“TEAM BUILDING AS AN EFFECTIVE METHOD OF MANAGING THE PROCESS OF EDUCATION AND UPBRINGING IN A PRESCHOOL INSTITUTION”
Developed by: teacher
1 qualification category
MBDOU No. 26 " gold fish»
Smertina Svetlana Konstantinovna
Surgut
Explanatory note
In state program documents on the development of education: “National Doctrine of Education in Russian Federation", "Federal Target Program for the Development of Education for 2011-2015", "The Concept of Long-Term Social and Economic Development of the Russian Federation for the Period until 2020", the Federal Law on Education in the Russian Federation, the Federal State Educational Standard, provides for a set of measures aimed at the development education system in the country and improving its quality. At the same time, solving the problem of transition to a new high-quality level of education is impossible without ensuring an improvement in the quality of human resources of educational institutions. The personnel potential of educational institutions characterizes the ability to solve problems of innovative development of education on the basis of high morality, intelligence, competence, professionalism, business activity, professional mobility and quality of activity. The level of human resources is used to judge the effectiveness and quality of an educational institution. The problem of innovative changes in modern Russian education poses new challenges for teachers of educational institutions. The ability to see the development prospects of a particular educational institution, its structures and educational process in general, predicting innovations in the direction of development, building and ensuring mutually beneficial relationships with society and other tasks require an integrated approach to solving them. It is possible to ensure such an approach only if there is a targeted professional interaction teachers capable of designing and implementing innovations in educational institutions. In this case, such a group of specialists can be considered as a pedagogical team, which is an organizational form of collective management that determines the strategy, tactics and methodology of the educational process. All this indicates the relevance of developing issues related to team building in the teaching staff, aimed at increasing the personnel potential of the institution. In Russian pedagogy, the works of V.S. are widely known. Afanasyev and E.G. Yudin, covering special issues of control theory. Pedagogical management was considered by Yu.V. Vasiliev, M.M. Potashnik and others. In the works of G. Herter, O.N. Gromovoy, O.Yu. Efremova, T.D. Zinkevich-Evstigneeva, Yu.V. Kozyrev reveals the issues of the content component of team building. The problem of forming teaching teams was dealt with by I.V. Zhukovsky and D.V. Grigoriev. At the same time, issues of increasing the human resources potential of preschool educational institutions in the context of education reform modern Russia through the formation of pedagogical teams, remain insufficiently developed. Insufficient attention in the scientific literature is paid to the features and methodological foundations of team building for teaching teams. Therefore, let’s consider what a team, a pedagogical team, is in general, and using the example of MBDOU No. 26 “Golden Fish” in Surgut, we will trace the technology of team building for teachers.
Main part
A team is a group of like-minded people collaborating with each other to achieve common goals. According to Maxwell's definition, a team is a small number of people (most often 5-7, less often up to 15-20) who share goals and general approaches for implementation joint activities; have complementary skills; take responsibility for the final results; are able to change the functional-role correlation (play any intragroup roles); mutually determine their own and their partners’ belonging to a given community or group. A team, as a rule, consists of a group of specialists belonging to different areas of organizational activity and working together to solve certain problems. The essence of a team is, in general, a commitment for all its members. This kind of commitment requires a purpose that all team members believe in—its mission. The team's mission should include an element related to winning, championship, and moving forward. At the same time, there is a difference between the team’s goals and its purpose (mission), which lies in the fact that the team’s goals allow you to monitor your progress along the path to success, and the mission, as more global in nature, gives meaning and energy to all specific goals. Forming a team is a complex process. Tannenbaum, Beard and Salas note that it is important for a team to have a combination of complementary skills. They divide the requirements for them into three categories:
Technical or functional expertise;
Problem solving and decision making skills;
Interpersonal skills (risk taking, helpful criticism, active listening, etc.).
In the process of its development, the team goes through an evolution from a working group, which is created to perform a particular type of activity, to a team of the highest quality. A pedagogical team is a group of teachers of an educational institution and other entities (parents, students, subjects of society, social partners, etc.), created to solve the strategic and tactical problems of the development of the institution. The team occupies an intermediate position between a work group and a team. It differs from a group in that teams are spontaneously and specially organized groups of people, both included and not included in the teaching staff, united by common interests and common goals for carrying out activities of a creative nature with pedagogical content, usually at the strategic level of development of an educational institution. In terms of time, activities are longer than work groups, more dynamic, mobile, professional, and productive. They are organized administratively and non-administratively, in contrast to working groups. Let's consider the technology of organizing teamwork in the teaching staff of MBDOU No. 26 “Golden Fish” in Surgut using a specific example. In Surgut in September 2013, the city project “School Ethnic Calendar” started, organized by representatives of the Department of Education of the Surgut City Administration. The mission of the project was the spiritual and moral education of the Surgut citizen - a resident of a multicultural city. Our kindergarten decided to take part in the project, choosing the project line “Gift - 420” - the development and implementation of projects within the framework of the volunteer movement (timed to coincide with the city’s anniversary). For project development, management kindergarten a project coordinator was appointed. It was one of the teachers of the preschool educational institution, who, according to the administration, has the competencies of an organizer; he was faced with the task of creating an effective team capable of developing, implementing and adequately presenting their project, that is, launching a mechanism of self-organization, promoting the development of the team, resolving contradictions, managing emotions and achieve voluntary agreed upon achievement of goals. The effectiveness of a team largely depends on the personal qualities of its members and the relationships between them. Each team member must be willing to use their abilities and knowledge to solve the team problem. Therefore, it became necessary for the coordinator to analyze the requirements for applicants. The main requirement for future team members was the presence of a high level of competence, which includes knowledge, abilities, skills and personal qualities that team members must possess. Particular attention should have been paid to the ability to work together and determine the size of the team. What is the optimal team size? This simple question points to one of the primary problems that arises when creating a team. The most sensible thing to do would be to have a team as small in size as possible, but large enough so that the competence of its members matches the requirements of the task at hand. Psychological tests can be used to determine teamwork ability. The most practical of these types of tests is the Meredith Belbin test. Our team is well-established, so the coordinator determined for himself which of the team members was ready for teamwork, since he had more than once participated in collective business games at pedagogical councils. By watching the game, you can identify the skills of each of the applicants, their manner of behavior in a work environment, their style of solving assigned tasks and overcoming problems that arise, as well as the peculiarities of interaction with colleagues. The coordinator, having analyzed the personal and professional qualities of the future team members, decided that the team would consist of twelve people, it included: two music directors, an educational psychologist, a speech therapist, a physical education instructor and eight educators. Thus, the first stage of team development begins - formation. At this stage, team members face difficulties in transitioning from individual to team work. But everyone feels a sense of pride from the fact that they were chosen, a feeling of superiority. According to G.M. Andreeva’s classification, this is the “honeymoon” stage, during which the team experiences a period of euphoria for a short time at the beginning of its existence. At this time, teachers behave formally and politely. They try to ask the team leader (coordinator) as many questions as possible about the problems being solved, and strive to develop the rules necessary to complete the work. Planning work on our project begins with its collective discussion. This is, first of all, an exchange of opinions and coordination of interests. The preparatory stage of work on the project begins. It involves defining the theme and goals of the project. The team members decide that our project will be called “The Light Gives Warmth”, and its goal will be to identify and support children's initiatives that contribute to the formation of ethnic tolerance through the organization of joint children and adults activities, based on the goal, they formulated a number of tasks. Having analyzed what we have today and what needs to be done, having listened to the ideas of the team members, the coordinator comes to the conclusion that the team needs to be divided into several project subteams, each of which must be given separate tasks, and here he takes into account the professional and personal qualities of the teachers . During the discussion of the project, the team decides that, since this is a project of children's initiatives, the collection of information must begin with interviews with students. One of the subcommands is defined for this purpose. It includes a teacher-psychologist who, due to his competence, easily establishes contact with students of all ages. age groups, educators, families and a teacher who is fluent in modern infrared technologies for processing and storing information in electronic form. His tasks also include photo and video filming of all stages and events during the preparation and implementation of the project. The next sub-team of teachers was asked to prepare and systematize educational information on the topic of the project: a series of conversations, GCD notes, artistic expression, visual material to familiarize preschoolers with the concepts of tolerance, multinationality, humanity. Since the amount of work is large, this sub-team included five teachers. A sub-team consisting of music directors is studying sources containing dance and musical material of folklore and ethnic origin. The physical education instructor needed to collect material with moving and sedentary games different nations. Thus, we get a self-management team, which is understood as working groups that have almost complete autonomy in the decision-making process, control and responsibility for results. After receiving the recommendations, the team and leader set deadlines for submitting reports on the collection of information. So, our team is moving on to the next stage of development - the “storm” (conflict) stage - this is a very difficult time for the team coordinator and its members. It is at this time that subgroup conflicts arise and the leader's power is threatened. Opinions become polarized, with individual team members resisting attempts by the team leader or the entire group to assert control. It's like this emotional stage, where core values and the ability to solve a problem are questioned. If the task turns out to be more difficult than expected at the beginning, then the participants in the process become hot-tempered, touchy, and blaming. Or fanatical. May be observed:
Resistance to completing a task and new approaches;
Sharp changes in the relationship of team members with each other and regarding the achievability of the goal;
Even if a decision has been made about the expected result and ways to achieve it, the team members continue the discussion, there is a “rotation” of goals, objectives, methods, and rules of the game by each player.
Formation of groups, clash of opinions, struggle for leadership, influence, jealousy.
Our team faced difficulties at this stage. Having collected the necessary information, the team met at the appointed time to report, children's initiatives were announced, and, as it turned out, the students wanted to make gifts to the city in the form of good deeds and deeds. Now the team of teachers had to choose specific directions for the project, the generation of ideas was very rapid, it was difficult to come to a common opinion, the ideas proposed by one team member were sharply rejected, others were welcomed. The coordinator, who at first actively took up the organization, is at a loss, experiencing difficulties in resolving the situation, in addition, as it turned out, the sub-team of teachers chosen to collect and systematize cognitive information did practically nothing, citing lack of time. To get out of this situation, the coordinator turns to a psychologist for help. The teacher-psychologist invited each team member to analyze their activities within the project and answer specifically what prevents them from doing their part of the work; the teachers’ reflection showed that some teachers were not sufficiently involved in the project various reasons some are due to lack of time, others are in a conflict stage, others are simply not interested. It is important to guide the team through the “storm” so that it does not get stuck in this unproductive and painful stage for a long time. The coordinator understands his mistakes, that he did not spend enough time on the problem of studying teachers’ readiness for teamwork, did not take into account the wishes of colleagues about joint activities, did not analyze the time space of teachers, personal motives, and distributed subteams at his own discretion. In order to bring the team closer together, the coordinator, together with the educational psychologist, conducts a series of games on the ability to negotiate, monitoring the wishes of subteams to work together. The result of these events was that subteams of teachers were redistributed according to completely different criteria. The coordinator also changes his team management style. He decides to pay special attention to control and self-control of team members. Provides training to individual team members, for example, a physical education instructor is a young, proactive specialist, but has little experience work, for his training, the coordinator invites the administration to organize mentoring for him and invites a new team member - an associate professor of the Department of Physical Education and Sports of Surgu State University (our social partner). Gradually, the team’s work begins to proceed smoothly and moves on to the third and fourth, the most productive stages of its formation as “normative” - after the storm there comes a calm. The group begins to work together harmoniously, mutual support develops, people come to terms with differences and praise (extol) each other. Collaboration for the sake of work begins, an agreement is reached on the basic rules, communications develop and, as a result, it moves to the business stage - this is the stage that brings satisfaction. The group is organized into a team to form the structures needed to accomplish the project's goal. There is a spirit of progress and team members are flexible in fulfilling required roles. At this stage, the team has an atmosphere of energetic activity. At these stages of organizing the team, the next stage of work on the “Spark Gives Warmth” project is actively going through - research, collecting and clarifying information continues; alternatives that arose during the project are identified (“brainstorming”) and discussed; the optimal option for the project is selected; The research tasks of the project are being carried out step by step. Team members actively carry out research, work on the project, analyze information, formalize the project, and begin its implementation. During these stages, team members actively take on various social roles. 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 out” as many roles as possible. This is necessary to create conditions for mutual insurance and interchangeability of each other’s team members in emergency and extreme situations. Flexible role distribution increases the level of mobility of the team, as well as the degree of its adaptability in unpredictable conditions. Adequate and flexible role distribution is an effective method of increasing the competitiveness of a team and its resistance to the negative influence of 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 the team is a community of “peers”. However, behind equality, everyone’s individuality can sometimes be lost. And in this case, the sense of one’s role “insures” the individual contribution of each team member to the common cause. Therefore, the coordinator should consider who to assign the role of “expert” at the moment, who is the “chairman”, and who is the “resource finder”. For example, a “strategist”, within the framework of the “Spark Gives Warmth” project, offers to establish connections with a printing house in order to publish the “Book of Good Deeds”, but he himself cannot agree, but the “communicator” will cope with this perfectly. At these two stages of team formation, clear directions were determined that reflected the result of team creative activity. Periodically, the teams presented a report on their activities, and interacted with each other through consultations, seminars, and forums. The result of the joint activities of music workers, who were already working in different subteams, and educators, was: the organization of a children's concert for the elderly of the gerontological center; “musical living room”, in which students of the children's art school introduced the pupils to musical instruments of different nations and presented our audience with a small concert of folk music. Throughout all stages, thematic musical accompaniment was provided, which is important for the successful implementation of the project. The result of the work of a sub-team of a physical education instructor and an associate professor of the Department of Physical Education and Sports was the holding of a large-scale, interesting, vibrant “festival of folk games”, in which SurSU students also took part. Teachers united by their interest in arts and crafts and manual labor organized parent club"Commonwealth" and together with the families of the pupils brought to life sensory toys for children with disabilities rehabilitation center“The Good Wizard” held a master class on making dolls in national costumes. An educational psychologist, a teacher-speech therapist, working together with teachers, came up with and held such mass folklore festivals as “Carols”, “Maslenitsa”, and also organized the “Cuisine of Different Nations” fair. That is, the team, divided into subteams, fulfilling their tasks, worked to achieve a team goal in a coherent, self-organized manner, with the presence of self-control. The stage of presenting the project and evaluating its results begins. On the presentation of the project, the team worked, also dividing responsibilities, but independently, offering their initiatives. Before defending the project at the municipal level, the team decides to arrange a pre-defense in front of the preschool educational institution team in order to find out public opinion, an outside view, the project was represented by pupils of senior preschool age. At this stage, team responsibilities were also clearly distributed, but based on professional competence. The teacher-speech therapist worked on the intonation expressiveness of speech, the educational psychologist prepared the children for public speaking. The presentation of the project was presented by a film, which was edited by a team member using modern IR technologies, the film was accompanied by a story from the children, at the end of the presentation of the project, the audience was presented with the main product of the project “Book of Good Deeds”, which included material about all the events carried out within the project, This is our children’s gift to our hometown, a product of teamwork.
Conclusion
In conclusion, I would like to say that the team method of work is gradually but confidently entering the education management system. A friendly team helps each other to realize themselves, both in the profession and as a member of society, because one of the urgent needs of a person is his desire to belong to any community of people, group. Working as one team, you can complete those tasks that are too complex or time-consuming for one person. Effective teamwork allows you to get the desired results much faster than working alone. We achieve the best results by using the collective knowledge, skills, experience, creativity and insight of each team member to achieve the goal. Team building allows you to save time, reduce the number of wrong decisions and unproductive time. Effective teamwork, organized by a competent manager, undoubtedly contributes to team unity, increases labor productivity, which leads to high-quality and efficient work of the preschool institution.
List of used literature
1. Aleksandrova E.A. The role of teaching teams in educational institutions - St. Petersburg: State Scientific Institution IOVRAO, 2004.
2. Alexandrova E.A. Team building in the pedagogical environment as a factor stimulating innovative activity in an educational institution // Specifics of adult education in the conditions of sociocultural development of regions. - Tyumen: TOGIRRO, 2006.- 0.3 p.l.
3. Aleksandrova E.A. The practice of team building in teaching teams of educational institutions // Problems of pedagogical innovation in professional schools - St. Petersburg: IOVRAO, 2006. - 0.3 pp.
4. Barker A. How to better manage people - M.: FAIR PRESS, 2002.
5. Belbin Meredith. Management Team. Secrets of success and reasons for failure / Translation from English - M.: HIPPO, 2003. - 315 p.
6. Gitte Herter, Christina Ottl Teamwork. Practical recommendations for success in a group - Kharkov: Humanitarian Center, 2006. – 192 p.
7. Gorbunova M.Yu. Personnel management and management psychology. A short course of lectures. –M.: VLADOS PRESS, 2008.
8. Zinkevich-Evstigneeva T. D., Frolov D. F., Grabenko T. M. Theory and practice of team building. Modern technology for creating teams. -SPb.: Rech, 2004. - 304 p.
9. Meddax R. Successful team: how to create, motivate and develop it - M.: Alpina Business Books, 2008. - 104 p.
10. Pugachev V.P. Personnel management. Personnel diagnostics. – M.: ASPECT PRESS, 2006.
11. Selector S. Organizational culture: concept and typology. // School director, 1995. - No. 2.
12. Faibushevich S.I. How to create an effective team. // Elitism: Center for Distance Education. [Email: resource]. URLwww.elitarium.ru
13. Vopel Klaus Creation of a team. Psychological games and exercises / Translation from German - M.: Genesis, 2003. - 400 p.
Team building in modern organizations is a way to increase productivity, improve the climate in the team, reduce the time it takes to complete assigned 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. You can use various methods, focusing on the response of the team and 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. For building interpersonal relationships it 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 the creation of groups: goal-setting, interpersonal, role-based and problem-oriented.
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An approach |
Peculiarities |
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Goal-setting |
Allows you to better navigate the processes of implementation and selection of goals. Can be used under the supervision of a trainer. |
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Interpersonal |
Aimed at improving interpersonal relationships in the team. The main goal is to increase the level of trust and intra-team communications. |
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Team building in modern organizations includes discussions and negotiations. |
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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, the age of employees, and the desired result. 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.
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Types of trainings |
Peculiarities |
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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. |
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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. |
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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 this way or free time, it is prohibited to force him, 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 still cautious, but 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 foresee such a scenario for the development of events 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. Group subculture varies in different types of organizations. As a rule, it is impossible to influence it.
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Subculture type |
Peculiarities |
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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. |
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Combine |
Team building in modern organizations can be formed with the formation of the “combine” subculture. For employees, the accuracy of the 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. |
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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. |
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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 training in an organization allows 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.
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 side 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 of educational work related to 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) motives related to the content of the teaching: the student is encouraged to learn by the desire to learn new facts, master knowledge, methods of action, penetrate into the essence of phenomena, etc.; 2) motives associated with the learning process itself: the student is motivated to learn by the desire to show intellectual activity, reason, and overcome obstacles in the process of solving problems, that is, the child is fascinated by the solving process itself, and not just the results obtained.
II. Motives related to what lies outside 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 a brief description of companies
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, which the team assigned to him, and not what he usually performed on the instructions of the administrative authorities (the latter is not excluded within the team) |
| Collective responsibility | 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: the optimal team size is 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 of people—simply by virtue of their size—have difficulty interacting constructively with each other.” with a friend. They reach much less agreement on the details of getting the job done. The likelihood that 10 people will work successfully according to a common plan and be jointly responsible for the results of their work, despite their individual, functional and job differences, is much higher than the probability equally successful work of 50 people."
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. Among the organized In a similar way teams include ship crews of the Morflot, geological expeditions, teams of the Ministry of Emergency Situations, etc.
There are quite a lot of areas 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, there are no exceptional measures to additional increase no motivation 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 engaged in a specific technological process. For example, any industrial production, research activities, trade, service sector, banking, educational institutions and social protection and so on.
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, 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 positions, 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 assigned 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 dedication of team members, in overcoming the obstacles that inevitably arise on the path 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 a 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; 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 the effectiveness of the team, and it is specifically discussed with each team member before the start of 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 in 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 Consent"
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 the process of teamwork (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, a unified system of value orientations and, as a rule, 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 occupying 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- this is an effective method of increasing the competitiveness of a team, its resistance to the negative influence of 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 a difficult situation. The opportunity to “try on” various roles creates an additional resource for team members to perform their “insurance” function. In order 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 and 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 an inclination and experience in 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 whole team agreed with 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 collaboration.
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 of children, adolescents 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 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 by a common 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 in which the team works independently and responsibly under normal conditions. 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 the organizational structure and 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 leaders who are friendly to each other due to diverging points of view, different interpretations 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 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 unscheduled 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 for the implementation of the positions assigned to him general plan.
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;
· the 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 internal organization team 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. The more specific the goal, the more realistic 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 of 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 teams;
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, weekly team work schedules are drawn up when it is necessary to create advanced execution planned dates 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;
· in a 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. Team members' reports should contain a description of unfinished items, significant result for which must be received 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 activities for the reporting 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.
1.9 Situation analysis
Situational analysis (or analysis of current situations) is carried out by any person, consciously or unconsciously, every day throughout 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 activities and in my 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, action scenario (impossibility to imagine larger number 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. Lack of internal confidence and belief 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. It involves compiling a complete list of possible scenarios for solving the situation being analyzed, and only those possible scenarios that are of interest to the person 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, since:
· 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, since its general property is that it is of the highest importance to the analyzer or team members.
3. Action plan. At this stage the following actions are taken:
· comparison of selected rational scenarios according to key parameters of their dynamic development;
· search for additional information on minor factors, if there is a possibility that they may become key;
· assessment of 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 explained by the fact that education is one of the most important factors determining the level of competitiveness of both countries as a whole and individual firms, and also by 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, according to a number of characteristics, could be attributed to the modern concept of a work 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, one cannot fail to note the unsuccessful experience of implementing 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 implementation of work teams is considered to be 1987, when the Center for Effective Organizations at the University of South Carolina presented the first survey of 500 leading companies, which, among other data, included 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 short time throughout the 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 responsibility 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 of 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 Russian economy contradictions between the level of technical development of production and forms of labor organization were exposed, the level of profitability of production, capital productivity and other economic indicators dropped 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 a command-administrative political system, self-supporting brigades set an example of the greatest delegation of rights and responsibilities to the level of workers. In teams working under economic accounting conditions, along with plans for production volume and improving the quality of work, planned targets for the wage fund, consumption rates for raw materials, materials, fuel, energy and other resources are established. 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 social environment(by 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 Franchise 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 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 the preparatory phase on time.
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 has proposed various approaches to solving common problems encountered in 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 on this topic is needed because I believe that work teams are a necessary part of any organization that is focused on responding quickly to challenges. external changes and to maintain high competitiveness of products and services.
List of used literature
1. Joseph G. Boyett, Jimmy T. Boyett, “Guide to the Kingdom of Wisdom: The Best Ideas of Management Masters,” 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.
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Team. Officially, this word hides the name of a small group of people with various skills and whose activities are aimed at collectively solving certain problems. Well, what’s wrong with that – I gathered people who know how to do different things, and let’s go! But in fact, creating a truly effective team is a whole science, and learning it is not so easy. This matter has its own subtleties, principles and features. We will tell you about them.
So, . Today it's extreme effective tool, with the help of which various people and organizations implement their plans. Not a single progressive company ignores this issue. True, very few study it with the right attitude and with all the seriousness inherent in it. It is for this reason that some people simply do not move, while others only make things worse. Indeed, in team building you really need to take into account many things: the characteristics of people, the hidden reserves of their personality and mutual understanding, coherence of actions, the ability to work together, the presence of the same motivation for everyone, the desire for the same result, and others. And the very formation of the team should contribute to the emergence of trust between team members, reveal their potential and motivate them to productive work.
Only a professional approach can bring benefits and high results. A professional approach, in turn, implies knowledge of the forms of team building and a clear understanding of the main principles of this process. And if the main forms of team building are corporate events: sports (spartakiads, competitions), intellectual (brainstorming sessions, games, tests), entertaining (games, corporate events, banquets, trips), educational (seminars, trainings), etc., then the principles should be discussed in detail.
Basic principles of team building
Depending on the specifics of the team’s activities, the principles of team building can be supplemented and varied, but the basic principles include the following:
- Taking responsibility
- Training
- Creativity level
- Productive functioning
Let's look at each of the principles separately.
Setting goals
Setting goals is one of the fundamental factors. The peculiarity here is that the goal must be collective. That is, of course, there may be individual goals, but in the end they should lead to the achievement of a common goal. Experts consider the most appropriate tasks to be specific and tough tasks, the implementation of which will lead to increased work efficiency, easier communication, and a reduction in the number of conflict situations.
Clear goals will help team members focus on finding effective ways to implement them and focus on results. In addition, this has a beneficial effect on the general microclimate in the team, because the position and the status of its members lose all meaning, trust arises, each person acquires value for everyone, as well as his contribution to the common cause. The stricter the requirements, the stronger their motivating power.
Collective completion of tasks
The implementation of all assigned tasks must be of a collective nature. This is the essence of team building, because... all individual parts must work together, in close cooperation with each other. Working together puts all team members in a certain specific frame of mind, in which they may not have worked before. Trust is formed, people get to know each other better, begin to get used to each other, and recognize individual characteristics.
The process of collective work, among other things, creates a strong energy potential, and the individual efforts of each team member begin to produce results that are several times greater than what would be the case if a person worked alone with the same efforts. In addition, a joint discussion of the implementation of current tasks and the progress of work leads to finding more and more new ways to achieve our plans.
Taking responsibility
It is very important that in the process of team work, each individual person approaches the performance of his functions with all seriousness, takes responsibility and understands that not only the state of his personal affairs, but also the success of the entire team depends on his efforts. With this approach, the likelihood of successful completion of any enterprise increases significantly, because Each team member makes every effort and tries to use their full potential.
In addition, the factor that no one wants to be an outsider, i.e., can also play a role. to be the last, the worst in the team. It is human nature to compare oneself with others, and in most cases people try to be among the leaders. Especially if your continued stay on the team or some other equally important things depend on it.
Determining the form of stimulation
An important component of team building is what form of incentives will be. Here it is very important to take into account the specifics of the team’s field of activity as a whole. For example, if the team’s activities are production-oriented, then it would be best to take material and monetary compensation, combined with public recognition and moral satisfaction, as the main form of incentive. If the team’s activities are characterized by an intellectual orientation, then the best form of stimulation would be the use of career incentives, prestige, and self-affirmation, because the material side plays a secondary role here. If the team’s activities are combined, then the form of incentives should combine the features of the previous two.
Training
The main goal of any team building is professional growth. And it doesn’t matter what area the team’s activities belong to. It is important to ensure that the performance of both individual team members and the overall team improves. Only an actively developing team is able to achieve high goals, improve results and reach new level. In addition, it is important to ensure that the team can feel its growth and evaluate its progress. To do this, it is very convenient to use various tests and tests, and display the results in the form of tables, graphs, scores, etc. The team’s confidence and confidence in its progress will be further more strength and energy on the way to achieving the intended result.
Creativity level
The principle of creativity in some cases is used as an auxiliary one. So, for example, if the activities of team members are more technological in nature, and their incentive is to receive some material benefits, then their creativity will not occupy a dominant position. If team members are primarily engaged in intellectual work, and their main motivation is career and prestige factors, then creativity plays the most important role here, because their success directly depends on their creativity, making bold decisions, proposing new ideas, etc.
Productive functioning
Another important principle of team building is the productivity of its functioning. There is one fundamental rule: the duration of a team's existence has a direct impact on its effectiveness, success and efficiency, as well as on the teamwork and professionalism of its elements.
Despite this, in the modern world it is a very common phenomenon that even successful teams, firstly, are created chaotically, and secondly, have a spontaneous character. This applies to a greater extent, of course, to production teams. Intelligent teams tend to have longer-term goals and last significantly longer. Therefore, you must always take the perspective into account and build the team building process based on its characteristics.
Summing up this material, it is impossible not to mention one more thing: important factor, which plays a role in the process of team building is control form in a team. The effectiveness of the team and the coherence of its individual components often depend on this factor. In fact, there are a lot of forms of management and they all depend on the specifics of the team’s activities, the goals set, the level of professionalism of its members, the nature of their relationships and other indicators.
But there are three main forms of management. First form - when a team is managed by one person - the leader. Second form– when each team member performs his function and monitors his sector of work, and all decisions are made by the leader, but taking into account the opinions of all members. Third form - when there is a “backbone” consisting of authoritative specialists, after discussing the state of affairs with whom the main decisions are made at the general council. The form of government must be determined carefully, and all members can participate in this process. And its proper definition allows you to greatly increase the efficiency and productivity of the team.
If you approach the process of team building strategically and based on the principles discussed above, you can be sure that the future team will act harmoniously and as efficiently as possible; a team spirit will always reign in it, which will only have a favorable and constructive impact on any type of activity.
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