the technological process and work execution, and therefore is considered a natural phenomenon. Teams organized in this way include ship teams of the Morflot, geological expeditions, teams of the Ministry of Emergency Situations, etc.

There are quite a few areas of public life where the team form of organizing work is technologically the most rational or even the only possible. As a rule, these are areas where remote, or technologically closed, or life-threatening work of autonomous groups of specialists is necessary. In these areas, the team form of organization is a common practice for organizing work. Therefore, if all team members have sufficient motivation to stay in their places and not leave for other areas of activity, no exceptional measures to additionally increase motivation are required here.

Teams represent a special form of work organization in those areas where the usual practice is a stationary multifunctional technological process served by organizations, workers and specialists who are constantly employed in a particular technological process. For example, any industrial production, research activities, trade, service sector, banking, educational and social security institutions, etc.

It is advisable to highlight the two most general and large areas of activity, where the conditions and activities of teams have certain differences:

A. Manufacturing sector. The end result is a standard product (service); expenses for organizing teams are advisable mainly in technologically autonomous areas or when non-standard situations arise. An example would be emergency teams when servicing heat, water and gas communications, production sites and teams with a contract form of remuneration, artels of builders and procurers, etc.

B. Intellectual sphere. The key element is creative, creative activity associated with research, experimentation, analysis and the search for rational solutions.

The organization of production and intellectual teams has its own characteristics in terms of the following indicators:

· setting a target task;

forms of incentives;

· qualification;

· level of creativity (creativity);

· duration of productive functioning.

Setting the target task

Setting a target goal for production teams is always characterized by a high level of specification of the final result, conditions and timing of work, the nature of the support and the form of payment for the final result. For a working person, everything should be extremely clear, understandable, tangible and convincing. It is recommended to formulate the target task specifically and strictly. This improves her performance by disciplining team members.

Ian R. Katzenbach and Douglas K. Smith note that having clear, even tough, expectations "is far more important to the success of a team than all the effort to build a team, special incentives, or ideal leaders." And further: “Specific, rigid goals or objectives (for example, introducing a new product to the market in half the time required; or sending responses to all customers within 24 hours; or achieving zero defects while reducing costs by 40 %) provide clear and tangible guidelines for team members. Clear tasks define the product of the entire team’s activities, which differs from the mission carried out by the organization as a whole and from the sum of the production tasks of individual employees.”

As a target, it is useful to formulate specific and strict tasks to improve work efficiency. This, according to Ian R. Katzenbach and Douglas C. Smith, "makes communication easier, clearer, and team conflicts constructive; if such objectives are clear, team discussions can focus on how to achieve the goals or the issue at hand." about their change, the achievability of specific performance goals helps teams focus on getting results. Specific goals have a leveling effect that favors team behavior. If a small group of people challenge themselves and strive to reduce the time cycle by 50%, then their titles, titles and. other insignia lose their meaning. Instead, the team values ​​each person for what and how he was able to do for the common cause. The assessment itself is formulated in terms related to the completion of the task, and does not take into account the status or personal qualities of the employee or specific goals. allow the team to achieve small victories in the process of achieving big goals. Small victories are invaluable in strengthening the commitment and commitment of team members to overcome the obstacles that inevitably arise on the way to achieving any long-term goal. Finally, specific tasks aimed at improving performance are particularly attractive. They challenge all team members and require a common effort from them. The drama of the situation, the urgency of problem solving and a healthy fear of failure combine to motivate the team to take action.”

For intellectual teams, tasks such as developing a company development strategy, searching for rational design solutions, developing justifications for a new bill, etc., can sometimes be outlined only in general terms, indicating the required qualities and parameters. Completion dates are assigned approximately, with intermediate control checks.

Forms of incentives

For production teams The main form of stimulation is, as a rule, material and monetary with elements of social recognition and moral stimulation.

For smart teams the material-monetary form is often not the main one; Prestige-career incentives and moral-certification factors of public recognition can have greater motivation.

Qualification

The general requirement is that any team must be a team of professionals.

In production teams, with leading specialists, the key requirement is increased performance discipline.

In intellectual teams with real professionals, the key requirement is unity of value orientation and the selection of like-minded people in the development strategy.

Level of creativity and communication culture of team members

In production teams, this requirement may not be key if the level of financial interest of all team members is high enough.

In intelligent teams, this requirement is a basic condition for the successful functioning of the team, since material incentives and specific deadlines can be very vague.

Duration of productive functioning

The general situation is that the longer a team exists, the higher its level of teamwork and professionalism, the more successful and efficient it is.

However in the manufacturing sector there is a high percentage of temporary or even one-time teams, which is due to the local and short-term nature of most production tasks. Thus, after the completion of a major construction project, many construction teams cease to exist. Seasonal cooperatives of agricultural workers and harvesters often break up. Emergency teams are often formed randomly under the pressure of external circumstances.

In the intellectual sphere tasks and problems, as a rule, are long-term and, accordingly, require the formation of teams for the long term.

Consequently, there is a requirement for a more careful and thorough selection of members of the intellectual team. It is important to note that in this case, teams are rarely formed for one specific task. At the same time, the term “team” refers to a communicative spirit, a “team” style of interaction between like-minded employees, rather than a form of work organization. This situation arises due to the difficulty of quantifying the exact timing of solving any problem, the form of presentation of the final result and the form of payment. In addition, in the intellectual sphere, teams are formed not so much to solve a specific problem, but rather for long-term joint cooperation in working on a common problem, for example: the existence of different scientific schools; the Prime Minister’s selection of a team of like-minded politicians for the Cabinet of Ministers; a team of like-minded managers of the executive director of a company (bank).

1.4 Forms of management

The form of management in a team is one of the most important conditions for the effectiveness of the team, and it is specifically discussed with each member of the team before its functioning.

The form of management adopted by the team determines the basis for a high level of executive discipline in the team’s work.

The forms of management in a team are quite diverse and specific. They depend on how balanced the following indicators are:

· specifics of the team’s field of activity;

· conditions of the task assigned to the team;

· level of teamwork;

· level of individual professionalism of team members;

· presence of constructive leadership qualities from the team leader;

· the nature of interpersonal relationships in the team;

· equal motivation of all team members;

· team size;

· focusing the bulk of work on team members with a certain narrow specialization.

From the variety of management options, three main forms can be distinguished, modifications of which are widespread in all areas of production and creative activity of teams.

"One Actor Theater"

Used in teams that have a generally recognized talented professional leader.

The team completely trusts the leader, believing that no one but him will offer more rational and thoughtful solutions. His orders are not subject to doubt or criticism. The leader-manager exercises sole control over the team's activities, periodically consulting with team members at his own discretion. Such a team is extremely effective in its activities as long as the authority of the leader is indisputable and accepted by all team members almost on a subconscious level.

The form of management is especially characteristic of the intellectual sphere: scientific schools of various scientific authorities, theater studios of talented directors, etc.

"Team Consensus"

Most suitable for small teams of real professionals.

Each team member “closes” an autonomous area of ​​work, and his opinion is extremely important for the team as a whole. All important decisions are made collectively and are implemented by the team leader or one of the team’s key specialists.

This form of organization is preferred for creative teams, management teams, stunt teams, highly specialized production teams, emergency teams, medical teams, advertising teams, and managers.

" Advice "

Occupies an intermediate position. IN Soviet times The term "brigade council" was widely used.

This form is appropriate for large teams; the core is a group of the most qualified, experienced and authoritative specialists, whose opinion is decisive for the rest of the team. Responsible decisions are made after discussion with leading team specialists at the team council (planning meeting, operational meeting).

This form of intra-team management is most suitable for large production teams, research and teaching teams. A meeting of all team members in these cases is more like a meeting than a prompt adoption of management decisions.

1.5 Distribution of roles in the team

In progress collaboration(and informal communication), a successfully created or spontaneously formed team of specialists who respect each other quickly turns into a cohesive, viable team with a common goal setting, unified system value orientations and, as a rule, with a high professional level. At work, on vacation, and in joint informal events, team members get to know each other well, learn to respect and take into account the strengths and weaknesses of everyone.

It is common knowledge that no two people are exactly alike. Everyone has their own internal energy, strength of character, abilities and inclinations for various non-professional activities, communication, art, etc.

The team gradually reveals itself as entertainers, craftsmen, thinkers, etc., who have received recognition from the entire team. The personal abilities of team members ultimately become an informal resource of the team, which can be purposefully used in various situations.

Thus, the team informally distributes various role functions among team members to resolve problems in a direction favorable to the team.

The team develops stereotypes about the distribution of roles in typical, frequently repeated situations. In spontaneous situations, the team quickly determines the most appropriate role distribution according to the principle “you will do it best.”

The distribution of roles in a team is a rather delicate issue. On the one hand, it is extremely important that each team member plays a role that matches his abilities and capabilities. On the other hand, it is also important that everyone in the life of the team “try on themselves” as many roles as possible, because, as is known, “a narrow specialist is like a gumboil.” This is necessary to create conditions for mutual insurance and interchangeability of each other’s team members in emergency and extreme situations.

However, quite often teams consist of people who occupy a specific position, which, in fact, sets the “boundaries” of their role. In this case, the distribution of roles in the team is advisable to carry out during the “brainstorming” and not extend to the actual production activities.

A logical question arises: why is there a need for role distribution at all if there are professional functions? Flexible role distribution increases the level of team mobility, as well as the degree of its adaptability in poorly predictable conditions (which is especially typical for a market economy in our country).

Adequate and flexible role distribution is an effective method of increasing the competitiveness of a team, its resistance to negative influence various external and internal factors.

Another, more subtle, aspect of assigning roles is to make each team member feel important and have the opportunity to grow. This is extremely important, since a team is a community of “equals.” However, behind equality, each individual’s individuality can sometimes be lost. It's a common matter. What about individual contributions? And in this case, the sense of one’s role “insures” the individual contribution of each team member to the common cause.

Main team resource lies in the fact that team members can “insure” each other in difficult situation. The opportunity to “try on” various roles creates an additional resource for team members to perform their “insurance” function. To combine the “game moment” with a sense of individual contribution to the common cause, you need to approach the names of roles creatively, without skimping on vivid images, metaphors. The team can devote special time to identifying, naming and distributing roles. Such discussions are fun and create additional resources to maintain “team spirit.”

Factors that determine team roles:

· direct professional activity, job responsibilities;

· team interaction with external partners and clients;

· the “mindset” of each team member and specific situations;

· the life process of the team and the dynamics of its successful development.

How team roles work when solving problems

Each team member has certain intellectual characteristics. One is “gushing” with new ideas, another is better at navigating among ready-made instructions, the third is inclined to see everything “in black”, the fourth likes to philosophize.

Often these features begin to irritate team members. However, if they are used wisely when solving problems, it will bring tangible benefits to the team. It is important to correctly distribute the roles.

In the most general case, when solving complex problems, four main roles can be distinguished:

Idea's generator- a team member with the most relaxed, imaginative way of thinking, with high educational preparation and a broad outlook, with well-developed creative thinking, imagination and fantasy;

Analyst- a team member with aptitude and experience system analysis, broad generalization and long-term vision; he knows how to give an idea a finished form, make it attractive and understandable not only to the author and his associates, but also ordinary people. He also has the ability and skill to identify criteria and make comparative assessments of different action scenarios; he knows how to correlate the idea and the needs of practice, thinks through the technological cycle of implementing the idea, assesses the risks and consequences, and draws up a general plan for joint actions;

Implementer (Pragmatist)- a team member with a pragmatic and practical mindset with skills in planning and organizing practical activities (possibly a team leader); he knows how to practically implement an idea, organize all joint actions, and correctly distribute roles;

Constructive critic- this is someone who knows how to listen carefully to all the arguments and is not afraid to express their disadvantages. When the team begins to convince the Critic, it finds additional arguments to defend its position and may also discover unaccounted for risks. A critic often turns out to be an irritant for the team. However, if the entire team agreed to the existence of the Critic role, negative emotions should not arise. The role of the Critic in a team is that of a provocateur, stimulating the manifestation of constructive activity of the entire team, thanks to which any idea can be brought to perfection.

It is important to note that such a role distribution is basic for the team, while other options are its modifications according to the applied areas of activity.

1.6 Diagnosis of team viability. Organization of "sand therapy"

So, the company, based on interviews and testing, proposed candidates for members of the new team. All of them meet the requirements - they have a high level of intelligence, have sufficient leadership and communication skills.

But how compatible are the candidates with each other? Will they be able to work effectively with this composition? How do they influence each other? How can roles be distributed between them unconsciously? Only a psychologist can answer these questions after conducting a series of observations of candidate team members in the context of unstructured creative joint activities.

One of the effective scientific methods for determining the compatibility of team members is sand therapy method . The scientific approach to playing with sand was founded by Carl Gustav Jung and his followers. Today sand therapy is becoming quite widespread among practical psychologists and in our country.

Observing candidates in the process of collectively creating sand paintings provides rich diagnostic information about the style of interaction between them and allows us to make a prediction about the viability of the team. Joint drawing is also an informative source, but is inferior in prediction accuracy to the sand therapy method.

The sand therapy method is widely used in psychological counseling children, teenagers and adults. To analyze the compatibility of candidate team members and predict its viability, only the environment and diagnostic tools of the sand therapy method are used.

Watching Co-op Play

Watching a joint game in a sandbox, a psychologist collects information on three indicators:

· the nature of interaction between game participants;

· distribution of roles in the group;

· behavior style of each participant in the game;

· values ​​that unite game participants.

These indicators are included in the concept "situational communication style" (SSC). The style of situational communication reflects the variety of interactions between candidate team members in the process of creating a sand composition or other joint activity, as well as discussing it.

The nature of the interaction between game participants

Participants in the game can cooperate with each other. They can agree in advance about who occupies what territory and what they are building. Thus, everyone has their own territory in the sandbox, but the overall picture is created by the authors collectively and without conflict. This nature of interaction is referred to as cooperation .

Group members can build a picture, united general idea. The territories of the group members are not highlighted, blurred; everything is subordinated to a single idea, complete mutual understanding reigns. In this case, assimilation can be observed.

Sometimes several autonomous countries appear in the sandbox, which do not interfere with each other (all or some of the participants in the game build separately from each other). Sometimes there are means of communication between them (roads, bridges, passages), but it happens that they are completely absent. It happens that two members of a group are in confrontation with each other, while the other (or two others) calmly build their worlds. Sometimes someone creates their own “parallel country,” while other participants in the construction demonstrate cooperation. In this case, you can record a “parallel game” .

But often a hidden conflict becomes overt in the sandbox. And then we can talk about confrontation between the participants in the game or its individual members. If there are two or more leaders in a group, there may be open confrontation and even conflict. In this case, the group can spontaneously split into subgroups. In this case, confrontation is recorded .

The “fight for territory” can take place either dramatically or peacefully. For example, one participant in the game places his figures throughout the sandbox, saying that he is improving this world. But by doing so, he actually “controls the territory.”

Spontaneous distribution of roles

By watching the game in the sandbox, you can determine the distribution of roles in the group.

Usually, leaders immediately appear and begin to propose, dictate, standardize, and so on. Thus, not only the leader is clarified, but also his direction, creative or destructive, as well as his leadership style: democratic or authoritarian.

By observing the spontaneous distribution of roles, the specialist also identifies connections between group members. Material for sociometry is being collected.

In a group, a person can show himself in unexpected ways. This indicator will be informative only if the psychologist has the opportunity to communicate individually with the candidate.

1.7 Organization of team work. Planning

To be productive, team members must be able to:

· organize and coordinate all work in the team;

· plan your activities and monitor the execution of tasks;

· carry out situational analysis.

Organization and coordination of work

The first condition for the productive activity of a team is the organization and coordination of work.

To implement this condition it is necessary:

· organize work for the team to complete the task;

· coordinate the work of team members;

· ensure interaction with other teams, services or external partners.

Organization of team work includes:

· Motivating the activities of all its members;

· Rational arrangement and distribution of work among team members;

· Providing conditions, facilities, materials and resources necessary for the ongoing work of the team.

In this case, the activities of the team leader (leader) take on special significance. Distribution of work and provision of necessary conditions are mandatory actions of the manager, but not the key ones.

· establishing and maintaining a friendly, calm working atmosphere in the team;

· obtaining sufficient evidence that team members correctly understood the task and were imbued with the necessary responsibility for its high-quality completion on time;

· developing a desire for independent work in an environment of friendly interaction with others and without constantly turning to the manager on issues that can be resolved independently;

· organizing professional growth of team members;

· formation of increased activity and responsibility in the event of unforeseen circumstances that threaten the disruption of work.

A good leader is one under whom the team works in harmony normal conditions independently and responsibly. The main task of the manager is to search, organize and provide opportunities for the normal functioning and development of the team in the future.

Effective work “proactively” and preventive neutralization of emerging interference is the main purpose and criterion of value of any leader. Otherwise, he becomes an ordinary administrator, gets stuck in the “routine” of daily worries and dooms the preparation and implementation of strategic goals for the development of the team and the organization as a whole to failure.

Organizing interaction between teams or external partners

The main problems in organizing interaction between teams arise in situations where they are at the same management level in organizational structure and are subordinate to different managers or directly to the head of the entire organization.

In the absence of friendly relations between the leaders of different teams, interaction between them can become a constant source of conflict and lead to disruptions in the work of the organization as a whole. Conflict situations can also arise between managers who are friendly to each other due to diverging points of view, different interpretations of the common task, excessive adherence to principles and stressful conditions of the current situation.

Equality of official managerial rights and powers of heads of interacting teams will always be a “headache” for the management of an organization, especially if the conflicting managers are qualified specialists in their field and are equally necessary and useful for the organization as a whole.

The most trivial way to organize interaction between teams is to resolve emerging controversial situations by a senior manager . This path, often encountered in practice, is considered a dead end for the following reasons:

· management loses valuable time resolving minor and major conflicts and building relationships;

· in the absence of management on site, all work stops and no one is responsible for it;

· constant conflicts create a spirit of competition and stable negative relationships between members of interacting teams;

· a situation of constant confrontation paralyzes the entire team of the organization, and the team of like-minded people is divided into warring camps.

In system terms, a rational way out of any non-standard situations lies in the open and clear establishment of the “rules of the game” (mechanisms for resolving conflict situations).

Even if at first they are imperfect (later they will be polished in practice), they will play their positive role: the managerial “dead end” will be eliminated, and the team’s faith in the effective manageability of the organization as a whole will be strengthened.

In relation to organizing interaction between teams, the principle of priority of the interests of the organization as a whole is taken as a basis:

1. The leader of any team is personally responsible for the timely coordination of his planned positions with interacting teams and services;

2. When several teams and services participate in the implementation of a planned task (or unplanned work), the position of the team or service that is responsible for the final result is decisive.

When forming calendar plans (long-term and operational), each team submits a draft of its plan, signed by the heads of interacting teams or external partners, for approval by management. Their absence often indicates the inability of a particular manager to establish normal business cooperation with related teams or other external partners.

Accordingly, when determining targets for scheduling, management informs all heads of teams and services about the structure of the general planning positions of the organization as a whole and about the responsibility of all managers for the professional coordination of all positions. In the future, management jointly resolves only those issues of organizing interaction that, due to objective circumstances, the teams cannot resolve on their own.

Team planning

The second condition for a team to be productive is planning.

Planning is the process of creating a set of coordinated actions that allow the team to implement its tasks and achieve its goals.

Planning is not the sole responsibility of the team leader or the organization. Each team member draws up a current plan for the distribution of his working time to implement the positions of the general plan assigned to him.

Planning includes the following procedures (performed simultaneously or over time):

1. Determination of strategic and operational goals (“Where to go?”);

2. Defining a development strategy (“How to move?”);

3. Drawing up a long-term plan for achieving strategic goals (“How to achieve results?”);

4. Operational scheduling (“What specific way to solve problems?”);

5. Organization of reporting on established planned positions (“How to control yourself so as not to go astray?”).

The need for planning encourages all team members to work out in detail for themselves the entire scheme of sequential actions to implement planned positions and related settings.

As a reward, the team receives the following benefits:

· a clearer idea of ​​the result, after achieving which the goal (plan) is considered completed;

· composition and nature of the expected " vulnerabilities", about which there was previously a vague idea;

· a clearer idea of ​​the degree of feasibility of individual planned activities;

· a clear understanding of the state and quality of available resources (material, financial, personnel, organizational, construction, etc.);

· a list of problems that were not resolved at the plan formation stage due to lack of information and uncertainty of the situation;

· selection of a rational action plan from several possible options based on an analysis of possible losses (risk assessment) if the planned plan is disrupted;

· assessment of the nature of a number of uncertainties at the stage of plan formation, requiring subsequent prompt adjustment of the plan; assessment of the available reserve to block unforeseen circumstances.

If one of the team members refers to the lack of conditions for planning, then this is usually an attempt to justify their own inability to plan.

One of the paradoxes of a market economy is that it is precisely in times of high instability of society that more attention is paid to planning: the more external chaos, the more order there should be in the internal organization of the team’s actions (you have to learn to manage circumstances).

By drawing up a rational action plan, the team creates its own tool for monitoring and managing progress towards its goals. At the same time, the plan is an effective training for professional self-study, during which knowledge, experience and professionalism are acquired, which can only be obtained by mastering effective planning.

1.8 Stages of activity planning

Target- there is a form for presenting the result. The goal statement should reveal this expected result. How more specifically the goal, the more real the result and the prospect of achieving it.

In order to formulate a goal, it is necessary to write down the first suitable statement of the goal and evaluate what phenomena (indicators, parameters, effects) would be evidence that the goal has been achieved. This will be the expected result. Having found the most convenient (convincing) phenomenon that confirms the fulfillment of the goal, it is necessary to adjust its formulation.

Formulation of the goal-result- this is the most important stage planning, since in the process of formulating a goal-result, team members work out a scheme for achieving it, i.e., the substantive part of the plan itself.

The main thing is not to set too abstract or distant goals. The further the goal is in time, the less accurate information at the moment about the possibilities of achieving it . In addition, we must not forget about the probabilistic nature of the accompanying conditions and circumstances.

Determining directions for achieving the intended goal (development of strategy and tactics)

Depending on what results are to be achieved, the final goal can be divided into several tasks. The purpose of this planning procedure is to compile a set of different options for accomplishing the assigned tasks. In order to create a set of options, you need to analyze:

1. Actual and expected team resources;

2. Real socio-economic conditions and market conditions;

3. Conduct of external partners and governing bodies;

4. Level of training of team members.

Then, from all existing options, one or two rational options are selected that satisfy the following requirements:

1. Sufficient own resources of the team;

2. Sufficient reality of implementation within the planned time frame (at the level of the predicted development of the external and internal situation);

3. Acceptable level of losses when performing the selected action option (risk assessment).

The selected options of action will form the basis of the strategy for achieving the goal. The choice of the main direction of action is made on the basis of an assessment of the ratio “importance (urgency) of solving problems - acceptable level of costs and risks.”

Making a long-term plan

The strategic plan is drawn up for a foreseeable period of time, from three to five years.

In modern conditions, it is advisable to rely on three-year plans and a set of vital strategic goals for a five-year period. Drawing up 5-year development plans is advisable in established market conditions after the country’s economy has reached a stable level of development.

The strategic plan should contain the following information:

1. A set of strategic vital goals for various areas of the team’s activities, indicating the expected results;

2. The main ways to achieve strategic goals, indicating the main stages of intermediate annual results;

3. List of team members responsible for various stages of preparation and implementation of the long-term plan;

4. Social prospects for the implementation of the strategic plan for all team members, as the basis for motivating its implementation;

5. Resources and results of work on which the development of the strategic plan is based;

6. Options for changing the strategic plan in the event of predicted negative circumstances;

Typically, periodic adjustments to the strategic plan are necessary.

· The plan cannot be exhaustive and initially approved for the entire planning period, since its development is always carried out under conditions of partial uncertainty;

· It is necessary to compare several strategy options. Moreover, the most rational plan is not necessarily the most cost-effective;

· It is necessary to lay down certain reserves (time, funds, etc.) to solve unforeseen problems. Reserves also mean the possibility of connecting new team members, new cooperation, partnerships and other informal actions prepared and foreseen in advance. Otherwise, the plan will collapse at the first collision with reality;

It is necessary to take into account that in any work organizational errors of team members, delays and delays in the work of various structures (which leads to a change in the initial situation), external and internal interference are inevitable.

And, of course, we must remember that the implementation of any plan, especially a strategic one, is based on the personal responsibility of all team members.

Operational scheduling

For operational calendar planning, the determining factor is the team’s annual work plan, formed on the basis of a previously developed strategic development plan.

Operational scheduling includes quarterly and monthly planning.

Weekly work schedules, as a rule, are drawn up during periods of intense continuous work, when, due to various circumstances, extremely short deadlines have been established.

Daily and weekly work schedules for the team are drawn up when it is necessary to achieve advanced implementation of planned deadlines in order to form reserves (time, materials, etc.) necessary to neutralize expected interference.

It is important to note that at any level of planning, including weekly schedules, the form of presentation of results and the date of completion of certain work must be clearly recorded. Otherwise, the plan turns from an instrument of operational regulation into bureaucratic reporting, which is unacceptable in the work of a team.

When planning their work, team members should remember the following:

· the main work is always completed on time, it is ruined by the “little things” of preparing and presenting the result on time;

· V market economy the result is important, not references to unforeseen objective circumstances;

· main attention is paid to subcontractors, those who are not part of the team, but are involved in the work.

Reporting forms are established by mutual agreement and should be simplified as much as possible. The reports of team members should contain characteristics of unfinished positions, a significant result for which should be obtained in subsequent calendar periods.

Control of work progress

In a well-functioning small team, everyone controls themselves in their own area of ​​work. The function of monitoring the execution of the entire scope of work is assigned to the manager.

In some organizations and institutions, the management function of monitoring execution is often perceived as the function of an administrator-overseer. Employees often react painfully to superior interest in the task they are performing, perceiving it as a lack of confidence in their qualifications and responsibility.

The team is a team because such a state of affairs is unacceptable in it.

The essence of monitoring the execution of work in a team is that the plan is static, but life does not stand still. Gradually, as the work is completed, those difficulties and “bottlenecks” that were presented differently when the overall plan was formed become clearer; team members accumulate ideas about the work being done; internal and external conditions change.

Therefore, control over the execution of work in a team ensures:

· personal presentation by the team leader of the current situation with the implementation of planned tasks (and not only planned ones);

· identification of bottlenecks and opportunities to overcome them;

· identification of expected interference;

· assessing the nature of interaction with other teams within the organization and external partners;

· receiving feedback from team members;

· assessing the mood of team members in the process of carrying out supportive or motivating work;

The following forms of control over the execution of work are possible in a team:

· daily (weekly) meetings with reports from all team members on the status of work;

· periodic (as appropriate) meetings of the team’s responsible executives related to “bottlenecks” in the team’s activities;

· daily (selective) work of the manager with one of the team members in order to “keep abreast”;

· use of "answering machine mode" to record all feedback messages and alarms about interference;

· high-quality and timely analysis of the presented results on completed planned tasks;

· final assessment of the team’s performance for the reporting period calendar period;

· reports of individual team members on thematic assignments.

Based on the information collected during the performance monitoring process, the team leader should:

· conduct a situational analysis with forecasting the further progress of planned and unscheduled work;

· clarify the plan and strategy for further actions;

· assist team members in bottlenecks and identify additional tasks;

· clarify and normalize interaction between team members.

1.6 Diagnosis of team viability. Organization of "sand therapy"

Situational analysis (or analysis of current situations) is carried out by any person, consciously or unconsciously, every day throughout his life - from infancy to old age. Without it a person cannot take a single step.

At the everyday level, this is an analysis of the current situation in order to determine one’s immediate, long-term actions and behavioral line. The process of situational analysis is “triggered” by a wide variety of events: a weather forecast, worsening relations in a work group, a change in the situation on the foreign exchange market, the choice of a groom, etc. and so on.

The third condition for the team’s productive activity, situational analysis, is as important as the first two.

Situational analysis is the process of assessing external and internal circumstances in the past, present and future in order to determine the most rational behavioral line.

Situational analysis of past events provides invaluable experience in assessing the degree of correctness of reasoning and actions. A situational analysis of current events is necessary in order to decide how to behave. Situational analysis of expected events is called forecasting .

Term " situation " often used in everyday life simply to indicate the main external (or internal) circumstances and conditions under which we choose one or another behavioral line.

In situational analysis, a situation is understood as a description of those circumstances, factors and conditions, the result of the interaction of which is the analyzed problem.

Term "problem" usually determines not a local, but a fundamental change in the line of behavior, up to the adjustment of its previous strategic guidelines for activity.

A problem never “falls out of the sky.” It is the result:

· changed external conditions;

· changed internal conditions (states);

· appearance of an unexpected obstacle;

· manifestations of new aspects, perspectives that have opened up to us as a result of our actions;

· intentions to engage in a new topic, to enter a new sphere of relations (activity, production), that is, to engage in something in which there is no experience.

The term “problem” is also used to explore new “niches” previously unknown to a given person (organization) in production, research, management and personal life.

Errors in situational analysis

1. Insufficient development of “disciplined” thinking: chaotic reasoning, constant jumping from one circumstance to another, fixation on details, wandering in one’s own associations; searching for a way out of a situation with an insufficiently clear understanding of its essence.

2. Analysis of one, most obvious, scenario of action (impossibility of imagining a larger number of scenarios).

3. Insufficient attention to secondary circumstances (facts, conditions, personal states) due to a lack of relevant information about them, and not because of their actual insignificance.

4. A hasty desire to reach the final result of the analysis, neglecting obvious little things.

5. A strong emotional background, against which and under the influence of which a chaotic, or even hysterical, analysis of the situation is carried out.

6. Absence inner confidence and confidence in the reliability of the analysis results.

Situational analysis- system analysis as applied to the study of a set of various internal and external factors that dynamically changes over time and in the mutual influence on each other.

In this case, the factors themselves are usually called circumstances (conditions), and their analyzed set is called a situation. The pace of change in the situation and its dynamics can vary from sluggish to stressful. And if situational analysis is a type of practical application of system analysis, then the same research apparatus (tool) is used. Accordingly, classic situation analysis includes three successive autonomous stages (procedures).

1. Creating a field of ideas, options, scenarios. Involves drawing up full list possible scenarios for solving the situation being analyzed, and only those possible scenarios that are of interest to the one who is analyzing are selected.

Execution conditions:

· do not be distracted by express analysis of the most interesting, simple or preferable scenarios, as well as by their criticism;

· go through all possible scenarios.

· the first stage of situational analysis must (especially at the initial stage of skill formation) be performed in writing, even for simple situations, because:

· written presentation disciplines thinking;

· visibility of the entire set of possible scenarios makes it possible not to keep them in memory constantly;

· it becomes possible to return to an interrupted analysis (in the future - to check the quality of your analysis).

The first stage is completed when the team members (or its leader) have an exhaustive set of scenarios for resolving the situation. Of course, it is easier for a team to create a complete list of scenarios than for one specialist, albeit a highly qualified one.

2. Assessment and selection. It is planned to conduct an express analysis of all scenarios in order to select the most probable (promising, desirable). At the end of the stage, at least two, but no more than three or four rational scenarios should be left. Their elimination or transfer to intermediate memory is carried out on the basis of an assessment of the risks of their discarding. The risk criterion varies depending on the situation because it general property- the highest significance for the person analyzing or team members.

3. Action plan. At this stage the following actions are taken:

· comparison of selected rational scenarios according to key parameters their dynamic development;

· search for additional information on minor factors, if there is a possibility that they may become key;

· grade possible consequences for each option in the development perspective;

· selection and justification of the final action scenario according to the criteria:

· level of reliability;

· realism;

· Lowest risk of negative consequences.

· permanent monitoring of other scenarios in order to quickly address them in case of unfavorable developments;

· drawing up a coordinated action plan aimed at implementing the most rational scenario.

All stages of situational analysis must be recorded in order to develop the skill of “discipline” of thinking and subsequent analysis of errors and discoveries.

Situation analysis complements the planning process. The real situation makes adjustments to any plan.

The task of situational analysis- assess the current situation and, if necessary, make adjustments to the plan.

Situational analysis is carried out by each team member in his or her “work area”.

Situational analysis is carried out by each team member or the team as a whole in the following cases:

· occurrence of interference;

· change in working conditions;

· elimination of an individual team member;

· premature exhaustion of any resource (materials, equipment, finances, teaching hours, etc.);

· occurrence of previously unforeseen problems, etc.

When carrying out a situational analysis, the team leader and each team member perform five basic procedures:

1. Identify emerging or emerging deviations from the planned course of events;

2. Analyze the current circumstances, predict and argue for the most realistic scenario for the development of the situation;

3. Determine rational options for countering (or using) the emerging (predicted) situation;

4. Assess the risks for each of the rational options (assess possible losses and costs);

5. Give reasons and choose the most preferred option for the team to solve the problem (and it does not necessarily have to be the least costly).

Results of the situational analysis serve as the basis for:

· adjustments to the operational, annual or strategic plan;

· regrouping forces and changing interactions between team members;

· making changes to the structure of the team’s activities, if necessary;

· clarifying the motivation of team members.

2.1Foreign experience in team development

Many management experts consider the beginning of the industrial revolution, when the need for industry in education became obvious and necessary, to be the starting point in the history of the development of the theory and practice of work teams. This is because education is one of the the most important factors, which determine the level of competitiveness of both countries as a whole and individual firms, as well as the fact that education is one of the cornerstones in the proposed concept of work teams.

At the end of the 40s, groups of workers appeared who, based on a number of characteristics, could be classified as modern concept working team. Thus, in 1949, the first self-managed work team was created at a mine in South Yorkshire. These facts argue against the widely held view that Japanese firms have a priority in this area, although there is no doubt that many of the ideas in work team theory are likely to have been borrowed from Japanese management. For example, the idea of ​​intra-group worker rotation arose in Japan in the 50s of the twentieth century at some of the leading plants in the steel industry.

In the 60s, the attention of management specialists began to shift to the sphere of quality of working life, to issues of meeting needs through activities in the organization. Obviously, this trend led to the creation in 1962 of a self-managed teamwork in one of the divisions of Procter & Gambel. At the end of the sixties, the first self-managed work teams appeared in Sweden at Volvo.

Despite some early efforts to implement work teams and their successes, work teams were not particularly successful among a wide range of companies until the 1980s. At the same time, it should be noted bad experience implementation of work teams. For example, DEC actively promoted its success in developing work teams at one of its facilities in Connecticut in 1980, but the facility was closed a few years later. Quite a lot of work has been devoted to the analysis of the unsuccessful work of work teams.

The turning point in the process of introducing work teams is considered to be 1987, when the Center efficient work Organizations (Center for Effective Organizations) of the University of South Carolina presented the first survey of 500 leading companies, which, among other data, provides an analysis of the use of work teams in practice.

There are a large number of examples of successful use of work teams in practice:

At the 18 Procter & Gamble plants that use work teams, productivity is almost 40% higher than at the company's plants that do not use work teams.

Xerox businesses that use work teams are 30% more productive than traditional Xerox businesses. At one Kodak plant, high efficiency teams increased productivity so much that work that had previously been completed in three shifts was now completed in one shift.

The accumulated experience in the theory and practice of management, its integration within the framework of the theory of work teams, allows us today to talk about the formation of a new direction in the theory and practice of management - investment in human resources, the basis of which can be the dynamic network structure of the organization, consisting of self-managed work teams.

There are also several examples of other organizations that have increased their efficiency through the use of collective work:

· AT&T Credit Corporation used high-performing cross-functional teams to increase productivity and improve customer service. These teams doubled the number of loan applications processed per day and cut loan approval times in half.

· At Federal Express, high performance teams reduced costs by $2.1 million over the course of the year, reducing lost mail and incorrect invoices by 13%.

· At GE Appliance, manufacturing teams reduced cycle times by more than 50%, increased product request satisfaction by 6%, and reduced inventory costs by more than 20% in the first eight months.

Eli Lilly used high performance teams to bring new products to market medicinal product. This was done in record time in the entire history of the company.

· Hewlett-Packard created a division based on the principles of a high-performance organization that became the champion in profitability among all its divisions.

· The Knight-Ridder Corporation applied the principles of a high-performance organization to one of its newspapers, which became the best of the corporation's newspapers, retaining the championship for three years in a row.

· Motorola used high-performing teams to develop its supply management system. These teams achieved a 50% improvement in quality and reduced delivery delays by 70%.

· Weyerhauser used high-performing teams to improve customer service. As a result, delivery efficiency increased from 85 to 95% while significantly increasing quality and productivity.

2.2 Collective forms of labor organization in Russia

In conditions of intense competition from foreign companies, there is a need to find ways to strengthen the competitiveness of Russian products. One of the options for solving this problem is to improve production management and, in particular, the use of adaptive management structures, which are based on the use of collective forms of labor organization along with intra-organizational entrepreneurship.

Collective forms of labor organization are not, naturally, something fundamentally new, in demand only at the present stage of social development. The roots of this phenomenon stretch back centuries. Collective forms of labor organization arose from tribal life. It should also be borne in mind that in Russia, unlike Western Europe, wealth and private property were never encouraged by the church. Therefore, two forms of ownership have always been characteristic and natural for Russia: state (state) and communal (public), and private was, as it were, secondary.

Trade partnerships (“warehouses”) and artels had much in common with modern work teams. An artel can today be characterized as an autonomous production organization with full financial liability for the final results of collective labor and property, collectively owning the means of production.

The characteristics of each artel were determined, first of all, by the nature of the work performed. Common to all artels were the full responsibility of artel members for the results of labor and property, a wide range of independently resolved issues, as well as the high role of the contract in regulating relations within the artel and with the outside world.

Successful work activity, self-management, and interest in the final result of work stimulated the processes of rationalization and technical creativity. As a result, in just the first three years of the artel’s existence, labor productivity increased more than 10 times.

The first unions of workers into brigades appeared in 1920. Uniting in small groups, the most active young workers tried to jointly solve individual production issues. Such groups assumed obligations to strengthen discipline, fight for the thrifty use of materials, and for cleanliness and order in the workplace. Such groups of workers were called “shock brigades”, since their functioning was based on the enthusiasm of workers seeking to maximize labor productivity through active, impact work. Thus, in the charter of the shock brigade of one of the workshops of the Zlatoust Metallurgical Plant the following requirements were written down: a member of the brigade treats production honestly and conscientiously, strives to produce more metal good quality, fights absenteeism and sloppiness in production; a team member everywhere and everywhere strives to improve his qualifications and political literacy, actively participates in production meetings; a team member must be at the forefront everywhere, set an example not only at work, but also in public life and personal life. The number of responsibilities clearly exceeded the number of rights and powers.

In the sixties, contradictions between the level of technical development of production and forms of labor organization were exposed in the Russian economy; the level of profitability of production, capital productivity and other economic indicators fell noticeably. In order to correct this economic situation, it was decided to implement an economic reform. The main instrument of the proposed reform was chosen to be a fundamentally new system of planning and economic incentives for that time, the transition to which was carried out through the introduction of full economic accounting (cost accounting) in the national economy. Full self-financing meant transferring all structural units of the economy to its principles of operation - from the production team to sectoral management and the All-Union Industrial Association (VPO).

The ideology of self-supporting brigades can be confidently called an analogue of the theory of work teams in the Soviet Union, since in the conditions of command-administrative political system self-supporting teams provided an example of the greatest delegation of rights and responsibilities to the level of workers. In teams working in conditions of economic calculation, along with plans for production volume and improvement of the quality of work, planned targets for the fund are established wages, consumption standards for raw materials, materials, fuel, energy and other resources. The largest number of such brigades was in industry.

In modern conditions, the passivity of workers in relation to work, the social status that it provides, and professional growth is becoming increasingly noticeable. Today this is, first of all, determined by non-productive factors, including the social environment (society).

An important fact is also that the brigade organization of labor in the USSR was based on communist ideology and control by party bodies, which are no longer relevant due to the fundamental changes that have occurred in the political and economic structure of Russia.

However, the history of the development of collective labor methods in Russia and, in particular, the successful activities of such forms of labor organization and management as artels, self-supporting teams, etc., show that the potential of collective labor methods for Russia is extremely high. Therefore, in market conditions, work teams can and should find their application in Russia.

3. APPLICATION OF TEAM FORM OF LABOR ORGANIZATION BY THE EXAMPLE OF COMPANY LLC " CINEMETER "

3.1 Brief description of the company

KinoMetr LLC is the exclusive representative of the Futureshorts short film festival in Russia. The headquarters of the festival is located in London. KinoMetr LLC has concluded a franchising agreement with the parent company for the use of copyrights, for showing films and using the brand, subject to the deduction of fixed amounts. On the territory of the representative office, in the cities of Russia, the company entered into agreements with various cinemas to hold short film festivals, on the terms of 50% of the gross revenue for the right to display.

The company's team is a team of four different specialists involved in organizing and holding short film festivals in five cities of Russia. Festivals are held quarterly and the preparation of one program takes no more than three months.

The team includes:

1. Mikhail Sergeevich Lokshin – director, idea generator

2. Lozhkin Nikita Alekseevich – graphic designer, analyst

3. Olga Viktorovna Safronova – project manager, implementer

4. Katerina Aleksandrovna Podovinnikova – financial manager, constructive critic

3.2 Festival preparation technology

The creation of a program begins with the selection of video material. The director selects the most suitable video clips for the theme of the program and sends requests to the main company to check for copyright, after which he coordinates the collected material with all team members. When the list of videos is compiled and approved, Mikhail Lokshin heads to London for negotiations at the FutureShorts headquarters, where he agrees on holding the festival and creates a DVD with the necessary video material. He has been absent from Moscow for several days.

Upon the return of the director from London, a team meeting is held, at which the preliminary opening date of the festival is determined (07.24.09) and the passage of the “Approved festival program” checkpoint is noted. All team members create a report on the work done. The report is drawn up in the form of a table, which indicates the stages of work and their status (the report is generated after passing each of the control points):

Checkpoint report

"Approved festival program"

The next stage is negotiations and signing of agreements with cinemas and sponsors. The project manager usually does this job, but she is sick at the time. The team gathers at urgently and makes a decision:

1. Negotiations with cinemas remain with Olga Safronova, so as not to harm her health, she will contact representatives of cinemas by phone and discuss everything remotely at home.

2. Negotiations with sponsors are entrusted to the financial manager. Because of this, there is a slight delay in signing the contract, which delays the receipt of money.

The checkpoints “Signing agreements with cinemas”, “Concluding agreements with sponsors” and “Receiving money from sponsors” have been passed, the team draws up reports and confirms the opening date of the festival (07/24/09).

The director translates the video material and creates subtitles. Since this is a difficult and lengthy process that requires additional knowledge and skills, Mikhail Lokshin turns to independent specialists to speed up the work.

During the same period of time, Nikita Lozhkin develops the design of banners and flyers, he provides intermediate options to all team members. When the layouts are ready and approved, the designer orders printing from the printing department, but due to a delay in the receipt of sponsorship money, he has to agree on payment in installments. The designer's next task is to update the site.

The checkpoint “Circulation of banners and flyers received from the press” has been passed, a report is being compiled.

When the translation of all video materials is ready, and the banners and flyers are printed, the project manager returns to work and begins preparing DVDs for distribution to cinemas and distributing flyers. The rest of the team helps her with her work and they finish preparatory stage during.

Checkpoint - "The DVD copies with the program are ready." The team draws up a report on the completion of the preparatory stage.

Holding a festival.

A week before the start of the festival, the project manager delivers finished DVDs and advertising banners to the cinemas.

Start of the festival.

The project manager is present at the premiere screening in Moscow. Before the start of the session, he greets all guests and thanks his team for their participation in the project. Olga Safronova checks how the festival is going in other cities remotely, contacting representatives of cinemas. The festival lasts for four days with 3 sessions.

End of the festival.

Reporting and calculations.

After the program is completed, the financial manager visits all cinemas and collects reports on the festival, then generates a summary report. Payment for screenings is made by cinemas within 10 days to the bank account of KinoMetr LLC.

The final stage is the director’s submission of a summary report to the FutureShorts head office and payment of the franchise.

3.3 Analysis of team activities

This is an example of an established team, where all the advantages of teamwork are clearly visible, people are well acquainted and feel comfortable working, in an extreme situation they can replace each other, since they know well the responsibilities of each team member. Such a team works harmoniously and efficiently. The roles are distributed correctly, there is no competition among specialists and everyone feels their importance. Of course, creating such a team will take a lot of time and effort from all its members, but the investment is justified and will bring many benefits to the organization.

Since KinoMetr LLC is a small company and its headquarters is limited, the ability to interchange workers should be increased. Conduct appropriate training and expand the specializations of team members. You should also hire a secondary employee for unskilled work - traveling to other cities and collecting reports in cinemas, distributing advertising flyers and invitations, etc.

In general, the team’s work does not require any changes at this time. The mechanism for preparing and holding festivals is well established, and each program does not require any major additions.

If in the future the company decides to increase the territory of festivals or the number of collaborating cinemas, then the headquarters of the organization should be increased and the main specialists should be duplicated.

CONCLUSION

In my work, I was able to consider the most important aspects of creating an effective team and how to maintain it. Currently, the theory and practice of work teams is rapidly developing, new examples of use, methods and organizational procedures for the justification and implementation of work teams are appearing. Examples of the effective use of work teams in Russia have emerged. Today there is no longer any need to justify the need for the development of this area in management. However, this does not mean that all problems are solved. This is evidenced by the ever-increasing number of scientific publications on this topic both here in Russia and abroad.

Particular attention should be paid to “tying” individual provisions of the theory of work teams to specific areas of application. This work proposed various approaches to solve typical problems arising during the implementation and functioning of work teams. Naturally, they are not universal and indisputable.

The purpose of my work was to prove the importance of the team form of labor organization. In modern conditions, it is much more effective to work with someone than alone; you can always ask for help or just advice. But it is important to take into account that not all individuals are able to work well with other people, so it is very important to choose the right team members and distribute roles between them.

Further research is needed on this issue because, as it seems to me, work teams are a necessary component of any organization focused on quickly responding to external changes and maintaining high competitiveness of products and services.

List of used literature

1. Joseph G. Boyett, Jimmy T. Boyett, "Guide to the Kingdom of Wisdom: best ideas masters of management", Olympus-Business, 2007.

2. Katzenbach Jan R., Smith Douglas K., “The Wisdom of Teams”, Moscow, 2004.

3. T. D. Zinkevich-Evstigneeva, D. F. Frolov, T. M. Grabenko, “Technology for creating a team,” Speech, 2004.

4. V.V. Isaev, “Organizing the work of the project team,” Business Press, 2006.

5. Blair Singer, “The ABCs of Building a Winning Business Team,” Potpourri, 2007.

6. Leigh Thompson, “Building a Team,” Vershina, 2007.

7. Internet resource QUALITY - quality management and ISO 9000, http://quality.eup.ru

8. Methodological materials "Formation of a management team", GC "Institute - Training", 2007.

9. Ross Jay, Steve Morris, Graham Wilcox, Eddie Neisel, “Leader and Team,” Balance Business Books, 2007.

10. Peter Capezio, “Teams that Win,” Astrel, 2008.

11. Allen R. Cohen, edited, "MBA Course in Management", Alpina Business Books, 2007.

12. O. S. Vikhansky, A. I. Naumov, “Management”, Economist, 2006.

Team building in modern organizations- a way to increase labor productivity, improve the climate in the team, reduce the time it takes to complete tasks, and also avoid mistakes. It is not always possible to quickly and painlessly unite a team, so managers must be patient and select training that helps build team spirit. Can be used various methods, focusing on the response of the team, corporate culture.

From the article you will learn:

Team building technologies: a modern approach to creating teams

Team building technologies allow you to create a group pursuing the same goals. Building interpersonal relationships takes time, so training alone is not enough. During the games, each employee should receive answers to questions and feel supported.

You need to start creating teams if the following problems are noticed in the team:

• unlimited dominance of the leader;
• warring subgroups;
• inefficient use of resources;
• rigid group norms;
• lack of creativity;
• limited communication;
• disagreements and potential conflicts.

This is what reduces work efficiency and negatively affects the organization and the quality of goods sold or services provided. Depending on the situation, you can use different approaches to creating groups: goal-oriented, interpersonal, role-based and problem-oriented.

An approach	Peculiarities
Goal-setting	Allows you to better navigate the processes of implementation and selection of goals. Can be used under the supervision of a trainer.
Interpersonal	Aimed at improving interpersonal relationships in the team. The main goal is to increase the level of trust and intra-team communications.
	Team building in modern organizations includes discussions and negotiations.
Problem-oriented	The method is based on problem solving and achieving a team goal.

The process of team building in an organization is carried out under the control of a coach or manager. All carried out games should be safe and interesting. The results should be recorded so that the actions of all group members can later be analyzed.

Methods of team building in an organization

Modern methods of team building in an organization make it possible to quickly form a single working group in which employees not only tolerate each other, but interact effectively with each other. Initially, you need to determine the system of employee interaction, identify existing problems, and this requires comprehensive diagnostics.

Team building trainings in the organization are carried out taking into account the current corporate culture, age of employees, and desired results. Only a professional coach can choose ways to unite a team that are highly effective. If the HR manager does not know how to conduct such events, it is better to contact specialists who select “team building” programs.

Types of trainings	Peculiarities
Rope courses	This type of training originated in the USA, but is successfully used in other countries of the world. The goal of this game is to complete the task not against the clock, but not the result. Rope courses allow you not only to unite your team, but also to have fun. Experts note high performance.
Team games	The trainings can involve different numbers of people, so they are suitable for all companies. The method of team building in an organization is aimed at uniting employees and developing interaction in non-standard situations. The team is given logical, interactive, creative tasks that can only be solved together, and not alone.
Exclusive Games	A non-standard approach to organization makes games more exciting and interesting. Workers are given tasks that only a group can accomplish.

Team building in modern organizations can be carried out in the office, assembly hall, sports grounds, parks, etc. All employees must attend them solely voluntarily. If someone does not agree to spend their day off or free time this way, it is prohibited to force them, as this will negatively affect loyalty and motivation. To create a cohesive team, you need an individual approach to each member.

You might be interested to know:

The process of team building in an organization: the main stages of forming group interaction

First stage

The process of team building in an organization begins with adaptation, which is characterized as the first stage of mutual analysis and information. There is a search for the optimal way to solve the problem. Interpersonal interactions are still cautious, but are gradually leading to the formation of dyads.

At this time, the stage of testing each other and dependence begins. There is an active search for mutually acceptable behavior in the group. The team feels tension, some coercion. At this stage, the team's performance is low, so one should not expect high results from it.

Second phase

Team building in modern organizations is moving to the next stage - grouping and cooperation arise. The creation of subgroups based on interests and sympathies begins. Team members can unite to protest against demands and management systems. The manager must provide for such a scenario in order to suppress the rebels in a timely manner.

When grouping, group identity is established and the first intergroup norms are formed. Individual subgroups understand the impossibility of solving a problem without communication and interaction with other existing subgroups, which leads to the need to form communication patterns and generally accepted norms. For the first time an established group with a distinct “we” feeling.

Third stage

The principles of group interaction are developed: the area of ​​intragroup communication or collective activity is normalized. At this stage, team building in modern organizations occurs full swing, but there is still no intergroup activity. There is a process of isolation, so the group often becomes autonomous and focused on its own goals.

Fourth stage

Unity of all group members arises, disagreements subside. Employees find an approach to each other and learn to make common decisions. At this stage, the group reaches maturity and psychological unity. Minimum time is spent on completing assigned tasks.

Team building in modern organizations: variants of subcultures

Any group goes through a number of stages of development, but their sequence depends on the team, the characteristics of the corporate culture, the type of management, as well as other nuances. Subculture groups vary across organizations different types. As a rule, it is impossible to influence it.

Subculture type	Peculiarities
	Play an important role in the group emotional relationships, as well as a favorable psychological climate. Successful problem solving comes last. The group moves into active activity when there is a strong need. Only after the team realizes the unity of the group will it begin to solve the assigned tasks together.
Combine	Team building in modern organizations can be formed with the formation of the “combine” subculture. For employees, the accuracy of assigned tasks comes first. If they doubt something, they cannot concentrate on completing the project. Such a team needs to be directed and coordinated all the time. Group members are not particularly focused on the psychological climate within the group; they learn to adapt.
	In such a group, each employee decides for himself what place he occupies. Despite this, it is necessary to regulate activities and clear instructions. The team does not immediately move on to establishing relationships, because the instrumental sphere is much more important for it. For many workers, individuality comes first, so the realization that everyone is part of the same team comes late.
	Team building in modern “team” type organizations may include elements of other subcultures. Group members interact well with each other and quickly solve assigned tasks. They clearly delineate values.

It is difficult to guess on what principle the team will be formed. At the same time, it is not always possible to influence the process, but you can guide the team using modern team building technologies. You can create a cohesive group yourself or by turning to outside experts.

Team building goals

Every organization has its own team building goals. This may be a desire to improve corporate culture, develop human resources, or identify an informal leader. Groups as a whole complete assigned tasks faster, so labor productivity increases, which has a positive effect on the company, its status and reputation.

Team building trainings in an organization allow you to create favorable conditions, improve relationships. You can evaluate the effectiveness of the work done by the following indicators:

informal and open atmosphere;

tasks are well accepted;

group members try to listen to each other;

All employees participate in the discussion of issues;

conflicts center around ideas or methods rather than personalities;

the team is aware of what they are doing, the decision is based on mutual agreement, and not on a majority vote.

Goals can be achieved if employees listen to the manager, share his opinion, and management methods. When a hostile environment reigns in the team, many are dissatisfied with the terms of pay, working hours, you must first eliminate negative factors, only then begin to form a group. Team building in modern organizations is not just a fashionable trend, but a way to improve the team climate and performance.