Exercises and games to develop leadership skills. Trainings and exercises to identify leadership qualities. Aphorisms about leadership
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Training to identify student leadership qualities.
Leadership– dominance of some group members over others. The concept of leader means a person who plays a dominant role in the structure of interpersonal relationships. Unlike a leader, a manager is an official person vested with authority and associated with the organization of the main activities of the group. These concepts differ in the scope of problems and the nomination procedure (the leader is nominated spontaneously, the leader is officially appointed).
Signs of leaders:
1)highly active and proactive when solving major problems as a group;
2) able to influence other members of the group;
3) well informed about the problem being solved, about the group members and about the situation as a whole;
4) behavior corresponds to social attitudes, values and norms accepted in this group;
5) has personal qualities that are standard for this group;
6) is able to go beyond recognized norms and standard value orientations.
Leader functions:
1)organization of joint activities of the group in various areas;
2) development and maintenance of group norms;
3)representation of the group in relations with other groups;
4) taking responsibility for the results of group activities;
5) establishing and maintaining a group microclimate.
Types of Leadership:
1)leader - organizer– perceives the needs of the team as his own and actively acts. He is optimistic and confident that most problems are completely solvable, he will not propose an empty deal, he knows how to convince, is inclined to encourage, and if he has to express his disapproval, he does so without hurting the dignity of others, and as a result, people try to work better;
2)leader - creator– has the ability to see new things, which attracts people. Takes on solutions to problems that may seem insoluble and even dangerous. He does not act by command methods, but invites discussion. Sets the task in such a way that it interests and attracts people;
3)leader - fighter– has a strong will, is confident in his abilities, is the first to meet danger or the unknown, and enters into a fight without hesitation. He is inclined to stand up for what he believes in and fight to the end. He often acts at his own peril and risk, because he does not have enough time to think through all his actions and foresee everything;
4)leader - diplomat– relies on excellent knowledge of the situation and its hidden details. He is well informed about all the gossip and gossip, so he knows well who and how he can influence. Prefers confidential meetings in a circle of like-minded people. Allows you to openly say what everyone knows in order to divert attention from your unadvertised plans;
5)leader - comforter– always ready to support in difficult times, respects people, treats them kindly, polite, helpful, capable of empathy.
Leadership is also distinguished in the business sphere (“instrumental leadership”) and in the emotional sphere (“expressive leadership”).
Based on stability, they distinguish between situational and permanent leaders.
Qualities inherent in a leader:
Determination. It is important for a leader to understand his goal and clearly represent the required result. If a person does not have a goal, then it is necessary to develop one. Purpose is the most important motivator for a leader.
Responsibility. The ability to take responsibility for the events of one’s life (the position of a creator).
Self-confidence. Only a confident person is trusted by people.
Energy. The energy of a leader is felt in the speed of his movements, reactions and decisions.
Activity. A leader is energetic and therefore active.
Image or status. Those around him see his exclusivity in the leader, and the leader emphasizes it in every possible way.
Constructive communication skills. A leader needs to receive feedback.
Self-love. Leaders love themselves and know their worth.
Principles of the group:
1) "Here and now."
This principle directs training participants to ensure that the subject of their analysis is constantly the processes occurring in the group at the moment, the feelings experienced at this particular moment, the thoughts that appear at the moment. Except in specially specified cases, projections into the past and into the future are prohibited. The principle of focusing on the present promotes deep reflection of participants, learning to focus on themselves, their thoughts and feelings, and the development of self-analysis skills.
2) Sincerity and openness.
The most important thing in a group is not to be a hypocrite and not to lie. The more frank the stories about what really excites and interests, the more sincere the presentation of feelings, the more successful the work of the group as a whole will be. Sincerity and openness contribute to receiving and providing others with honest feedback, that is, that information that is so important to each participant and which triggers not only the mechanisms of self-awareness, but also the mechanisms of interpersonal interaction in the group.
3) Principle I.
The main attention of participants should be focused on the processes of self-knowledge, introspection and reflection. Even assessing the behavior of another group member should be done through expressing one’s own emerging feelings and experiences. It is prohibited to use reasoning such as: “we believe...”, “we have a different opinion...”, etc., shifting responsibility for the feelings and thoughts of a particular person to the amorphous “we”. All statements must be constructed using singular personal pronouns: “I feel...”, “it seems to me...”. This is all the more important because it is directly related to one of the objectives of the training - to learn to take responsibility and accept yourself as you are. Already the first group discussions reveal how different the thoughts and feelings of different people are, which is the determining argument for the introduction of the said rule.
4) Activity.
There is no opportunity to passively “sit out” in the group. Since psychological training refers to active methods of training and development, such a norm as the active participation of everyone in what is happening during the training is mandatory. Most exercises involve the inclusion of all participants. But even if the exercise is of a demonstration nature or involves individual work in the presence of a group, all participants have the unconditional right to speak at the end of the exercise. In the case of marathon trainings, absence from even one session and leaving the group is highly undesirable.
In order for a teenager to be successful and feel successful, he needs to have a number of completely new personality traits: the ability to communicate with different categories of people, the ability to work in a team, motivate others, and the ability to express what he feels.
The main principle of leadership training is work “here and now,” that is, those psychological patterns that group participants demonstrate during the exercises.
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Leadership effectiveness training.
In order for a teenager to be successful and feel successful, he needs to have a number of completely new personality traits: the ability to communicate with different categories of people, the ability to work in a team, motivate others, and the ability to express what he feels.
Leaders are not born, they are made. Personality is nurtured and formed throughout life, and adolescence is one of the important periods in the development of a person’s personality. The teenager is at a crossroads; many have the makings of a leader, but not everyone has the opportunities and abilities to develop and consolidate them on their own.
The main principle of leadership training is work “here and now,” that is, those psychological patterns that group participants demonstrate during the exercises.
Main features of the training:
The work is based on the experience of the group members;
Information blocks are combined with the development of practical skills;
The training takes 6 hours (3 days, 2 hours each).
"Leadership Training"
Goals : 1. Expanding ideas about leadership as ways of organizing and managing a small group. 2. Activation of leadership potential as a set of skills for self-management and management of other people. 3. Participants are given the opportunity to see their leadership inclinations from the outside, feel the advantages and difficulties of leadership positions, and determine for themselves their strengths and weaknesses regarding leadership in certain situations. 4.Mastering techniques of leadership influence and group cohesion, development of leadership skills. Tasks: 1. Formation of ideas about leadership as a groupprocess based on your own empirical experience of interaction and team work; 2. Familiarity with individual methods for assessing leadership positions and skills; 3.Self-analysis of one’s own leadership potential and leadership skills; 4. Increased leadership motivation.
Lesson one. Target:Getting to know the group members from the perspective of their leadership skills and ambitions, labilizing the group, creating a trusting atmosphere. First module - each participant calls his name in a circle, his job status, talks for 3 minutes about how often leadership behavior is manifested, what promotes and what hinders it. Expresses an association with the word “leader” (Leader is...).
Discussion of rules for working in a group:
Activity;
Privacy;
Personal interest and importance (we only talk about our problems)
Rely on the experience of other people and search for new approaches to solving your problems (do not try to defend what you already know, listen to others more, perhaps you will get acquainted with a new perspective on your problems).
Taking into account individuality (each of us is individual, what suits you may not suit another. Do not try to impose your point of view.)
Second module - theoretical, it discusses the role of leadership in the system of effective organization of group work, the basic theories of leadership.
1.Leader Trait Theory.
Leader - a bearer of certain qualities and skills that help influence others. Leader type: charismatic and transformational.Charismaticthe leader gains the trust of people and has a strong influence on them (acceptance of his goals, values, desire to imitate and follow him).TransformationalThe leader builds relationships with followers based on transformation, beliefs, values, and needs.
2. Interactive theory.
A leader is the person who best meets the expectations of the group and most consistently adheres to ideals and values. Maximum status and prestige is diagnosed.
3. Situational theory.
Leadership is a function of the situation and depends on the situation. The main components of the situation are the composition and size of the group, the level of competence and degree of control of group members, and the presence of other group members.
4. Possible theories of leadership.
It is based on the assumption that there is no one best model of behavior that a leader could resort to all the time. Third module - discussion. Within 5 minutes, participants are asked to independently write 6-7 main qualities necessary for a leader. After this, a discussion is held in small groups (4-5 people), as a result of which a list of seven main leadership traits is drawn up. A delegate is selected and a general list of leadership traits is presented.
Who took the leadership position during the task?
How were the roles distributed?
Game "Exchange Fair". Within 10 minutes, each participant makes a list of his qualities and skills that contribute to leadership -
“I as a leader” evaluates the degree of their expression on a scale from 0 to 100%. Then, in 15-20 minutes, participants have the opportunity, during negotiations with each other, to exchange part of their strongly expressed leadership qualities for “missing ones.” What useful things did you buy at the fair? Who managed to make more exchanges during the game?Exercise “Say only good things.”
The group is divided into pairs. Each member of the couple tells each other only good and interesting things about themselves. What good things do others say? The listener’s task is to find out as much good as possible about the interlocutor. The narrator and listener change roles. After that, in a circle, everyone tells everything that he learned good about his interlocutors. Questions: - How did you feel at that moment when your interlocutor was talking about you? - Was it difficult to stop the criticism addressed to you? - What useful things did you learn from this exercise?"Charismatic Leadership"
Charisma- psychological attractiveness of a person, the ability to arouse in people commitment to their goals and enthusiasm in achieving them.
Leader Characteristics:
- The leader emphasizes the importance of shared values.
- The leader is focused on developing relationships between people and creating a sense of who we are.
- A leader models desired behavior and demonstrates personal commitment to the values and goals he promotes.
- A leader personifies strength, creates the impression of self-confidence, physical and social courage, determination, and optimism.
The group is divided into micro-groups (the group is united by time of birth: spring, summer, autumn, winter). Participants discuss what is characteristic of each of them.
Leader Traits:
- High level of self-confidence;
- Strong conviction in the correctness of your ideas;
- High level of energy and enthusiasm;
- Developed communication and public speaking skills;
- Active role modeling and image formation;
- Physical attractiveness;
- Above average intelligence;
- Creating a psychological field around yourself (the ability to suggest).
Exercise “Your Leadership Style”
Remember one of the stories from his professional activities in which he had to be a leader, what personal characteristics influenced his behavior.
Leader orientations:
Focuses on relationships between oneself and followers.
For others, achieving goals and objectives is important; they are less interested in relationships between people.
2.Democratic style (orientation towards both achieving goals and maintaining relationships with people)
3. Situational style (the leader flexibly changes strategies of influence; this is based on taking into account his psychological characteristics).
Summing up.
What new things have you learned about yourself?
Which part of the training was especially interesting for you?
Homework.
- Formulate your goals in the organization, the implementation of which requires leadership.
- Fill out the questionnaire “What kind of leader am I?”
Lesson two.
Goal:1. Developing leadership motivation by realizing the benefits of a “leadership” position for personal and professional growth; 2. Awareness of the beginning of positive changes regarding one’s leadership behavior; 3.Development of a positive image of “I am as a leader.”
Warm-up: Each participant talks in a circle about the person sitting next to them.
Exercises “How great I can do this.”
In a circle, everyone talks about something that they are especially good at. Questions: -How do you feel when everything works out?
Whose story touched you?Fourth module-motivation of leadership behavior, development of adequate ideas about the advantages and difficulties of leadership status. The objectives of the module are to increase the attractiveness of the “leader” position for personal and professional growth. The group is divided into 2 teams: team A - “optimists” and team B - “pessimists”. Subgroup A makes a list of the advantages of a leadership position and behavior, continuing the statement: “It’s good to be a leader because...”. Subgroup B formulates and writes down arguments against the leadership position: “It’s good to be a leader because...” Then a competition is held: Subgroup A expresses arguments in favor; subgroup B expresses arguments “against”.
Exercise “Typical situations and concerns” leadership." It is conducted in small groups of 3-5 people. Everyone talks about typical or extraordinary situations from personal or other people's experience in which there are fears of being in the role of a leader, for example, the need to take responsibility for making decisions in conditions of scarcity of time or information. What and how should a leader do for the group to work effectively or to solve problem situations? What outcomes or experiences can motivate leadership behavior? Module five- Developing confident behavior.
Game "Penetrate the Circle"» promotes the training of leadership skills. The participants form a close circle, in every possible way preventing the driver from getting into it, who needs to get into the circle in 3-5 minutes, using various tools of influence: persuasion, threats, promises, dexterity, persuasion. After this, strategies are discussed, which turned out to be more effective.
Professional communication- This is a type of interpersonal communication aimed at achieving some kind of agreement.
Communication involves:
Ability to speak and listen; the ability to objectively perceive and correctly understand a partner; the ability to build relationships with any partner; achieve effective interaction based on mutual interests;
Ability to work in a team.
Reflection.
Lesson three.
Goal:1. Introduction to techniques for resisting manipulators; 2. Expanding ideas about organizational leadership; 3. Consolidation of knowledge about leadership behavior patterns; 4. Development of super leadership - training future leaders.
Warm up.
The task is to choose one of the group members and write which literary character he resembles. After this, the sheet is attached with a pin to the back of the participant, who does not see what is written on it. When everyone has a sheet attached to their back, the group begins to walk around the room, reading what is written on the sheets. Everyone’s task is to find out what is written on the sheet. Questions can be answered “yes” or “no”.
For example: Am I cheerful? Do I have many friends?
After the game the following questions are discussed:
What new have I learned about myself?
What surprised me?
Was there anything unexpected for me in this exercise?
Exercise 1.
Each participant in a circle continues the sentence: “None of you know that I ... (know how, can, want, practice, master, etc.)
Exercise 2.
The facilitator asks the group members, at his signal, to showthe same number of fingers on both hands (without prior agreement). The fewer attempts it took to complete the task, the more united the group is.
Exercise 3.
The group members stand in a line. At the leader’s signal, everyone must turn in one direction (there can be several options for turns - right, left, around)
What was difficult?
How did the participants find a solution?
Team - a group of people who perform a specific task, in which there is a result of the efforts of team members.
Team characteristics:
Constancy of composition;
Regularity of collaboration;
Subject of work;
Team rules;
Common cause. Eighth module- diagnostic.
"Are you a leader?"
Reflection.
GAMES- EXERCISES ON IDENTIFICATION LEADERS, ON COOPERATION
"Direction"
The group members stand in a line, facing in one direction. At the leader’s signal, participants must turn 90°. The task is for everyone to turn their faces in one direction and try to do it as quickly as possible. The task should be completed silently, without talking to each other.
The leader stops giving commands when all group members are facing the same direction. Exercise
unites the group, improves mood, reduces tension, eliminates stiffness, identifies leaders, and, in addition, provides experience in participating in joint activities, during which group members must “agree” and come to a common decision.
Questions:“What helped the group cope with the task?”, “What prevented them from completing the task faster?”, “What could have helped?” etc. make it possible to identify moments in behavior that are important in a situation when the need to focus on each other is revealed, to coordinate one’s actions with the actions of others, to delve into the logic and position of others.
"Karabas"
To play the game, participants are placed in a circle. The presenter pronounces the number and the participants must, without agreeing, get up from their chairs, and the number of people must correspond to the number named by the presenter. They sit down after the presenter says “thank you.” The task must be completed silently. The participants develop tactics for completing the task in the process of work, focusing on each other.
At the beginning it is better to name the numbers 5-7, in the middle - 1-2. The facilitator blocks attempts by group members to discuss and accept any form of algorithmization of work.
This game develops attention and reaction speed. Discussion of the game allows group members to realize that in order to complete a common task it is necessary to quickly navigate the intentions, tactics, and state of other participants, and coordinate their actions with the actions of others. Most often, the more sociable guys who strive for leadership stand up. Those who get up later are less determined. There are also those who first get up and then sit down. This is the "conscience" of the group. A group without initiative is one that does not stand up at all. During the discussion, we can talk about taking initiative and the problem of taking responsibility for what happens in the group.
"Fingers"
This exercise is a variant of the previous game, but the participants do not stand up, but “throw out” the required number of fingers (the sum of the fingers of the entire group is counted).
The exercise is much more difficult than the previous one. It can happen in different ways. Sometimes up to 30 repetitions are required. In any case, the exercise provides rich material for discussion, which can be used during training, as well as in socio-psychological workshops.
"Talking Through Glass"
The exercise is performed in pairs, or when participants sit in a general circle, choosing a partner for negotiations opposite. The participants' task is to agree on something using gestures. When working in a general circle, participants will be required not only to be able to communicate using gestures, but also to concentrate attention only on their partner. Based on the results of the game, methods of transmitting the necessary information, methods of attracting the attention of the interlocutor, as well as factors that interfere with the understanding of non-verbal language are analyzed.
"Herehe, I"
Each participant is given 3-5 minutes to attract the attention of the group. The difficulty is that participants must complete this task all at the same time.
The exercise is lively. After the set time has elapsed, participants are surveyed on the subject of “who they noticed during these 3-5 minutes of group work.” Then the methods and techniques used by the “noticed” participants to attract attention are analyzed.
"Rope"
Participants stand in a circle, holding each other with both hands.
a common rope, after which the rope is tightened and tied so that the participants stand close to each other. The presenter asks you to close your eyes. The task for the participants is to form a square. Everyone can open their eyes together only after the group decides that the square has turned out. The one who opened their eyes first is out of the game and can become an observer who will help the group discuss the exercise. Then you can build a circle, equilateral triangle, rhombus, trapezoid, polyhedron, star, etc.
The exercise shows the importance of group self-organization and allows you to identify leaders. Answers to the questions “What was most difficult in solving the problem?”, “What technique compensated for the lack of eye contact?”, “How did the leader emerge?” will provide an opportunity to assess the group’s ability to coordinate its actions.
As we said earlier, a leader needs to actively work on himself. Therefore, we offer a set of tests that will allow you to better know yourself, your capabilities and abilities, and understand yourself as a person with their inherent individual characteristics. Understand which character traits need to be worked on.
You can use some of the tests in your work with your team.
TESTS
"YOU LEADER? »
Read questions 1-10. Circle "a", "b" or "c".
1. You are discussing a problem as a group. How will you behave
feel if someone's idea turns out to be better than yours?
a) become alarmed;
b) be embarrassed;
c) you will be interested.
2. As a group, you are developing a scenario for a school project.
Chera. How do you evaluate your ideas versus ideas?
a) yours are worse;
b) yours are better;
c) yours are no worse, but not necessarily better.
3. What happens when you try to suggest something
important to others?
a) they don’t listen to you;
b) they listen to you, but it’s “hard for them to understand”;
c) you are usually listened to and understood.
4. You didn't spend a lot of time on something. But you
no one has praised you yet, and in general you haven’t received any
what a return. What will you do?
a) you will be discouraged and give up everything;
b) leave this matter and move on to another;
c) finish this task because you think it is necessary.
5. You have been assigned a task that is not at all “leadership” under
preparing for a big event. How do you feel about this?
a) normal, because in any case in the role of leader
you feel uncomfortable;
b) will not participate unless you are appointed in charge;
c) you don’t mind sometimes being an ordinary teacher
stnikom.
6. What happens when you fail at what you try
are you going to do it?
a) you quit because failure proves that
you are good for nothing;
b) you quit because others don’t understand you;
c) you learn from failure a lesson that will help you in future
in the future.
7. If you are responsible for the group doing something
tasks, how will you conduct the business?
a) leave most of the work to others;
b) do everything yourself;
c) distribute individual instructions among everyone in the team
responsive to everyone's interests and skills.
8. How do you feel when working with people whose training
different from yours?
a) awkwardness;
b) a feeling of superiority or inferiority;
c) interest and respect for other approaches and points of view.
9. Honest criticism of you makes you...
a) dissatisfaction with oneself;
c) the desire to advance the business.
10. What do you do if things go wrong due to various obstacles?
not the way you would like it to be?
a) think about your past mistakes and what happened
would, if...;
b) blame others for everything;
7 or more "a's" means that in order to become a good leader, you need to develop self-confidence.
7 or more “b”s indicate that you need to learn to trust others more.
7 or more “vs” indicate that you are likely to have a healthy view of yourself and others. The way you treat yourself and others allows you to be a good leader.
If your leadership aptitude score is not what you expected, try to find out why.
"ORGANIZED LI YOU HUMAN? »
An organized person is distinguished by a certain system of work, respect for time, a clear organization of work, he knows how to manage both time and affairs. His operating principle and the results of his work show that self-organization is a huge force. A disorganized person is led by time and affairs.
The test will help you not only determine the level of personal organization, but will also help you take the first steps towards understanding the secrets of self-organization and developing organizational skills and habits.
After reading each question, choose only one answer. Then, using the key located at the end of the test, find quantitative estimates of the answer options you have chosen. Next, add up all the points and compare the resulting amount with the results that you will find after the key to the test.
1. Do you have main, main goals in life?
what you are trying to achieve:
a) I have these goals;
b) is it necessary to have any goals? After all, life is so changing
chiva...;
c) I have main goals, and I subordinate my life to them
achievement;
d) I have goals, but my activities are of little use
conducive to their achievement.
2. Do you make a work plan for the week using
Is this what the weekly is for?
c) I can’t say “yes” or “no”, because I outline the main
things are in your head, and the plan for the current day is in your head or on paper;
d) tried to make a plan using a weekly planner. Then I realized that this does not give anything.
3. Do you reprimand yourself for not achieving what you set out to do?
for a week, for a day?
a) I reprimand in cases where the reason is laziness or not
agility;
b) I report, regardless of any subjective or
objective reasons;
c) now everyone is scolding each other anyway, why else should fathers
to tease oneself;
d) I adhere to the following principle: what was achieved
today is good, and what didn’t work out, I’ll do it later.
4. How do you keep your notebook with numbers?
lefonov relatives, acquaintances, friends?
a) I am the owner (mistress) of my notebook. I take notes the way I want. If you need someone's phone number,
Well, I’ll definitely find him;
b) I often change notebooks, because I mercilessly exploit
I'm attacking them. When corresponding, I try to do everything “according to science”,
however, in the future I again get lost in the free program
writing;
c) the main thing is to write down the phone number, full name, and
on which page, straight or crooked, has no special meaning
values;
d) I use the generally accepted system: in accordance with
I write down my name and phone number in alphabetical order, if necessary, then
and additional information;
5. You are surrounded by various things that you frequently use.
you use it. What are your principles for arranging things:
a) every thing lies/is necessary;
b) I adhere to the principle: every thing has its place;
c) periodically I put things in order and place them before
items in their places;
d) I think that this question has nothing to do with
solutions to self-organization.
6. Can you say at the end of the day where, how much,
For what reasons did you have to waste time:
a) I can talk about lost time;
b) if lost time were converted into money, then
Yes, I would count (count) him;
c) I always have a good idea where, how much and why it was
time was wasted;
d) I not only represent well, but also seek
ways to reduce these losses.
7. What are your actions when at a gathering or meeting?
“transfusion from empty to empty” begins:
a) I propose to pay attention to an important issue;
b) any gathering or meeting is a combination
the existence of both “full” and “empty”, we have to come to terms with
this;
c) I plunge into “oblivion”;
d) I begin to do what I took with me in anticipation
to “pouring from empty to empty.”
8. Suppose you have to give a report.
Will you pay attention not only to the content of the report?
yes, but also its duration?
a) I will pay the most serious attention to the content
report. I think its duration should be determined
only approximately. If the report is interesting, then that's it
where they will give time to finish it;
b) I will pay equal attention to the content and
duration of the report, as well as its options depending on
sti from time to time.
9. Do you try to use literally every mi
chickpeas to accomplish your plans?
a) I try, but I don’t always succeed due to personal
new reasons;
b) I don’t strive for this, because I think that there is no need to be
petty about time;
c) why strive if you still can’t beat the clock;
d) I try and try, no matter what.
10. What system for recording orders, tasks and requests?
do you use?
a) I write down in my weekly planner what to do and
what are the deadlines?
b) I record the most important instructions, requests to my
I eat weekly. “Little things” I’m trying to remember. If you forget
If I talk about “little things”, I don’t consider this a drawback.
c) I try to remember instructions, tasks and requests,
because it trains your memory. However, my memory often fails me.
d) I adhere to the principle of “reverse memory”: let
It is the one who gives them who thinks about instructions and tasks.
11. Do you arrive on time for gatherings, meeting with friends,
to class?
a) I arrive 5-7 minutes earlier;
b) I arrive on time, at the very beginning of classes, meetings,
collection;
c) as a rule, I am late;
d) I’m always late, although I try to arrive earlier or
during.
12. What importance do you attach to timely completion?
not accepting tasks, instructions, requests?
a) timely execution is one of the indicators
lei ability to work, but it is not always possible to complete everything
during;
b) it’s better to delay the execution a little. It's safer;
c) I prefer to talk less and carry out tasks
instructions and instructions on time;
d) if you complete the task on time, you will receive a new one.
Performance is always punished.
13. Suppose you promised to do something or something-
then help another person. But circumstances have changed
in such a way that it is quite difficult to fulfill the promise
carefully. What will you do in this situation?
a) I will inform the person about the change in circumstances and about not
opportunities to deliver what was promised;
b) I will inform the person about the change in circumstances and about the
difficulties in fulfilling what was promised;
c) I will try to fulfill my promise. If I do it -
ok, if I don’t do it, it doesn’t matter, because I quite rarely fail
I live my promises;
d) I will not tell the person anything. I'll keep my promise
through thick and thin.
Now determine the points according to the table:
Answer option and score | ||||
72-78 points. You are an organized person. The only thing I can advise you is not to stop there, to further develop the ability to self-organize. Don't feel like you've reached your limit.
63-71 points. You consider the organization an integral part of your work. This gives you a definite advantage over those people who remember the organization in case of emergency. But you should take a closer look at yourself, find reserves for improving the process of self-organization.
63 points or less. Your lifestyle, your environment, have taught you to be organized. But organization appears in your actions and then disappears. This is a sign of the absence of a clear system of self-organization. There are objective organizational laws and principles. Try
analyze your actions, time consumption, work technique. And you will learn about the reasons for your lack of organization. To become an organized person, you need to overcome yourself, show will and perseverance.
"DYNAMIC LI YOU? »
There are very dynamic people: they are constantly in a hurry to get somewhere, do several things at once, and the day seems too short to them. Others live slowly, and at the end of the day they still have time to go for a walk. They are happy in their peace. What about you? Are you dynamic or contemplative? A test game will help you figure this out. Answer the questions provided with “yes” or “no”.
1. Do you get bored when you have nothing to do?
2. Do you need more than half an hour to get ready in the morning (wash, get dressed)?
3. Do you often rearrange the furniture in your apartment (room)?
4. Do you refuse something if you are not sure of its success?
5. Do you like to spend your holidays (vacation) quietly and calmly, without taking new trips?
6. Would you like to take a trip to the jungle?
7. Do you put off your important decisions (cases) until the morning (according to the principle “the morning is wiser than the evening”)?
8. Do you easily get up in the morning?
9. Do you speak quickly?
10. If you have a lot of work to do and you are afraid of being overwhelmed, do you start with the most difficult or unpleasant task?
11. Are you interested in at least three of the following activities: cycling, skating, shorthand, swimming, skiing?
12. Do you like quiet activities, for example, walking, reading, philately, fishing?
13. Do you like to experiment?
14. Do you think that the one who “makes a move first” wins?
you"?
15. Does victory belong to the one who lasts longer?
16. Do books or films seem boring to you if the action in them moves too slowly?
17. Do you ever start something with the thought that you won’t be able to finish it?
Write down a point for each affirmative answer to questions 1, 3, 6, 8, 10, 11, 13, 14, 16, 17 and for each negative answer to questions 2, 4, 5, 7, 9, 12, 15. Calculate all points.
The total is more than 12 points - you are too dynamic. In your desire to “embrace the immensity,” you forget about a relaxing holiday.
Score between 6 and 12. You are moderately dynamic. You know how to provide yourself with saving moments of quiet rest.
The total points are less than 6. It would be better for you to “get started.” Know how to hurry, and you will reach your goal faster.
"YOU KNOW LI YOU OWN BY YOURSELF? »
We are all different. One will not be broken by the most difficult test, while another will be crushed by a mere trifle. What type of personality do you consider yourself to be? Choose your options.
1. Can you talk openly about your difficulties?
exactly:
a) no, this won’t help me;
b) of course, if there is a friendly interlocutor;
c) not always, sometimes I experience them hard myself.
2. To what extent do you experience grievances and failures:
a) I take my own failures seriously;
b) it depends on their cause;
c) I try to treat them philosophically, because
any troubles come to an end someday.
3. What do you do when you feel like something is wrong with you?
boko offended:
a) do something nice for yourself that you couldn’t do for a long time -
la) afford;
b) go to dinner with good friends;
c) you will sit at home and be angry.
4. In the arms of happiness you:
a) don’t think about the previous sadness;
b) you are afraid that these minutes will end;
c) don’t forget about the shadow sides of life.
5. When a loved one hurts you, you:
a) withdraw into yourself;
b) demand an explanation;
c) tell about it to everyone who wishes you the highest
listen
a) would not want to fall into their hands;
b) they can help many people;
c) they are not omnipotent, a person must help himself.
7. People's opinion:
a) is stalking you;
b) unfair to you;
c) favors you;
8. What do you think about after a serious quarrel with someone?
friends, when the first anger passed:
a) after all, the friendship was good;
b) about secret revenge;
c) that now you have heard everything that is thought about you.
Evaluate your answers using the table and summarize the results.
Answer options | ||||||||
7-15 points. You easily cope with your failures and know how to give them the correct assessment. Besides, you don't know how to be angry with yourself. Your peace of mind is amazing.
16-26 points. From time to time you judge yourself. But you have an enviable “valve”: “shout out” your problems to those around you - and it will be easier for you. It is advisable that you control yourself more and not rely only on this method of overcoming difficulties.
27-31 points. You have not yet learned to cope with your difficulties, which is why they depress you so much. You become isolated and helplessly angry with yourself. Be sure to gather your will. You have many good qualities that will help you overcome the more difficult trials of life.
"CONFIDENT LI YOU IN YOURSELF? »
This test will help you determine how confident you are. Answer questions with “yes” or “no.”
1. Can several successive failures make you doubt your abilities?
2. Do you experience a feeling of fear when you find yourself in a dense crowd?
3. Do you follow fashion?
4. Do you often look in the mirror?
5. Do you slouch?
6. Do you think people slander you?
7. Do you worry when you have to visit institutions to resolve any unpleasant issues?
8. Do you sometimes have the feeling that someone is watching you?
9. Do you easily decide to spend your holidays in a new place?
10. Do you feel free when you find yourself in unfamiliar company?
11. Do you have nightmares?
12. Do you prefer to decide your own problems?
problems without discussing them with people close to you?
13^ Do you save money for a rainy day?
14. Are you sure that your friends love you?
15. Do you find that you can learn something new about yourself every day?
16. Having determined that the purchased item does not suit you, will you return to the store to change it?
17. Are you tormented by doubts about whether you will be able to achieve your goals?
18. Do people around you often turn to you for advice?
For each coincidence of your answer with the result, write down 2 points for yourself: 1 - no, 2 - no, 3 - no, 4 - no, 5 - no, 6 - no, 7 - no, 8 no, 9 - no, 10 - yes , 11 - no, 12 - yes, 13 - yes, 14 - yes, 15 - yes, 16 - no, 17 - no, 18 - yes. Now add up the points.
2 points. Have you ever doubted yourself or your abilities? People around you turn to you for advice. Some people think that you are vain and act arrogant.
16-24 points. You are confident in yourself, although sometimes you show indecisiveness. This test provides you with the opportunity to give yourself a more accurate self-assessment.
6-14 points. It can be argued that you are not confident in yourself, you cannot hide it from others. You try not to put yourself in a position that would force you to make an important decision on your own.
0-4 points. Fortunately, such a score in this test is very rare. And if you answered all the questions sincerely, then you should talk to a psychotherapist who will help you gain self-confidence.
The success of each of us depends only on how much we ourselves want it. Our standard of living directly depends on the qualities that we “cultivate” in ourselves, on our determination and knowledge. If understanding alone is not enough, it is necessary to cultivate within ourselves what we want to become.
You should start, first of all, by changing your attitude towards the world around you. This is one of the fundamental conditions for achieving success. You can derive several fundamental principles, working with which will help you gain self-confidence, strengthen your own motivation and thereby lead to success and recognition, which is so necessary for a leader.
Principle No. 1. Everything that happens in my life is my doing. The fact that we didn’t have time to do something or something didn’t work out for us is, first of all, our fault. What people with an inflated sense of pride and dignity should understand.
Principle No. 2. Ability to take risks. Take risks consciously and justifiably. The essence of the principle is to take risks! Water does not flow under a lying stone.
Principle No. 3. Sustainability. Resilience is one of the main qualities of a leader. Thanks to his stability, he is not afraid of the black streaks of life, the unknown and uncertainty. It is important not to confuse the concept of stubbornness or perseverance with the concept of resilience. Stubbornness is akin to blindness and deafness, while stability is characterized by calculation and action.
Principle No. 4. Energy and charge. It is difficult to become a leader without sufficient energy and stamina. Radiating confidence, cheerfulness and energy, we suppress those around us on a psychological level, portraying our own superiority and leadership in their subconscious.
Principle No. 5. Determination. A must-have attribute for a person who really wants to succeed. Among other things, determination qualitatively distinguishes a leader from everyone else. He identifies with his own goal, devoting himself entirely to the process of achieving it.
Principle No. 6. Elasticity. In no case does this mean “bending to a changing world.” Elasticity in fact is nothing more than the understanding that one’s own preferences and hobbies sometimes develop into boundaries and limitations.
Principle No. 7. Communication skills. A complex quality that includes the ability to negotiate, the ability to communicate with subordinates and management, a sense of humor, and the ability to correctly ask for a favor or give an order.
Principle No. 8. Initiative. The last but most important principle of any kind of leadership. It is the proactive personality who is the first to attract attention and emerge among the gray crowd. These kinds of people are primarily assigned the role of leader.
A competent specialist can conduct a seminar in a work team with a detailed explanation of all the principles, and the list of principles can be drawn up and placed in a prominent place so that everyone, looking at it, will certainly remember that he is a leader and develop his compliance with these points.
Since our main task is to draw up a project for the development of leadership qualities in accordance with the requirements of professional activity, let us recall the qualities that we set out to develop:
motivation;
emotional intelligence;
I would like to add to this list the quality I noted in principle 7. This is communication skills. Quality is considered key in the character of an HR manager and does not need detailed explanation.
Let's move on to the main part of the project.
So, motivation.
I believe that the strongest motivation for work is the feeling that it is you who should be doing it, and no one else. If such a feeling is not observed, I think it’s worth either changing your job profile, or trying to find this very motivation for yourself - after all, you will be the one who will have to find it for the staff in the future. And to achieve effective results in this direction, trainings are suitable. For example, there is a training called “Staff Motivation Management.”
The training allows you to understand the reasons for your own and your employee’s passivity, will increase knowledge of all stages of the production process and the final result, as a powerful motivator, will help develop the qualities of an effective leader, and master those skills that will increase the effectiveness of motivation.
Now let's turn to charisma. In the theoretical part of my course work, charisma was noted as one of the main, integral features of leadership.
Powerful natural charisma does not require any additional support. Even inattention to one’s appearance and public opinion can become an element of it. If it doesn’t exist, you can try to “grow” it. Ways to develop charisma are necessary:
1. Set clear, understandable goals. Charge yourself with them and charge those around you with them. Passionately want to achieve what you want. Become a fanatical expert in your field and don’t give up.
2. Appreciate those who share your views and understand you. In any business, a charismatic person is strong because of the team that stands behind him.
3. Don’t be afraid to express your thoughts out loud, reasonably criticize authorities and question any dogmas.
4. Work on your image, take care of your appearance, train your voice.
5. Don't be contradictory, be ambiguous. People are intrigued by combinations of polar properties. Do unexpected things and make unexpected, but not stupid decisions.
6. Never reveal your thoughts completely to anyone. Create an atmosphere of some mystery around yourself. Do not advertise your actions and do not extol yourself. People with charisma simply do their job - but in such a way that someone will later tell someone about it.
7. Be as free and open to new experiences as possible.
8. Learn to pause and be silent meaningfully.
9. Don't be like everyone else. To be well-read, to know something that almost no one knows. Acquire unusual habits, hobbies and interests.
10. Do not show excessive emotions, do not complain and do not have affairs at work - all this kills charisma outright.
These principles can also be brought up for discussion and consideration at a seminar, and training can be conducted.
Now regarding emotional intelligence. In the theoretical part of my work, the importance of emotional intelligence in professional activity was noted. Emotional leadership implies the presence of certain character traits (the ability to listen, empathize, understand). If they are not inherent in a leader by nature, the question arises, how can he learn to do so? Of course, this is again training. But it is impossible to learn this in 1-2 trainings. But you can realize the need to develop your emotional intelligence and take the first steps towards managing your emotions and understanding the emotions of other people. By and large, emotional intelligence develops throughout a person’s life, and it is the hardest work.
It is necessary to learn to use emotions in communication to increase business efficiency. But you should be prepared for the fact that the process of developing emotional intelligence is complex and lengthy, since it affects not only the neocortex - new areas of the cerebral cortex, but also deep brain centers.
There are two possible approaches to the development of emotional intelligence: you can work with it directly, or you can work with it indirectly, through the development of qualities associated with it. Today it has already been proven that the formation of emotional intelligence is influenced by the development of such personal qualities as emotional stability, a positive attitude towards oneself, an internal locus of control (the willingness to see the cause of events in oneself, and not in the people around us and random factors) and empathy. Thus, by developing these qualities, you can increase your level of emotional intelligence.
To develop emotional competence and mastery of emotions, it is very important to improve the process of perception and emotional assessment of reality. There are two main ways of perceiving the surrounding reality and recreating its image - associated and dissociated. The associated approach means that a person is inside the experienced situation, looks at it with his own eyes and has direct access to his own emotions. The dissociated method allows you to evaluate an event as if from the outside, as a result of which a person loses touch with the feelings and experiences that took place in the real situation.
To stop experiencing negative emotions and discomfort, many experts recommend dissociating from the disturbing, unpleasant memory. To do this, you need to mentally get out of the experiencing situation and look at this event from the outside. By watching a movie about yourself in your imagination, you can reduce the brightness of the image and replace color images with black and white. As a result of such actions, the unpleasant situation gradually ceases to worry the person, which allows him to later return to it and calmly analyze all his actions.
The reverse procedure of associating with pleasant memories is also very effective. Everyone can remember many events that were associated with positive emotions and high spirits. In order to regain the freshness of joyful memories, it is enough to re-enter “inside” a once pleasant event, see it with your own eyes and try to experience the same emotions as then (visualization technique).
Association can also help when communicating with other people. Since in the process of communication many are associated only with unpleasant details, interaction with communication partners sometimes causes rejection. If you carry out the opposite action and associate yourself with pleasant feelings in communication, you can find pleasant interlocutors nearby.
Thus, emotions are directly dependent on thinking. Thanks to thinking and imagination, a person can have various images of the past and future, as well as emotional experiences associated with them. Therefore, the one who controls his imagination also controls his emotions well.
And of course, training contributes to the development of emotional intelligence. I can suggest: “Emotional intelligence of a leader.” The training will teach you how to quickly and efficiently perform work tasks facing managers at various levels; will increase personal effectiveness in personnel management. What is important is that during the learning process situations will be created, during which the skills of controlling anxiety and fears, managing one’s emotional state, and maintaining internal and external states of confidence will be perfectly reinforced. In addition to developing emotional intelligence, training participants will acquire and practice qualities that are also noted in the theory of my work as leadership ones:
Concentrating attention when performing complex tasks, especially under time pressure (one of the consequences is improved memory and organization);
Competencies in the field of overcoming crises and adequate adaptation to changes and changes in the organization;
Ability to take a blow in difficult and extreme situations;
confident and calm behavior in situations of public speaking, negotiations, conflicts, in difficult situations when communicating with management, with subordinates, with difficult clients;
Development of communication skills and abilities in business communication, increasing their effectiveness, expanding the behavioral repertoire of participants.
And finally, communication skills. What will help develop communication skills? I can offer several trainings.
Communication training - role-playing game “Taciturn interlocutor”.
Training objectives: development of communication skills, emotional stability in situations of social interaction, training of interview skills, and the ability to correctly pose questions.
Description of the training: One of the participants becomes an interviewee, the other players become journalists. A press conference situation is being played out. Journalists ask questions to the interviewee. The interviewee’s task is to answer questions from correspondents as monosyllabically as possible, who must “talk” to their interlocutor.
A similar communication training is the role-playing game “Chatty Interlocutor”.
Description of the training: One of the game participants becomes an interviewee, the other players become journalists. A press conference situation is being played out. Journalists ask questions to the interviewee. The interviewee’s task is to answer questions from correspondents as verbosely as possible, who must be able to direct the conversation in the direction they need and learn to “filter” the information received from their interlocutor.
The psychological meaning of “interlocutor” trainings: learn to behave correctly with a “taciturn” or “chatty” interlocutor, develop verbal and non-verbal communication skills, the ability to correctly pose a question and receive an answer.
We must not forget that each training should be accompanied by a discussion of emerging issues.
And finally - “Business Communication” training, which also contributes to the development of communication skills and abilities in business communication, increasing their effectiveness. The training includes: active learning based on practical development of business communication skills; role-playing and situational games; group and individual exercises; brief theoretical and methodological materials; interactive mini-lectures; audio and video feedback.
His help will be noticeable in that he allows you to find out:
Ways to establish and maintain contact;
Techniques and methods of conversation that promote understanding of the interlocutor;
Methods for avoiding loss of information during a conversation;
Using different types of questions. Using question traps;
Overcoming psychological barriers in communication;
Definition and features of interaction with people of different types;
Methods for relieving emotional stress. Techniques for transforming aggression into constructive channels;
Understanding and use of non-verbal signals in communication: intonation, posture, gestures, facial expressions;
Rapid self-healing techniques.
I believe that the advice I have given will be effective for future HR managers, and maybe even for those who have already found their calling in this profession.
P. Hersey and K. Blancherd in the book “Management of Organized Behavior” identify seven levers of power that ensure the position of a leader:
1. Special knowledge.
2. Possession of information.
3. Availability of connections and their use.
4. Legitimate authority.
5. Features of personal character and behavior.
6. The opportunity to reward those who have distinguished themselves.
7. The right to punish.
In a group, different people experience different influences from the levers of power listed above. There are those who are ready to accept a leader and follow him solely because of their willingness to submit to authority. For them, the very factor of belonging (formal or informal - thanks to the will of the group) of the leader to another level in the hierarchy is a sufficient reason to follow him and carry out his instructions.
For others, a strong motive will be the fact that the leader has special knowledge and channels of information inaccessible to other group members. This is what will influence the willingness to listen to the opinion of management, even in cases where decisions do not seem entirely justified and logical (“So he knows something! There is no smoke without fire!”).
The policy of carrots and sticks for thousands of years has given success to leaders of various ranks, the opportunity to put a punctuation mark in the classic sentence “Execute cannot be pardoned” (“Execute cannot be pardoned!” or “Execute cannot be pardoned!”) - one comma worth many signs authorities! Having delved into the annals of folk wisdom, we will find a lot of advice for a leader who builds his pyramid of power precisely on the ability to reward and punish. “Love like a soul, but shake like a pear!” - just one maxim among many others.
With all this, the personality of the leader is the strongest, most promising lever of power. How human, personal qualities will manifest themselves in a given situation can only be predicted. But even the weather forecast can be deceiving. Leadership training provides an opportunity to test the initial situation in practice. It makes leadership behavior visible and concrete in artificially created situations, which are sometimes more banal than life, and sometimes much more confusing than reality. Training exercises create a sense of security (you can always beat!) leadership; on the other hand, they reveal the personal qualities of the leader, make clear his relationships with other members of the group, test the strength of his position of power, relationships with organizational, social, natural and artificially created structures.
As mentioned above, a leader can be informal (team member not vested with official authority) and formal (manager), but it is much more useful for the work of any organization if these concepts are synonymous. In order to become a leader, it is necessary not only to imagine the laws of the existence and development of a group, but also to have special knowledge about oneself; independent work of a person is necessary to develop his professional and personal competencies. The proposed exercises can help a specialist who organizes work with personnel when preparing a training program for developing the leadership qualities of managers and the personnel reserve in the organization.
Business card
Target: creating conditions for the development of the ability to analyze the self-concept - the real self-identification of a leader.
Number of participants: no more than 20 participants.
Equipment and materials: Whatman paper according to the number of participants, felt-tip pens, scissors, tape, paints, glue, a large number of printed materials (advertising brochures, brochures, illustrated magazines and newspapers).
Time: about 1 hour.
Progress of the exercise. Presenter: “Business card” is a serious task that provides us with the opportunity to stimulate introspection and self-identification of each participant. Such work is a necessary preliminary stage for self-actualization - pulling out of the passive into the active behavior of all those necessary ideas, abilities, skills that the candidate for leadership possesses."
First, each participant folds the Whatman paper he received vertically in half and makes a cut in this place (large enough so that one can stick his head through the resulting hole). Then the participant puts the sheet on himself, turning into a “living advertising stand”, which has a front and back side.
On the front of the sheet, training participants create an individual collage telling about their personal characteristics. Here, on the “chest,” you need to emphasize the advantages, but not forget about the qualities that, to put it mildly, do not bring much joy. On the back side of the Whatman paper (“back”), the participants reflect what they strive for, what they dream about, what they would like to achieve. The collage itself is made up of texts, drawings, photographs, which can be cut out from existing printed materials and supplemented, if necessary, with drawings and inscriptions made by hand.
When the work on creating a business card is completed, everyone puts on the resulting collages and walks around the room. Everyone walks around, gets acquainted with each other’s business cards, communicates, and asks questions.
Questions for discussion:
Do you think it is possible to effectively lead others without really knowing who you are?
Do you feel that the assignment gave you a better understanding of what kind of person you are?
Have you managed to create your business card completely and clearly enough?
What was easier - to reflect your strengths or your shortcomings?
Have you found someone similar to you among your partners? Who is very different from you?
Whose collage do you remember the most and why?
How might this type of work impact leadership development?
Resume: Our perception is the mirror that forms our impression of ourselves, our self-concept. The people around us (family, friends, colleagues) correct our self-identification, sometimes to such an extent that the idea of our own “I” changes beyond recognition in a person who is inclined to perceive opinions from the outside and trust others much more than himself.
Some people have a very detailed self-concept. They can freely describe their own appearance, abilities, skills, and character traits. It is believed that the richer a person’s self-image, the easier it is for him to cope with solving various problems, the more spontaneous and confident his behavior will be.
Recommendations for the presenter: This exercise works great at the initial stage of training, as it involves the group members getting to know each other. In addition, the work environment will require participants to have varied and non-directive contact with team members. In the final part of the exercise (“parade of individuals”), pleasant, quiet music will be an excellent background.
You and your name
Target: development of skills in analyzing personal qualities, independence, creativity when performing a task.
Number of participants: without restrictions.
Materials and equipment: board/flip chart, markers, paper and pen for each participant.
Time: 15-30 minutes.
Progress of the exercise. Presenter: “Put a piece of paper in front of you and write your name on it vertically. Concentrate! You have 5-10 minutes to write opposite each letter the quality of your character that you know and value in yourself.”
M - dream (I can)
I - intelligence
X - charisma
A - active position in communication
I - intelligence
L - love of life.
After completing individual work, participants present their results to the group by writing them on the board.
Charismatic personality
Target: consider the signs of charismatic behavior (leadership qualities).
Number of participants: without restrictions.
Materials and equipment: not required.
Time: about 30 minutes.
Progress of the exercise. The group is asked to discuss the concept of "charismatic personality." After the participants come to the decision that charisma is a person’s ability to attract and hold the attention of other people, to radiate energy that contributes to the acceptance of such a person, the feeling of ease and desirability of his presence, we come to the conclusion that a charismatic leader is endowed with an elusive charm that provides he has the ability to influence people. A charismatic person is confident in himself, but not self-confident, he is friendly, but not “sweet” or flattering, communication with him is pleasant, you want to listen to his words.
Oh, how I want to be charismatic! What should I do for this? Well, firstly, try to analyze what a charismatic personality looks and behaves. Secondly, try to “tune into the wave” of a charismatic leader, look for clues in the style of his behavior, in his gestures, facial expressions, manner of conversation, and behavior with other people.
After 10-15 minutes, we invite the groups to move on to the next stage of work: build a living sculpture based on the stories, reflecting the meaning of the stories they heard. We give each group the opportunity to show their composition to other groups. We discuss how the charisma of a personality is manifested in a wordless static composition. What elements of a leader's character traits can we identify visually? We ask the training participants to give a bright and meaningful name to the sculpture of their comrades.
Questions for discussion:
Does a leader need to be charismatic?
How did the work go in the subgroups?
Which of the stories told by your comrades do you remember?
What could you do to become a charismatic person?
How can you learn this?
Leadership styles
Target: to practice in practice the differences inherent in leaders of different styles in solving a problem, performing their leadership functions, as well as the influence of the leader’s position on the result of group activities.
Number of participants: up to 25 people.
Materials and equipment: not required.
Time: 1-1.5 hours.
Progress of the exercise.
Stage 1. U private participants are asked to sit back, concentrate and imagine how they would continue the sentence “When I think of a leader, I imagine...”.
Questions for the group:
· Whom does memory draw?
· Whose personality comes to mind?
· Let's exchange the results: tell our comrades about the leaders whose images we imagined. What are the most striking features of these individuals?
· Who is a leader? Do you think the following definition is correct: “A leader is the one who heads a group, who determines the main directions of its activities and influences the behavior of its members”? What could you add/change to the proposed wording?
· Distinguish between formal and informal leaders. Who is he, your leader?
· Leaders can be of two types: task-oriented and human-relationship-oriented. Which of the two types (or mixed) does the person you have in mind belong to?
· What is the leadership style of the individuals you described - democratic, authoritarian, permissive?
Stage 2. We divide the group into three subgroups, in each we ask you to choose one representative to be the group leader. After the elections are completed, we agree with the candidate of the first subgroup and define for him the role of a leader working in a democratic style. We also agree with the candidacy of the leader of the second group. We define his leadership style as conniving. We do not approve the decision of the third subgroup. The coach himself assigns an autocratic leader to the subgroup, prone to an authoritarian, dictatorial leadership style.
Then we announce a group task (the same for all participating groups): to tie the longest chain possible from the shoelaces of the subgroup members. The groups are given five minutes for this work.
Discussion: First of all, let's check which group coped with the task better than others, which group is in second place, and which group is in third place? Questions for discussion:
How did the group react to the democratic/permissive/authoritarian leader?
How and in what ways was the role of the subgroup leader manifested?
What type and style of leadership is preferable in your opinion?
What is the optimal leadership style for a domestic quarrel between spouses? etc.
Either - or
Target: creating conditions for participants to understand the factors influencing decision-making and actions (this is important to understand why leaders lead and subordinates obey).
Number of participants: ideally - about 15 people, but it can be 5-6, 50 people or more. If there are a lot of people, then a large space is needed.
Materials and equipment: not required.
Time: 20 minutes.
Work progress:
1. Participants line up in a column in the middle of the room.
2. The facilitator explains that he will ask some questions, to which they will answer by taking three steps to the left, or to the right, or to remain where they are. The first series of questions is:
- "You - Yesterday?" (If yes, move left).
- "Are you - Today?" (Stay where you are).
- “Are you Tomorrow?” (Move to the right).
If necessary, you need to repeat the questions several times, paying attention to the fact that participants need to identify with these words in the fullness of the meanings that they attribute to them.
3. There may be some confusion at first, after which several people will retreat to the left or right. You need to wait until the shuffling stops; then ask those who made the visible decision to explain why they chose a particular word. For example, they may be called "Yesterday" because of their love of the past - old habits, buildings, etc.; or “Tomorrow” - because they are young and the future belongs to them. When the other players hear these statements and understand what is required of them, some of them may leave the center and move to the left or right. Others will remain at Today. Why did people “vote with their feet” this way and not otherwise?
You can come up with as many of your own “either-ors” as you like, but here are a few options:
Are you a sign that says "Open to the public"? "No entry"? or "I'll be back soon"?
Are you a mountain? valley? or plain?
Are you earth? sea? or the sky?
Are you a city? village? or a residential area?
Are you? No? or maybe?
Recommendations for the presenter: It is important to encourage participants to ask each other questions about their choices. Explanations are always interesting; listeners find them insightful. The entire process should increase self-awareness and understanding of your own and others' motivations.
Circle and me
Target: development of such leadership qualities as the ability to analyze the nature of the situation, act adequately to existing conditions, the ability to convince other people, and show flexibility in situations of interpersonal interaction.
Number of participants: 8-15 people.
Materials and equipment: not required.
Time: 20 minutes.
Progress of the exercise.
Stage 1. For this exercise, a daredevil volunteer is selected who is ready to be the first to complete the task. The participants form a close circle, which will in every possible way prevent a brave participant from getting into it. He is given only three minutes to use the power of persuasion (persuasion, threats, promises), dexterity (dive, slip, break through, in the end), cunning (promises, compliments), and sincerity to convince the circle and its individual representatives to let him into the center.
The volunteer moves two to three meters away from the circle. All participants stand with their backs to him, huddled in a tight and united circle, holding hands. At the command of the leader, the participant begins to act.
Completion. At the end of the exercise there is always a discussion of the players’ behavior strategy. Questions for discussion:
How did you behave here, and how did you behave in ordinary everyday conditions?
Is there a difference between simulated and real behavior? If yes/no, then why?
Stage 2. Presenter: “And now let’s return to the exercise again, slightly changing the task. Everyone who decides to play against the circle will have to choose and demonstrate a strategy of behavior that is completely unusual for him. We are in the theater, so the shy one will need to play the role of a self-confident, even arrogant, the proud one should “become pity”, and the one who is accustomed to aggressive behavior should convince the circle quietly and absolutely intelligently... Try to get used to the new role as much as possible.”
Questions for discussion:
Is it easy to play according to someone else's script?
What does entering the role, the behavioral stereotype of another person give us?
What new things have you discovered in yourself and in your comrades?
Simultaneous translation
Target: develop concentration, help increase the level of empathy.
Number of participants: without restrictions, subgroups of 5-7 people.
Materials and equipment: a spacious auditorium, a newspaper, a book or magazine - something that can be read aloud.
Time: 20 minutes.
Work progress:
1. 5-7 participants sit in a circle, one of them reads a book or newspaper aloud.
2. The presenter asks the player sitting to the right of the reader to repeat each word as soon as he hears it to the next listener, etc., in a circle, until everything returns to the reader. Over time, the commands can become so skilled that the readers will hear their words as if they were their own echo.
Completion. During the discussion, participants may conclude that developing concentration and empathy is not so difficult - this is precisely what makes the exercise so effective.
Recommendations for the presenter: This exercise can be easily adapted to improve fluency and understanding of a foreign language. Translators from foreign languages achieve such perfection in their specialty that they are called “simultaneous translators” - hence the name of this exercise. They develop an almost unconscious unity with the speaker, even if they have never worked with him before, which actually makes them seem to know what the speaker will say before he even opens his mouth. Participants in the Simultaneous Interpreting exercise are not asked to translate what they hear into another language (although this could be another useful game), they are simply asked to repeat what they hear.
Roger's Game
Target: demonstrate the ability of leaders to make people behave in ways that they might not have behaved under other circumstances.
Number of participants: minimum 8-10 people; preferably - about 15-20; maximum - about 30. It is convenient to play "Roger's Game" in a classroom where there is enough space for everyone to take turns coming to the board.
Materials and equipment: a spacious audience, a blackboard, multi-colored pens or crayons, a cash fund (ideally, it should be formed from contributions from participants. If for some reason this does not happen, the presenter needs to have enough change to give (not lend) to each participant the minimum amount to create a fund). The cash fund can be replaced, for example, with a candy fund; it is important that there is a sufficient amount of candy.
Time: 20 minutes.
Work progress.
1. The facilitator announces that the exercise is about winning and losing.
2. The presenter takes 5,10, 20 or 50 kopecks from each player to create a prize fund. As a rule, the more money in the fund, the better motivated the players are.
3. There is a field of 36 (6 x 6) cells on the board.
4. Two people from the group are appointed team captains.
5. The captains select their teams, choosing one person from the group until they have taken everyone down.
6. If someone is left alone, then this person will become a judge. If there is no one left, the presenter will be the judge.
7. When the teams are recruited, the captains are given a chalk of different colors.
8. The group is given instructions: “The game is a variation of tic-tac-toe.” In Roger’s version, team members take turns placing either a zero or a cross on the board. There will be 18 moves in total. The task of each team is to complete as many horizontal or vertical rows as possible X's or O's. For each completed row, the winning team receives 20 kopecks (or 50, or 10 candies, or whatever)."
9. Captains are asked to brief their teams and are given a few minutes to discuss strategy. It is possible that they will do this in a whisper so that the opposing team does not hear.
10. The teams are asked to line up in front of the board, the captains to come forward, and their readiness to play is checked.
11. The presenter gives the command to start work: “To the start... attention... MARCH!” Once the game begins, a member of each team has 15 seconds to walk up to the board, place an X or O, pass the chalk to a teammate, and proceed to the end of the line. In this way, each team takes turns making marks on the board until all moves are exhausted. If someone moves too slowly, the leader needs to count the seconds out loud. It is important to maintain the pace and, if necessary, escalate the situation to increase tension. In each team, at least one person will deliberately prevent the opponents from finishing the row. As a rule, teammates verbally encourage saboteurs. Usually the outcome of the game is either a draw or a mistake made by someone out of excitement, allowing the opponent to complete the row. If this happens, the winners are awarded a prize (fund).
Completion. During the discussion, the presenter draws the attention of the participants to the fact that each team can theoretically complete the maximum number of rows - three each, which will bring a well-deserved reward to both; this, however, is only possible if they cooperate with each other.
What do the words "win" and "lose" mean?
Is victory associated with inevitable loss, when winning necessarily means someone else's loss?
Any doubt about this may come as a complete surprise and even shock to some participants: “Of course!” They may say: “You have to beat your competitors!” Maybe it’s like this: “You need to defeat your opponents!”
The presenter may suggest that it is easier to win with someone else's help; or that others will help to win if they see that they can get some benefit from it for themselves. In addition, the presenter may reveal the strategy he used to "get them in the mood" for Roger's Game and say that he:
I chose as captains the participants who were more inclined to compete than others;
He called the game a competition and thereby predetermined the attitude of the players towards it;
Set time limits such that players did not have the opportunity to stop and think about alternative ways to complete the task;
Motivated players to compete by establishing prizes for winning.
Taking into account the listed influences, it can be noted that the tactics of the participants were based not only on objective criteria. Their perceptions were significantly influenced by the way the exercise was presented.
Recommendations for the presenter. The best results will be achieved if captains are chosen from members who have previously been singled out for their competitive nature and temperament, so it is best to play Roger's Game when the group is well known. To increase the morale of competitors, use the words "team member" and "captain".
Shipping line
Target: development of skills to persuade other people, development of logical thinking.
Number of participants: any, from 5 people.
Materials and equipment: not required.
Time: 20 minutes.
Work progress. The group is given a task that they can solve in any way they like. Problem: “Many years ago, every day at 12.00 a Pacific Shipping Line ship departed from Honolulu to Sydney. The journey usually took 7 days. During the same years, every day at 12.00 a Pacific Shipping Line ship left Sydney and headed to Honolulu. The route was the same, the journey took the same 7 days. Once I boarded one of these ships in Honolulu, heading to Sydney. How many ships of the Pacific line did I see during the trip?
Completion. It doesn't really matter what the "correct" answer to this problem is, because trying to find it will go extremely far and cause controversy. Sometimes it's useful not to know the answer to a riddle. In this case, the entire burden of responsibility falls on the group. After being indignant for a while because they were given a riddle, the answer to which does not lie on the surface (or when they can passively wait for the “teacher” to explain everything), several people will take the problem seriously and come to a solution, correctly who usually manages to convince everyone - and this will be a good example of a leadership style.
The Princess and the Peasant
Target: development of skills to persuade other people, activation of creative thinking of participants.
Number of participants: from 5 to 15 people.
Materials and equipment: one copy of the story text for each participant.
Time: 20 minutes.
Work progress. The presenter tells a story about a princess and a peasant (Appendix 2). Each participant is given a copy of the story and asked to discuss the issue for as long as necessary (most likely it will take 5-10 minutes).
Completion. Participants present their answer options. Then the presenter gives the correct answer, but if someone judges differently, so much the better.
The correct answer is the following: the peasant pulled out a card and, without looking at it, tore it into pieces, swallowed it and said: “Let the king get another card, and I will learn my fate from his hands. If he pulls the "wedding" card, I will know that my card was "death" and I will accept my fate. But if the king’s card is “death,” I will understand that mine was “wedding,” and I can marry the princess.”
Copy machine
Target: practice the persuasion skills necessary for a leader; consider possible ways to resolve the conflict.
Number of participants: without restrictions.
Materials and equipment: not required.
Time: from 30 minutes.
Work progress. It is important that all participants can see and hear everything clearly. Host: “I want you to imagine that this morning the copier in your office broke down, and they just fixed it. It’s 4:30 p.m., and at 5:00 p.m. everyone usually goes home. But by tomorrow morning, by 8:30 a.m., each of the 150 folders you need to put in 20 sheets of materials for the conference. Your task as the office manager is to convince the appropriate employee to stay late and prepare copies. Unfortunately, the matter is complicated by the fact that this person, as you know, purchased tickets to the only jazz concert that is famous throughout the world. "The band is giving tonight. This employee stood in line all night to get tickets and has been talking about the upcoming concert for weeks."
Participants are invited to play the role of a manager and the role of a subordinate if they wish. They need to be given some time to discuss the game situation. Then the situation plays out. When the scene naturally ends (no matter how), or when one player reports that “they’ve had enough,” you can invite the other participants to role-play the situation to see how far they can move in their negotiations.
Completion. After each presentation, the presenter asks the audience: “Based on what you just saw and heard, do you think the folders will be in front of the conference delegates in the morning?”
E. Christopher and L. Smith give a case study where all participants responded “Yes!” The manager was played by a man named Jim. Addressing his “employee,” he began with the words: “Listen, Tom, I’m not going to scold you. I know that it’s not your fault: it happened. There’s nothing you can do about it.”
Tom replied, “Well, thank you, Jim, I appreciate it,” despite Jim's unfounded assumption that Tom was the one who needed to be scolded in the first place. “Don’t think about it,” Jim continued. “I know that you will do everything possible to correct the situation, and you will succeed. You are one of the most reliable people on my team, and I trust you completely. And I’ll tell you, What will I do? I’ll call my wife and tell her that I’ll be late. True, she invited guests to dinner and will be furious because of my delay, but there’s nothing I can do about it. I’ll be late for at least an hour and help you.”
Tom thanked him again with sincere gratitude, and the scene ended. Not only did Tom not have the opportunity to mention the tickets to the concert, he didn’t even want to mention them. The “boss” manipulated his feelings so skillfully that as a result, Tom was not only eager to do the work, but even thanked the manager for allowing him to do it.”
Questions for discussion:
· Did this exercise reveal differences in the way different people negotiate?
· Does it help explore the possibility of a compromise resolution of the conflict?
· What have you learned about the art of persuasion as a leadership quality?
Discussion Leader
Target: master an active communication style, improve leadership skills to manage a group, practice rhetoric - the science of persuasion.
Number of participants: without restrictions.
Materials and equipment: board/flip chart and markers for recording the discussion, notes indicating hidden roles: “Discussion Leader”, “Debater”, “Skeptic”, “Like-minded”, “Philosopher”, “Diplomat”, “Alternative Leader”, “Indifferent” .
Time: 30-60 minutes.
Work progress. In this role-playing game, group members will be able to test in practice their skills in conducting a public discussion. Notes are handed out to the group. By unfolding them so that no one sees what is written, each training participant will understand what role he has to play in the upcoming discussion. Then they decide on a topic that really occupies everyone present. After a brief discussion to determine the topic of discussion, the option accepted by the majority is written on the board or flip chart. Only now the training leader asks the discussion leader to reveal himself. (From this moment all power passes to the one who revealed in his note the role of the leader of the discussion.)
A three-minute break is announced to prepare the audience and arrange the chairs. All players gather their thoughts about the topic chosen for discussion and in connection with the role they have received.
The discussion lasts 15-20 minutes. The group then moves on to discuss the game.
Completion. The discussion is built on several levels.
First level: everyone speaks out about the extent to which the group and each of the speakers managed to reveal the topic of discussion.
Second level: self-presentation and self-esteem of the participants who received specific role-images. The group tries to independently determine who was the “argumentator,” who was the “alternative leader,” and who was the “bore.” Players then “reveal their cards” and announce their assigned roles. They analyze their behavior and style of play. Did they get the role? At what point did the discussion cause them to get carried away and forget about the proposed role?
Third level: self-analysis and group discussion of the role of the discussion leader. What worked and what didn’t? Did he own the audience? Was it possible to shake up passive listeners and make the minority opinion public? What do you see as the presenter’s mistakes, and what do you see as his undoubted success? Did the presenter’s “body language” and the content of his speech match each other? Was eye contact maintained with the audience, what encouraging signs did the presenter use to encourage listeners to express their own opinions?
Smart, spin, swot u dp.
Target: teach how to use planning models as a tool for effective work; develop the ability to see a problem in a variety of approaches.
Number of participants: without restrictions.
Materials and equipment: flip chart or Whatman paper, markers.
Time: 30-60 minutes.
Work progress. A creative person is a purposeful person who works productively. This requires training additional thinking skills: planning and goal setting.
In NLP and other methods of psychological work and correction, several models are successfully used, some of which, for convenience and ease of memorization, are called mnemonic abbreviations - abbreviations, each letter of which is a reminder of the basic principle, idea.
1. The classic and one of the most famous models of goal setting, forecasting changes and planning is the SMART model:
S (specific) - specific
M (measurable) - measurable
A (attainable) - achievable
R (realistic) - realistic
T (timebound) - defined by time.
Check your plans using this model, and you will avoid many mistakes, mistakes and problems, such as vagueness and vagueness of plans, the inability to determine the success of completed actions, and plan the amount of material resources and labor required to implement plans.
Knowing that your planning is realistic and your goals are achievable means having powerful emotional support that will provide you with the integrity of perception and the willingness to endure difficulties and crises on the way to the task at hand.
By determining the time for the implementation of the entire project and each of its stages, we structure the task, make it possible to correct and verify success at each stage...
2. Another technique is the “Law of Ten Ws.” Why ten "w"? Because it is with this letter that the questions “why?” begin in the English language. and "why?" When solving a problem, let’s write down in two columns 10 answers to the question “why?” and 10 - to the question "why?" Formulating answers to the questions posed will occupy your brain with concentrated thinking about various (that's why not just one answer, but 10!) approaches to the problem.
3. SWOT model is a problem analysis technique. This abbreviation also contains code words that determine the course of thinking and development of the process.
S (strong) - strengths
W (weak) – weaknesses
O (opportunity) – opportunities
T (threat) – threats.
Analyze your problem in this model and you will receive answers to the questions, what are the strengths of your project, what are its weaknesses and how to minimize the damage or eliminate it, what new opportunities will the successful implementation of the idea open up for you, what will you lose if the process of solving the problem turns out to be unsuccessful.
4. Another model that is an effective technique for planning and analyzing problems, the SPIN model involves creatively thinking about the following elements of a plan/idea:
S - situation. What is she like? The most realistic description of the starting positions.
P is a problem. What is the problem? Where the balance of power is disturbed
