Psychological examination of the team. The study of theoretical aspects of the formation of socio-psychological relationships in the team Introduction

To assess the psychological climate of the primary labor collective, O.S. Mikhalyuk and A.Yu. Shalyto developed a special methodology in which the socio-psychological climate is understood as a socially conditioned, relatively stable system of relations between members of the team and the team as a whole.

- the cognitive component of group identification consists in a person's awareness of belonging to a group and is achieved by comparing his group with other groups according to a number of significant features. Thus, group identity is based on cognitive processes of cognition (categorization) of the surrounding social world;
- the emotional component of group identity is inextricably linked with the cognitive component. The emotional side of identity consists in experiencing one's belonging to a group in the form of various feelings - love or hate, pride or shame;
- the behavioral component manifests itself when a person begins to react to other people from the positions of his group membership, and not from the positions of an individual from the moment when the differences between his own and other groups become noticeable and significant for him.

Research results

We have carried out a psychodiagnostic study of the staff of JSC Aviaagregat. The survey involved 8 people according to the "Express Method" method for studying the socio-psychological climate in the team (O.S. Mikhalyuk and A.Yu. Shalyto)

	Enthusiasm	Position	Participation in the development and modernization of production equipment
	vehicle tuning	deputy chief mechanic	simplified the preparation of documents for the delivery of equipment from repair
	table tennis	CNC equipment engineer	transferred equipment from CNC to a program with increased productivity
	auto repair	Maintenance Engineer
		general equipment repairman
	aquarium	technical engineer. documentation	transferred all drawings and diagrams to email. view
		Repairman	designed and manufactured equipment repair tool
	Electrician	made a device for detecting interturn short circuit in email. engines
Alexander		Repairman

Processing of results. The analysis of the data obtained using the technique is standardized and has the following algorithm. Various aspects of the relationship to the team are analyzed for each person individually. Each component is tested with three questions (on the questionnaire, questions 1, 4 and 7 refer to the emotional component; 2, 5 and 8 to the behavioral component; the cognitive component is determined by questions 3 and 6, and the third question contains two questions). The answer to each question takes only one of the possible forms: +1; -one; 0. Therefore, for a holistic characterization of the component, the obtained combinations of answers of each subject to questions on this component can be summarized as follows:

? positive assessment (this category includes those combinations in which positive answers are given to all three questions related to this component, or two answers are positive, and the third has any other sign);
? negative assessment containing three answers - negative, and any other sign);
? indeterminate, inconsistent assessment (this category includes the following cases: three questions are answered indeterminately; answers to two questions are indeterminate, and the third answer has any other sign; one answer is indeterminate, and the other two have different signs).

The data obtained for the entire sample can be summarized in the following table, each cell of which must contain one of three signs: +; -; 0.

Individual estimates of individual components of the relationship

At the next stage of processing, for each component, the average score for the sample is displayed. For example, for the emotional component.

where 2(+) is the number of positive answers contained in the column, 2(-) is the number of negative answers, n is the number of team members who took part in the study. Obviously, for any component, the average scores can range from -1 to +1. In accordance with the accepted three-term evaluation, the resulting averages are classified. To do this, the continuum of possible estimates (from -1 to +1) is divided into three equal parts: from -1 to -0.33; from -0.33 to +0.33; from +0.33 to +1.

The average estimates falling in the first interval will be considered negative, in the second - inconsistent, uncertain, in the third - positive.

The protocol of the study according to the method "Express Method" for the study of the socio-psychological climate in the team (O.S. Mikhalyuk and A.Yu. Shalyto) The results of the diagnosis of the subjects are presented in table 1.

emotional component	behavioral component	cognitive component

The results of the study of the socio-psychological climate in the team. (Table 2)

According to the results of the study, the team has high performance in all three components. The first thing to note is that there is a relationship between business and friendly relations in the group. The results obtained really indicate a favorable climate in the group, most members of the team feel safe. The average level of relationship well-being indicates a certain balance in group relations. As for the qualitative side of mutual elections. It should be noted that almost all members of the team have good relationships, but there are few particularly close friendships. The prevailing motive in choosing people is “this person is easy to work with”, then comes “he is a pleasant person to communicate with”.

The coincidence of friendly and business interests is characteristic, people who are directly involved in one business together also mark each other as partners in communication and pastime.

The highest score was given to the cognitive component. The team has been formed for a long time, people know each other well, got used to each other. Positive moods prevail in the team, people positively evaluate their colleagues, and are ready for cooperation. 70% of respondents are completely satisfied with this team. The rest of the group positively assesses the climate of the team, but is not disposed to closer communication, these respondents are somewhat aloof, but do not experience discomfort and emotional pressure from other members of the group.

When evaluating the team in terms of the emotional and behavioral components, it was these people who gave the average rating, defining the team as “not bad, but not good either.” This suggests that, in general, they feel fine in this team, but they are not active participants in friendly relations.

Conclusions: relationships in the team, its cohesion largely depend on what the members of the team themselves are, what are their personal qualities and the culture of communication, manifested in the degree of emotional warmth, sympathy or antipathy.

The predominance of one or the other personal qualities among the members of the team, it influences the relations that develop within the team, the nature of its mental attitude, gives it a certain feature that can contribute to or hinder its cohesion. Especially strong impediment to team building negative traits character: resentment, envy, painful pride. According to the results of the study, the team has high performance in all three components.

There were no interpersonal conflicts in the team, the atmosphere is quite favorable. The team acts as one team, but does not have the highest indicators of cohesion.

The emotional component accounts for 1/2 (18%) of the three components, while the cognitive component accounts for 1/6 (55%) and the behavioral component 1/3 (27%).

All the alleged facts on the consideration of the problem under study were established in the course of the analytical and practical research, the research tasks were completed, the given hypothesis was confirmed

2.2 The personnel management system ensures continuous improvement of personnel management methods. The use of the achievements of employers and other owners of the enterprise is to establish organizational, economic, socio-psychological and legal relations between the subject and the object of management. These relations are based on the principles, methods and forms of influencing the interests, behavior and activities of employees in order to make the most rational use of labor resources.

The main purpose of the system is that it is aimed at creating a favorable psychological climate in the team of the chief mechanic department at the JSC AVIAAGGREGAT enterprise, as well as at optimizing interpersonal relations between employees, management and subordinates.

After the study, a system for the formation of a favorable climate in the team of employees of the department of the chief mechanic was modeled. The system of socio-psychological assistance is represented by two areas: Work with managers and equipment repair personnel. The purpose of the work is the formation of a favorable psychological climate in the production team; two areas have been identified:

1. Work with the leaders of the production organization
2. Work with the team of the production organization

Direction 1 work with managers is the following tasks:

- Informing management about the ways of forming a favorable psychological. climate in the team
-Joint development of necessary activities

Direction 2 work with the team is the following tasks:

-Familiarization of the team with the concept of favorable psychological. climate
-Organization conditions professional activity for the formation of a favorable psycho. climate.

Together with the chief mechanic and psychologist of AVIAAGGREGAT JSC, the following means of social and psychological activity were developed

- conversation
- round table
- discussion
- training

The use of these funds in the department leads to the formation of a favorable psychological climate in the team of employees of the production organization.

This system is shown in Scheme 1.

The socio-psychological climate determines not only the degree of involvement of each individual in the activity, but its effectiveness in the end. The influence of the atmosphere on a person can be twofold: both stimulating and inhibitory. The relevance of the task of diagnosing, forecasting and regulating the socio-psychological climate is obvious.

The selection of models is based on an assessment of three aspects:

The level of deployment of the psychological potential of the team;

The degree of its implementation in this moment;

The trend of further changes in the psychological potential of the team;

Sociological research in a team can be carried out by various methods. One of the most common methods is a survey. Questions of the questionnaire can be closed and open. Questionnaires should not contain a large number of questions, because in this case, the respondent switches to a careless and formal filling it out.

Another method of sociological research is widely used - interviewing. This is a targeted survey and collection of the necessary material through personal contact with the interviewee. An interview has the advantage over a questionnaire that the respondent can be asked additional questions to clarify the answer. During the interview, one can also observe the emotional reaction of the respondent to the questions asked, which is an additional source of information. When conducting an interview, it is very important to ensure that the answers are accurately recorded.

An important method of sociological research is direct observation. The value of this method can be characterized by the proverb: "It is better to see once than hear a hundred times." Each manager, meeting with employees, visiting workshops and production sites, fixes and accumulates specific material to assess the current situations in the team and make more right decision on one issue or another. In direct communication with the leader with subordinates, a two-way exchange of views takes place, an opportunity is created to ask questions and discuss them. With such communication, the leader hears. What the subordinate says and sees how he behaves, i.e. the manager can directly receive additional and important information for himself.

Among the methods of sociological research is the study of documents. The study of documents can give the leader a lot of useful information of a social nature. Such documents are personal files, minutes of meetings, decisions, statements, reports, etc.

Methods for assessing the socio-psychological climate in the work team allow you to make periodic "cuts" in order to diagnose the state of the socio-psychological climate in the team, to track the effectiveness of certain activities and their impact on the psychological climate. Such measurements are useful in studying the degree of adaptation of new employees, attitudes towards work, the reasons for staff turnover, the effectiveness of management, and the productivity of activities.

Methods for assessing the SEC allow diagnosing three components of the psychological climate: emotional, behavioral and cognitive. To measure the emotional component, the criterion of attractiveness is used - at the level of the concepts "like - dislike", "pleasant unpleasant". Questions aimed at measuring the behavioral component are constructed on the basis of the criterion "desire - unwillingness to work in this team", "desire - unwillingness to communicate with members of the team in the field of leisure". The main criterion of the cognitive component is the variable "knowledge - ignorance of the characteristics of the character of the members of the team."

1. Leadership style

The next factor influencing the socio-psychological climate in the group (team) is the leadership style. With an active form of leadership, when the leader takes a personal part in the development of group decisions, the effectiveness of the group, as a rule, is higher than with the directive form of leadership, when the leader's opinion is imposed on subordinates and uncritically accepted by them, or when the group is essentially left to itself.

2. Features of activity

An important factor in the socio-psychological climate of the group, on which the success of the adaptation of employees may depend, is the system of intra-group communications, i.e. channels of communication between participants established in the process of work, which contribute to the dissemination, transfer of information from one group member to another and ensure the effectiveness of solving the tasks they face.

in some studies, it was possible to establish the relationship that exists between the channels of communication and the socio-psychological processes occurring in the group. It was found that the completeness of the network of intra-group communications determines the well-being of the individual and his satisfaction from belonging to a group: the more often an individual acts as a center of communication processes, the higher his satisfaction from belonging to a group. With an artificial concentration of communication channels on one of the group members, the authority of the latter in the eyes of group mates increases. If a person cannot realize his needs in intra-group communication, then we can either talk about a low degree of his adaptation in the group, or about his rejection of group norms of behavior or opposition to the group.

There is no single communication network suitable for all types of group activities. Its optimality is determined by the specifics of the group problem. The most successful for the group will be such a communication system that allows you to quickly and at minimal cost to solve the problem. The structure of the "tree" type is typical for groups and teams working in conditions of unity of command and centralization of managerial functions.

The factor that connects the group task and the communication system is also the level of socio-psychological development of the group as a team. If we consider the team as a community that is in the process of continuous development from a random association of people to a mature team, then it becomes possible to correlate the level of development of the team with its ability to solve various problems that require different channels of communication. General principle Such a correlation can be formulated as follows: teams at different stages of development have different potential efficiency, the maximum of which is achieved under the conditions of a certain communication system.

The expansion of the sphere of emotional and interpersonal contacts and the increase in the intensity of communication in a highly developed team contribute to the success of its activities. In poorly developed and newly organized groups and teams, this may not have a positive impact and even be an obstacle to improving work efficiency. Hypertrophied attention to emotional and interpersonal connections in such groups and collectives can damage the formation of a system of relations mediated by the content of activity. They may turn out to be substituted by the relations of mutual responsibility, familiarity, etc.

If we talk only about the impact of the expansion and revitalization of the network of intragroup communications on the speed and degree of social adaptation of employees, then we can make an unambiguous conclusion that the development of the structure of intragroup communications significantly accelerates the adaptation processes in the team.

success joint work of people is determined not only by the form of organization of their activities, the task or the established channels of communication, but also by the qualitative composition of the team, its composition. Ultimately, any work is done by people, and the combination of their individual interests, abilities and needs is of no small importance for the effectiveness of teamwork.

3. Relationship system and compatibility

Another factor influencing the socio-psychological climate of the group is interpersonal relationships.

Emotional and interpersonal relationships such as likes and dislikes, attractiveness and unattractiveness, and a number of other forms of relationships and interactions in the group that are external to the content of the activity, have a different effect on work efficiency, well-being in the team, depending on the level of socio-psychological development groups as a collective. With relatively simple tasks that are familiar to participants and do not require significant joint efforts, do not generate increased labor intensity, personal relationships usually have little effect on the success of joint work. With complex and unusual tasks that require significant joint efforts, as a rule, more developed socio-psychologically groups and teams with a developed structure of friendly interpersonal relations work better.

The emotions of one member of the group in a certain way motivate the behavior of other members, directing them not only to achieve the goals of the activity, but also to eliminate frustrating influences. An essential indicator of the characteristics of relationships in the team are the forms of address as a means of verbal communication, which act as empirical indicators of the socio-psychological climate. The subjective conditions for the formation of a socio-psychological climate include the degree of moral and political maturity of the team members, their professional competence, work experience, abilities, character traits.

"Adaptation of the individual in the team determines its stability and stability, increases its cohesion, which contributes to the improvement of the moral and psychological climate, the normal functioning and development of the team." The people in the group are under the influence of collective psychology. At the same time, some of them blindly follow it, while others consciously share common attitudes, decisions and actions. The impact of a particular individual on collective psychology, on the socio-psychological climate is one of the most important aspects of the problem of relations between the individual and the collective.

The working capacity of people working together and the productivity of their labor depend on:

1) the psychological climate in the workplace, i.e. relationships, consistency, cooperation, mutual assistance and general mood;

2) the external environment at work, material conditions and work environment;

3) working regime, i.e. duration, intensity, rhythm and alternation of work and rest.

The psychological climate is interpersonal relationships typical of the work and educational team, which determine its basic mood.

The formation of the necessary psychological climate is engaged not only in the psychology of labor, but also in the teaching social psychology about groups and collectives. The psychological climate also largely depends on the compatibility of team members. The psychological climate that has developed in the team has an impact on the background level of conflict in it, on how people experience tense stressful situations.

The relationships between the members of a small group are predominantly emotional in nature and are subject to the laws of psychological compatibility and conflict. In creating a positive psychological climate, the public mood is also of great importance.

The leading factor that causes moods is interpersonal relationships in this group. The essence of each person is revealed only in relations with other people and is realized in the forms of collective interaction, in the processes of communication. Through relationships, a person realizes his social value. The experience of relationships is reflected in the mood, causes an improvement or deterioration in the psychological well-being of a person. The well-being of a person in a group is understood as the general psychological state, emotional and moral mood that dominates in her as a result of a long stay in this group. The psychological climate essentially characterizes the emotional mood prevailing in the group.

In addition to general phenomena associated with the psychological climate, the group integrally describes the influence that it, as a whole, has on the individual. On his part, this influence, first of all, acts in the form of an emotional and moral mood (well-being, mood, etc.). The socio-psychological climate shows holistically the conditions of life and activity, the well-being of its members, which is reflected in the cohesion, stability and success of the group. Positive moral-psychological relations between group members are the basis of a healthy, optimistic climate, fully expressed in enthusiasm. Psychological well-being and mood, characterizing the mental state of people, testifies to the quality of the socio-psychological climate in the team. Self-esteem, well-being and mood are socio-psychological phenomena, a holistic reaction to the impact of the microenvironment and the whole complex of conditions for human activity in a team.

Personal characteristics can in a certain way influence the climate of the team. Any person, by virtue of his presence in a social group, and even more so by participating in joint work, has an impact on many areas of the life of the team, including the socio-psychological climate. People have a positive or negative impact on the well-being of others, depending on their socio-psychological and individual psychological properties. Negative influence the well-being of people and the team as a whole is affected by ill-mannered persons with a low culture of behavior. Often such people are prone to selfishness, careerism, they are envious, unfriendly, tactless, rude in handling. Communication with such people spoils the mood.

The well-being of people and through it the general climate of the team is also influenced by the characteristics of mental processes (intellectual, emotional, volitional), as well as the temperament and character of the members of the team. Besides, important role plays the preparation of a person for work, that is, his knowledge, skills and abilities. The high professional competence of a person is respected, it can serve as an example for others and thus contribute to the growth of the skills of people working with him. The influence of team members on each other is carried out in various ways: by transmitting information, which can be in the form of a message about events, a person can influence others by the power of persuasion and, finally, suggestion, as well as personal example. This or that emotional accent in the message influences the recipient of information, which ultimately affects the emotional state of the team or a narrower circle of people. She excites them, and this state of excitement is quickly transmitted from one person to another, influencing the general state of the climate in the team.

The main way of influencing a person is persuasion - a purposeful psychological and pedagogical influence of a person on a team or its individual members.

Persuasion has a significant effect not only on the views of the person being convinced, but also on his well-being and mood. Even with the most adverse conditions, difficulties in the life of the team can be persuaded to cause an optimistic state, showing that the difficulties are temporary, that they can and should be overcome, preparing tomorrow's joys ourselves. A person influences another person or group of people not only by his behavior and activities, but also by his speech, its content and its vocal side, accompanying it with gestures, etc. In order to successfully influence the team, in particular, its psychological climate, the leader must master the technique of speech vocalization. A great mind, resourcefulness, ingenuity of a person, combined with collectivism, contribute to an increase in labor productivity in a team, optimization of solutions to production issues, which has a positive effect on the general mental state of team members.

However, a mocking, ironic tone has a sharply negative effect on people's well-being.

Constant fluctuations, indecision and self-doubt can cause indignation and indignation among people, which indirectly affects the well-being of the entire team. A person with a strong will, decisive and courageous, who is the official or unofficial leader of the team, has a positive impact on the team. A strong-willed person, by creating a mood of confidence and militancy, can lead the masses and influence them.

However, if such a person has selfish inclinations, then he emotionally suppresses others, fetters their initiative, freedom of their thoughts and will. In reflecting emotional states, people show different sensitivity or ability to empathize.

In a friendly team, distinguished by common interests, high moral culture of its members, the emotional state of one quickly captures everyone. So, the vocal side of speech and the expressiveness of emotions have a huge impact on the mood of the team, and thus on the socio-psychological climate in it, because. mood not only reflects the established climate, but also affects it. Emotional, optimistic people have a beneficial effect on others, contributing to the establishment, as A.S. Makarenko, major climate in the team. Especially valuable for the climate in the team are such personality traits as cheerfulness, cheerful disposition, optimism, i.e. the ability to see the good and the desire to achieve positive results;

balance and self-control, contributing to the prevention of conflict relations with workmates. These features are an important factor in the formation of a positive socio-psychological climate in the team.

Affect communication, well-being of people and their temperaments. A choleric person, as a rule, is a colorful personality that can captivate people, cause a spiritual uplift or, conversely, in an explosion of anger, give rise to a state of oppression, depression among team members, etc. The sanguine person has a slightly different effect on the mood of the team. As a rule, sanguine people are distinguished by liveliness, cheerful disposition, great sociability - these traits have a positive effect on people's well-being. By its mere presence, it causes a warming of the psychological climate. The phlegmatic is rarely a disturber of the climate in the team. With his attitude towards people and behavior, he creates an atmosphere of calm and stability. Melancholic is a representative of a weak type of nervous activity.

As a rule, it does not have a negative or positive effect on the climate of the team as a whole, most often it tends to be in the shadows.

At different stages of the development of the labor collective, the dynamics of the modality of the emotionality of relations is observed. At the first stage of the formation of the team, the emotional factor plays a major role (there is an intensive process of psychological orientation, establishing connections and positive relationships). At the stage of collective formation, cognitive processes are becoming increasingly important, and each person acts not only as an object of emotional communication, but also as a carrier of certain personal qualities, social norms and attitudes.

Among the factors influencing the socio-psychological climate of the work collective, such a socio-psychological phenomenon as "climatic disturbance" is singled out.

"Climate disturbance" arises as a result of changes in the conditions of life of the team or the conditions of interaction between people and affects the well-being of the team as a whole or its individual representatives. The content, form, duration, emotional tone of "climatic disturbances" serve as characteristics of its socio-psychological climate, the level of moral development of team members, the level of stress resistance of people in joint work.

Personal characteristics undoubtedly affect the climate of the team, but the socio-psychological climate, in turn, also affects the personality. The well-being of the individual, his working capacity and viability depend on the established socio-psychological climate in the team. An individual who finds himself in a group of people engulfed in joyful excitement involuntarily becomes infected with it, even if he had previously experienced a state of sadness. And vice versa, being in a joyful mood and getting into the environment of people experiencing grief or boredom, he begins to experience the same feelings. The socio-psychological climate affects the individual through the norms of relations between people established in the team. Where relations of cooperation and mutual assistance, respect for each other, dominate, a person experiences satisfaction with work, joy when meeting with colleagues at work, pleasure from joint work. And vice versa, in a team dominated by formal, indifferent, and even more hostile relations, a person experiences emotional inferiority - alienation or longing for the warmth of human relationships and even a stressful state if there are hidden or obvious conflicts. In such a socio-psychological climate, a person loses interest in the team, which involuntarily reduces his social and labor activity.

The socio-psychological climate develops in the process of interpersonal relations in a team and acts on each individual through these relations. That is why the respectful attitude of the entire team and the leader towards the individual is the main manifestation of the positive socio-psychological climate of the team.

Each person feels the need for public recognition of his personality, in a respectful attitude towards himself. The art of creating a positive psychological climate in a team consists in the ability to show exactingness and respect in relations with a person. Where it exists, a positive climate is being established and friendly, productive work is going on.

The influence of a communication partner is reflected in the mind of a person. Reflection of influences occurs in various forms. Imitation reveals the process of direct borrowing by a person of thoughts, emotions, or the whole way of life of other people. The imitative activity of individuals is not the same. Some people directly reflect the emotional state of another. They differ in the ability to empathize.

Adults analyze the actions, behavior of the people around them, determine their social and personal value and significance.

Conscious assimilation is not limited to ideas, concepts that determine the behavior of the individual, it involves the perception of the emotional states of other people. At the same time, the person is not automatically assimilated to an emotional state, as in imitation, but shares the mood with other members of the team as a conscious act of social action. Therefore, it is possible to control the mood and climate of the team through the formation of public opinion. Many physiologists and psychologists abroad have studied the possibilities of adequate perception of emotional states by expressive movements (facial expressions and pantomimics). In most cases, people accurately determine the nature of a person's experience, since facial expressions are perceived in a specific social situation, which helps to understand the state of a person. Facial expressions are often perceived against the background of speech and its emotional expressiveness in the form of intonation. Another important way of reflecting mainly emotional states is empathy, i.e. intuitive perception of the mental states of another or even a group of persons. Empathy is characterized by a quick determination of emotional states and even thoughts, intentions of the perceived person.

So, the socio-psychological climate has a versatile influence on the personality, on its intellectual, emotional and volitional sides. If the climate is positive, then it activates the personality, increasing its work and vitality. In a negative climate, on the contrary, there is a decrease in the tone of activity.

The most important area of the space of social relations is the interaction within the workforce. The socio-psychological atmosphere in the team, the specifics of organizational culture largely determine not only the effectiveness of joint activities, which is expressed in economic indicators, but also the attitude of employees to their work, emotional mood and, ultimately, job satisfaction. The socio-psychological climate plays a significant role in creating a corporate culture and improving the efficiency of the existence of a team united by a common goal.

However, many enterprises do not pay due attention to assessing the socio-psychological climate, there is no planning and building a model for managing it, taking into account the mission of the organization.

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ONTHEME« DIAGNOSTICSSOCIO-PSYCHOLOGICALCLIMATEINTEAM»

Introduction

1. Research methods socially? psychological climate in the team

1.1 Method of sociometric measurements

1.5 Map-scheme of Lutoshkin

1.6 Express method Mikhalyuk and Shalyto

1.7 Interrogation method

Conclusion

Appendix

social climate collective sociometric

Introduction

The conditions in which the members of the working group interact affect the success of their joint activities, satisfaction with the process and results of work. Of great importance is the nature of the relationship in the group, the dominant mood in it. To refer to the psychological state of the group, such a concept as “socio-psychological climate” is used.

When talking about the socio-psychological climate of the team, they mean the following:

The totality of the socio-psychological characteristics of the group;

The prevailing and stable psychological mood of the team;

The nature of relationships in the team;

Integral characteristic of the state of the team.

The socio-psychological atmosphere in the team, the specifics of organizational culture largely determine not only the effectiveness of joint activities, which is expressed in economic indicators, but also the attitude of employees to their work, emotional mood and, ultimately, job satisfaction. The socio-psychological climate plays a significant role in creating a corporate culture and improving the efficiency of the existence of a team united by a common goal. Therefore, the question of studying the socio-psychological climate in the work collective often becomes especially important for the leader.

1. Methods for studying the socio-psychological climate in a team

1.1 Method of sociometric measurements

The study of socio-psychological methods of working with the team at the enterprise is important practical value. In particular, it is expedient to study the influence of the entire set of factors of the life of the team in order to identify the degree of their influence on the socio-psychological situation in the organization. It is of practical interest to study the socio-demographic structure of the team in a particular organization; analysis of personnel management methods, including socio-psychological ones; analysis of indicators of their effectiveness (cohesion indicators of team members) and their impact on the economic performance of the enterprise.

In the practice of researching the socio-psychological climate, various methods are used, including: sociometric, out-of-group referentometry, psychological closeness scale, determination of the Sishore group cohesion index, Lutoshkin's map, express method of Mikhalyuk and Shalyto, role-playing games, interviews, testing, observation , experiment, questioning.

The most common method is the method of sociometric measurements (sociometry).

The term "sociometry" means the measurement of interpersonal relationships in a group. The founder of sociometry, the well-known American psychiatrist and social psychologist J. Moreno, did not accidentally call this method that way. The totality of interpersonal relations in a group constitutes, according to J. Moreno, that primary socio-psychological structure, the characteristics of which largely determine not only the integral characteristics of the group, but also the state of mind of a person.

The introduction of this method into the research of Soviet psychologists is associated with the names of E.S. Kuzmina, Ya.L. Kolominsky, V.A. Yadova, I.P. Volkov and others.

Sociometric technique is used to diagnose interpersonal and intergroup relations in order to change, improve and improve them. With the help of sociometry, it is possible to study the typology of people's social behavior in the conditions of group activity, to judge the socio-psychological compatibility of members of specific groups.

Together with the official or formal structure of communication, which reflects the rational, normative, mandatory side of human relationships, in any social group there is always a psychological structure of an informal or informal order, which is formed as a system of interpersonal relations, likes and dislikes. The features of such a structure largely depend on the value orientations of the participants, their perception and understanding of each other, mutual assessments and self-assessments. As a rule, there are several informal structures in a group, for example, structures of mutual support, mutual influence, popularity, prestige, leadership, and more. The informal structure depends on the formal structure of the group to the extent that individuals subordinate their behavior to the goals and objectives of joint activity, the rules of role interaction. Sociometrics can be used to assess this effect. Sociometric methods make it possible to express intra-group relations in the form of numerical values and graphs and thus obtain valuable information about the state of the group.

For sociometric research, it is important that any structure of an informal nature, whether we like it or not, is always projected in one way or another on the formal structure, that is, on the system of business, official relations, and thus affects the cohesion of the team, its productivity. These provisions have been verified by experiment and practice.

The most general task of sociometry is to study the informal structural aspect social group and the psychological atmosphere that reigns in it.

The sociometry system of J. Moreno is based on five theoretical principles.

1. The distribution of sympathy-antipathy between people is associated with the existence of "tele" invisible non-material clots of emotional energy, the simplest units of feeling, which are directed from individual to individual. These "tele" are subject to measurement.

2. A person cannot exist without interaction with other people, which is carried out at two levels: spontaneous and real. Spontaneous is the level at which there are persons with whom this individual would like to come into contact. The real is represented by those who are truly emotional partners. The social community is a social atom, and each person is the core of this atom, where numerous roles associated with the existence of other participants are brought together. The test of roles developed by J. Moreno, psychodrama, sociodrama, allows you to open these structures.

3. The law of social gravity establishes that the cohesion of a group is directly proportional to the attraction of the participants to each other and inversely proportional to the attraction of the spatial distance between them.

4. Sociological law - higher forms collective orientation develop from the simplest.

5. The sociodynamic law notes that in any group, human attachments are "unequally distributed; most of emotional phenomena account for a few individuals (stars), most participants are emotionally disadvantaged (oociometric proletarian). Increasing the size of the group further exacerbates this disproportion. Only a sociometric revolution can change this.

The sociometric survey procedure consists of the following steps:

1. Preparatory, in which the problem is defined, the goals and objectives of the study are formulated, the object is determined, its socio-demographic characteristics are studied.

2. Sociometric warm-up - establishing direct contact with group members, determining the content of the sociometric criterion.

3. Survey, including briefing of respondents, distribution of sociometric cards, their completion, collection.

4. Processing and analysis of the received information.

A sociometric test is a type of survey based on a sociometric criterion.

Relationships between group members are clarified on the basis of the following procedures:

Choice? expressed desire to cooperate with others;

Deviation (negative choice) expressed unwillingness of the individual to cooperate with others;

Lowering? leaving one individual to another without attention.

Sociometric criterion? this is a question, the main content of which is the expression of attitude towards a member of the group in any of the situations.

When conducting sociometric surveys, various types of criteria are used.

Production criteria are used to study interpersonal relationships in production activities. It's a question like, "Who would you like to do a production assignment with?"

non-production criteria. These include questions like: "Who would you invite to your birthday party?"

Prognostic criteria? it's a question like, "Which member of the group do you think will choose you as a partner?"

In addition, the criteria are direct and indirect, positive and negative, double and ordinary.

1.2 Out-of-group referentometry

In modern psychology, has long been singled out as an independent and important concept of the reference group? circle of significant others, whose opinions are decisive for the individual and with whom she is? and in direct contact, and mentally correlates their assessments, actions and deeds. Naturally, the definition of a reference circle is very important in terms of collecting information about relationships that are significant for a person.

The following methodology proposes to identify referents. To do this, test-takers are asked ten questions? situations (1-A) and a list of people around them (1-B).

Instruction: “You need to choose at least two people for each issue-situation; while the second person must be one of those that are less significant than the first person.

Questions - situations from the list 1-A.

1. With whom will you go on a trip (business trip) to another city?

2. You got in trouble. Who will you tell?

3. You want to celebrate your birthday. Who will you spend it with?

4. Do you have a person with whom you try to spend more time?

5. Who can point out your shortcomings to you, whom will you listen to more?

6. You met a person you liked. Who can help to evaluate it correctly?

7. You want to change your life. Who do you consult about this?

8. Who can be an example for you in life?

9. Who would you like to like the most?

10. Who are you most open with?

Questions - situations from the list 1-B.

1. Parents (father, mother).

2. Relatives (grandfather, grandmother, uncle, aunt).

3. Brother, sister.

4. Adult acquaintance.

5. Familiar parents.

6. Friends.

7. Best friend (girlfriend).

8. Company, friends.

9. Familiar girl, familiar young man.

10. Companions in study, work.

11. Club mates, sections, studios, etc.

12. Historical personality.

13. A well-known person.

14. A person you know about from others.

15. Literary character.

After the choice has been made, you should be asked to put aside the 1-B list and evaluate each of the selected persons on a five-point scale. Processing the received data is quite simple. All mentioned persons are recorded in a separate list without repetitions, then the "scores" of the persons are entered into the list and summed up for each of them. After comparison, two or three persons with the highest scores are written out on a separate sheet in order of decreasing scores. These people constitute the reference group.

1.3 Scale of psychological closeness

In addition to reference, there is another parameter that describes a person's relationship with other people, ? the so-called "psychological intimacy." Its degree is different for different people from the usual social circle of a person, and it is this that can be determined using a slightly modified scale of "sympathetic distance" by D. Felds.

Boys and girls need to write out in a column of people with whom they have habitually and unfailingly communicated over the past few months. After this work is completed, give them the opportunity to evaluate their psychological closeness with these people on a scale that is better to write on the board for convenience. This scale contains eleven degrees, expressing one or another degree of proximity of the person being evaluated in decreasing order.

1. He could be my best friend.

2. I do not distinguish between him and people close to me.

3. I could open my soul to him.

4. I could spend my free time with him.

5. I could spend a vacation with him.

6. I could invite him to visit me.

7. I would not discuss important issues with him.

8. I would not entrust him with the execution of responsible tasks.

9. I would quit if I had to work with him.

10. I would not let him out into society.

1.4 Determination of the group cohesion index

Group cohesion? an extremely important parameter showing the degree of integration of the group, its cohesion into a single whole, ? can be determined not only by calculating the corresponding sociometric indices. It is much easier to do this using a methodology consisting of five questions with several answers to each. Responses are coded in points according to the values given in brackets (maximum? nineteen points, minimum? five). You do not need to enter scores during the survey.

1. How would you rate your belonging to the group?

1.1. I feel like a member of it, part of a team (5).

1.2. Participate in most activities (4).

1.3. I participate in some activities and do not participate in others (3).

1.4. I don't feel like I'm a member of a group (2).

1.5. I live and exist separately from it (1).

1.6. I don't know, I find it difficult to answer (1).

2. Would you move to another group if the opportunity presented itself (without changing other conditions)?

2.1. Yes, I would very much like to go (1).

2.2. Rather, I would have moved than stayed (2).

2.3. I don't see any difference (3).

2.4. Most likely, he would have remained in his group (4).

2.5. I would very much like to stay in my group (5).

2.6. I don't know, it's hard to say (1).

3. What is the relationship between the members of your group?

3.1. Better than most bands (3).

3.2. Approximately the same as in most teams (2).

3.3. Worse than in most teams (1).

3.4. I don't know, it's hard to say (1).

4. What is your relationship with management?

4.1. Better than most bands (3).

4.2. Approximately the same as in most teams (2).

4.3. Worse than in most teams (1).

4.4. Don't know (1).

5. What is the attitude towards business (study, etc.) in your team?

5.1. Better than most bands (3).

5.2. Approximately the same as in most teams (2).

5.3. Worse than in most teams (1).

5.4. Don't know (1) .

1.5 Map-scheme of Lutoshkin

For a general assessment of some of the main manifestations of the psychological climate of the team, you can use the L.N. Lutoshkin. Here, on the left side of the sheet, those qualities of the team that characterize a favorable psychological climate are described, on the right? qualities of a team with a clearly unfavorable climate. The degree of manifestation of certain qualities can be determined using a seven-point scale placed in the center of the sheet (from plus three to minus three).

Using the scheme, you should first read the sentence on the left, then on the right, and then mark with a plus sign in the middle part of the sheet the assessment that best corresponds to the truth.

It must be borne in mind that the scores mean: plus three? the property indicated on the left always appears in this collective; plus two? property appears in most cases; plus one? the property appears quite often; zero? neither this nor the opposite (indicated on the right) properties are manifested clearly enough, or both are manifested to the same degree; minus one? quite often the opposite property (indicated on the right) is manifested; minus two? property appears in most cases; minus three? property is always present.

To present a general picture of the psychological climate of the team, it is necessary to add up all the positive and negative points. The result obtained can serve as a conditional characteristic of the psychological climate of a greater or lesser degree of favorableness.

However, a simpler estimate is also possible. through periodic measurement of emotional states with the help of the same L.N. Lutoshkin's method of color painting, in which students are asked to choose what color they associate with being in a given team, situational mood, etc. The following colors are used: red? enthusiastic mood; Orange? joyful; yellow? light, pleasant; green? calm, balanced; purple? anxious, tense; the black? despondency, complete disappointment, breakdown.

1.6 "Express Method" Mikhalyuk and Shalyto

Experience shows that ongoing research on the psychological climate, as a rule, has two goals:

1) confirmation of the hypothesis about the relationship between the characteristics of the psychological climate in groups and the patterns of a number of processes in them, i.e. assumptions that production, social or socio-psychological processes proceed differently in teams with different psychological climates;

If to solve the second group of tasks it is necessary to create a special methodology in each case, then in the first case, as practice shows, there is a need to make periodic "cuts" in order to diagnose the state of the psychological climate in the team, to trace the effectiveness of certain measures and their impact on the psychological climate, etc. Such measurements can be useful, for example, when studying the adaptation of new employees, attitudes to work, staff turnover dynamics, management effectiveness, and performance productivity.

The psychological climate of the primary labor collective is understood by the authors as a socially conditioned, relatively stable system of relations between the members of the collective and the collective as a whole. The technique allows to identify the emotional, behavioral and cognitive components of relationships in the team. As an essential feature of the emotional component, the criterion of attractiveness is considered at the level of the concepts "like - dislike", "pleasant - unpleasant". When constructing questions aimed at measuring the behavioral component, the criterion "desire - unwillingness to work in this team", "desire - unwillingness to communicate with members of the team in the field of leisure" was maintained. The main criterion of the cognitive component is the variable "knowledge - ignorance of the characteristics of the members of the team." The test material is presented in the Appendix.

The processing of the results obtained using the technique is standardized and has the following algorithm. Various aspects of the relationship to the team are analyzed for each person individually. Each component is tested with three questions, and the answer to each of them takes only one of three possible forms: minus, plus or zero. Therefore, for a holistic characterization of the component, the obtained combinations of responses of each subject to questions on this component can be summarized as follows:

Positive assessment (this category includes those combinations in which positive answers are given to all three questions related to this component, or two answers? positive, and the third has any other sign);

Negative evaluation (this includes combinations containing three negative answers, or two answers? negative, and the third can act with any other sign);

Indeterminate, inconsistent assessment (this category includes the following cases: all three questions are answered indeterminately; the answers to two questions are indeterminate, and the third answer has any other sign; one answer is indeterminate, and the other two have different signs).

The data obtained for the entire sample can be summarized in a table of the following form: “plus” ? the number of positive answers contained in the column, "minus" ? number of negative answers, n? the number of team members who participated in the study. Obviously, for any component, the average estimates can range from minus one to plus one. In accordance with the accepted three-term assessment of answers, the received averages are classified. To do this, the continuum of possible estimates (from minus one to plus one) is divided into three equal parts: from minus one to minus 0.33; from minus 0.33 to plus 0.33; from plus 0.33 to plus one.

We will consider the average estimates falling in the first interval as negative, in the second? contradictory, uncertain, and the third? positive.

The calculations made allow us to derive the structure of the attitude towards the team for the unit under consideration. The relation type is derived in the same way as described above. Therefore, taking into account the sign of each component, the following combinations of the relation under consideration are possible:

1) completely positive;

2) positive;

3) completely negative;

4) negative;

5) contradictory, indefinite.

In the first case, the psychological climate of the team is interpreted as very favorable; in the second? as generally favorable; in third? as completely unsatisfactory; in the fourth? as generally unsatisfactory; in the fifth case, the trends are considered to be contradictory and uncertain.

In the questionnaire, questions one, four, and seven deal with the emotional component; second, fifth and eighth? to behavioral; the cognitive component is defined by questions three and six, with question three containing two questions.

This study can be done individually or in a group. Testing time - five? Ten minutes. The ease of processing the results makes it possible to obtain them quickly.

1.7 Interrogation method

One of the most common in sociological research is the survey method.

Survey? This is a method of collecting primary information based on direct (interview) or indirect (questionnaire) interaction between the researcher and the respondent. The leading position of the survey among other methods of collecting primary sociological information is explained by the fact that verbal information is richer, more imaginative than other types of information and allows you to find out not only facts, but also opinions, feelings, motives related to the present; both to the past and to the future. The information obtained during the survey is more reliable and easier to formalize. Surveys are classified on a variety of grounds.

According to the nature of the relationship between the sociologist and the respondent, polls are divided into correspondence (questionnaire) and face-to-face (interviews). By the degree of formalization? into standardized (carried out according to a pre-prepared plan) and non-standardized (free). According to the frequency of conducting surveys, they are divided into one-time and multiple-time. Specific types of survey are sociometric and expert surveys.

Questionnaire survey is a widely used research method that allows obtaining significant information in a short time.

Consider another most common method for identifying opinions, judgments, assessments of team members? questionnaire method.

Questionnaire? this is a type of survey over which the researcher loses control at the time of distribution or distribution of questionnaires or questionnaires.

The main components of a questionnaire survey are: a sociologist, a questionnaire and a respondent.

The main purpose of the questionnaire survey is to obtain certain quantitative indicators that collectively characterize the components of the socio-psychological climate of the production group in its main manifestations in the field of group consciousness. Moreover, each of these components can be expressed by the following indicators.

1. With the help of a group assessment of the state of this characteristic (for example, an assessment of the attitude of the head to subordinates and an assessment of the attitude of subordinates to the head), obtained on the basis of individual assessments.

2. With the help of a group assessment of satisfaction with the state of this characteristic (for example, relationships with the leader of the group).

Questionnaire? this is a certain system of questions related to the objectives of the study. The questionnaire consists of several parts. The first part is the introductory part. It indicates who conducts the survey, for what purpose, provides instructions for filling out the questionnaire, indicates the method of returning the completed questionnaires. The introductory part of the questionnaire is most often located on the title page.

In second place is a passport, which contains questions to clarify the socio-demographic characteristics of the respondents (gender, age, education, profession, marital status). Often a passport is given at the end of the questionnaire. Followed by contact questions. Their purpose? interest the respondent. After the contact questions come the main ones. Their content is determined by the objectives of the study. Last but not least are the final questions. These questions should relieve psychological stress. At the beginning of the questionnaire, the most simple questions are placed that do not cause difficulties for the respondents and create a desire to participate in the study. These tasks are best suited for questions about facts.

By the middle of the questionnaire, the complexity of the questions gradually increases. The middle part includes questions that provide information on the research topic. The main part is completed by easier questions that aim to clarify the information, control the answers to the most important questions.

The most widespread are the following types of surveys: postal, press, distributing.

Handout questionnaires involve the distribution of questionnaires directly to respondents and their collection after filling. This type of survey guarantees conscientious filling of the questionnaire, almost their full return.

Postal survey? distribution of questionnaires by mail. The advantages of this type of survey include its low cost, large coverage of respondents, ease of organization. The disadvantage of this type of questionnaire is the low return rate of questionnaires. On average, it is about five percent.

Press survey? a type of survey in which questionnaires are published in print. Press questionnaires are also characterized by a low return rate.

When compiling a questionnaire, various types of questions are used. Questions are classified according to a number of important features: content, functions, structure, form.

By function, four types of questions are distinguished: basic, filtering, contact, control.

Core questions are designed to obtain information about social facts, filtering questions? to weed out incompetent respondents. Function of control questions to clarify the correctness of the answers to the main questions. Contact questions allow you to establish a friendly relationship between the researcher and the respondent.

Depending on the structure, the questions are open and closed. IN open questions The respondent formulates the answer himself. The closed ones contain a list of answer options, and the respondent chooses the answer that is acceptable to him. There are three types of closed questions:

1) "yes-no";

2) alternative, involving the choice of one answer from the list of possible ones;

3) questions? menus that allow the respondent to select multiple answers at the same time.

According to the form, direct and projective (indirect) questions are distinguished. Direct questions are about the current situation. In projective questions, the situation is assumed.

Conclusion

The socio-psychological climate is an indicator of the level of social development of the team and its psychological reserves, capable of more complete implementation. Its significance is also determined by the fact that it is able to act as a factor in the effectiveness of certain social phenomena and processes, to serve as an indicator of both their state and their changes under the influence of social and scientific and technological progress.

Currently, there are many ways to diagnose the socio-psychological climate of the workforce. This paper considers such methods as sociometric, out-of-group referentometry, the scale of psychological closeness, determination of the Sishore group cohesion index, Lutoshkin's map-scheme, Mikhalyuk and Shalyto's express method, interviews, and questionnaires. It is necessary for the leader to study the socio-psychological climate of the team in order to identify weaknesses and take measures to eliminate them.

It is impossible not to deal with the problems of the socio-psychological climate of the work collective, since it is one of the most important conditions for the struggle for the growth of labor productivity and the quality of products.

List of used sources and literature

1. Psychological tests 2 [Text] / ed. A. A. Karelina. Moscow: Vologda Regional Universal Scientific Library, 1999.

2. Socio-psychological problems of the production team [Text] / ed. E. V. Shorokhova. M., 2009.

Appendix

testmaterialfor"Express Methods"MikhalyukAndShalyto.

Instruction: "We ask you to take part in the study, the purpose of which is to improve the psychological climate in your team."

To answer the proposed questions, you must:

b) choose one of them that best suits your opinion;

c) put a plus sign in an empty cell against your chosen answer.

1. Please mark which of the following statements do you agree with the most?

5) If you had the opportunity to spend a vacation with members of your team, how would you react to this?

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FGBOU HPE "IRKUTSK STATE UNIVERSITY"

BRANCH IN BRATSK

Department of Psychology and Pedagogy

COURSE WORK

DISCIPLINE SOCIAL PSYCHOLOGY

BY THEME: METHODS AND TECHNIQUES FOR STUDYING SOCIO-PSYCHOLOGICAL CLIMATE IN A TEAM

Checked:

Lecturer: L.Yu. Sokolova

P-10 student: A.Yu. Smetskaya

Bratsk 2011

INTRODUCTION

CHAPTER 1. SOCIO-PSYCHOLOGICAL CLIMATE OF THE TEAM

1 The concept of team

2 General information about the socio-psychological climate in the team

3 Methods and techniques used in the study of the socio-psychological climate in the team

CHAPTER 2. METHODS AND TECHNIQUES

SOCIO-PSYCHOLOGICAL CLIMATE IN THE TEAM

1 Methods of researching the socio-psychological climate

2 Research results

CONCLUSION

LITERATURE

APPENDIX

INTRODUCTION

The relevance of research. In the conditions of the modern scientific and technological revolution, interest in the phenomenon of the social and psychological climate of the team is constantly growing. First of all, the requirements for the level of psychological involvement of the individual in his work activity and the complication of the mental life of people, the constant growth of their personal claims have increased.

Improving the socio-psychological climate of the team is the task of deploying the social and psychological potential of society and the individual, creating the most full-blooded way of life for people.

At the same time, the socio-psychological climate is an indicator of the level of social development of the team and its psychological reserves, capable of more complete implementation. And this, in turn, is associated with the prospect of increasing social factors in the structure of production, with the improvement of both the organization and working conditions. The level of optimality of the socio-psychological climate of each individual work collective largely determines the general socio-political, ideological atmosphere of society, the country as a whole.

The significance of the socio-psychological climate is also determined by the fact that it is able to act as a factor in the effectiveness of certain social phenomena and processes, to serve as an indicator of both their state and their changes under the influence of social and scientific and technological progress.

The socio-psychological climate also acts as a polyfunctional indicator of the level of psychological involvement of a person in activity, a measure of the psychological effectiveness of this activity, the level of the mental potential of the individual and the team, the scale and depth of the barriers that lie in the way of realizing the psychological reserves of the team. (Parygin B.D.)

The effectiveness of joint activities largely depends on the optimal implementation of personal and group opportunities. A favorable atmosphere in a group not only has a productive effect on its results, but also restructures a person, forms his new opportunities and shows potential ones. In this regard, there is a need to optimize the style of interpersonal interaction.

Insufficient knowledge of the research problem determined the main goal of the course work.

The purpose of the study: to study the methods and techniques for studying the socio-psychological climate in the team.

Object of study: socio-psychological climate in the team.

Subject of study: research methods of the socio-psychological climate in the team.

As a working hypothesis, the following assumption was put forward: the socio-psychological climate in the team plays, affects the productive work of this team.

To achieve the goal of the study and confirm the working hypothesis, it is necessary to solve the following research tasks:

1.to conduct a theoretical analysis of the concepts of group, collective, socio-psychological climate;

.determine the structure and factors influencing the socio-psychological climate of the team;

.select and apply methods for diagnosing the socio-psychological climate in the team.

Theoretical and methodological basis of the study: The problem of interpersonal interactions was devoted to the works of many researchers, psychologists, among them: Aleksey Aleksandrovich Bodalev, Igor Pavlovich Volkov, E.S. Kuzmin, O.I. Zotova K.K. Platonov, B.D. Parygin, A.V. Petrovsky. The greatest contribution to the development of this direction was made by L. I. Kolominsky. The general picture of interaction between people in teams is complemented by personal relationships, Grishina N.V. Umansky and others, which confirms the relevance of this topic.

The scientific and practical significance of the course work is determined by the fact that the question of the study of the psychological climate in the team, on this stage requires a thorough analysis of the psychological prerequisites, research methods and the programs underlying it: the main ideas and results of this study, in conjunction with other works, can be used by practical psychologists in their work.

Structure and scope of the work: The work consists of an introduction, two chapters, a conclusion, a list of references (26 scientific sources) and an appendix. The total volume of the course work is 38 pages.

CHAPTER 1. SOCIO-PSYCHOLOGICAL CLIMATE OF THE TEAM

1.1The concept of a team

The team is one of the types of small group. Small groups can be different in size, in the nature and structure of the relations existing between their members, in individual composition, in the characteristics of values, norms and rules of relationships shared by the participants, in interpersonal relations, in the goals and content of the activity. The quantitative composition of the group is called its size, the individual - composition. The structure of interpersonal communication, or the exchange of business and personal information, they call the channels of communication, the moral and emotional tone of interpersonal relations - the psychological climate of the group.

The general rules of behavior that members of a group adhere to are called group norms. All of these characteristics are the main parameters by which small groups are distinguished, divided and studied.

Collectives stand out among highly developed small groups. The psychology of a developed team is characterized by the fact that the activity for which it was created and in which it is engaged in practice is undoubtedly of positive significance for many people, not only for the members of the team. In the team, interpersonal relationships are based on mutual trust of people, openness, honesty, decency, mutual respect.

In order to call a small group a collective, it must meet a number of very high requirements: successfully cope with the tasks assigned to it, have high morals, good human relations, create for each of its members the opportunity to develop as a person, be capable of creativity. That is, as a group to give people more than the sum of the same number of individuals working separately can give.

Psychologically developed as a team is such a small group in which a differentiated system of various business and personal relationships has developed, built on a high moral basis. Such relationships can be called collectivist.

Collectivist relations are defined through the concepts of morality, responsibility, openness, collectivism, contact, organization, efficiency and informativeness. Morality refers to the construction within collective and outside collective relations on the norms and values of universal morality. Responsibility is interpreted as the voluntary acceptance by the collective of moral and other obligations to society for the fate of each person, regardless of whether he is a member of this collective or not. Responsibility is also manifested in the fact that members of the team confirm their words with deeds, are demanding of themselves and each other, objectively evaluate their successes and failures, never abandon the work they have begun halfway, consciously obey discipline, put the interests of other people no lower than their own, - are respectful of the public good.

The openness of the team is understood as the ability to establish and maintain good, collectivist-based relationships with other teams or their representatives, as well as with newcomers to their team. In practice, the openness of the team is manifested in the provision of comprehensive assistance to other teams, not members of the team.

Openness is one of the most important characteristics by which one can distinguish a collective from social associations that look similar to it.

The concept of collectivism includes the constant concern of the members of the team about its success, the desire to resist what divides, destroys the team.

Collectivism is also the development of good traditions, the confidence of each in his team. The feeling of collectivism does not allow its members to remain indifferent if the interests of the collective are affected. In such a team, all important issues are resolved jointly and, if possible, with a common agreement.

For truly collectivist relations, contact is characteristic. It refers to good personal, emotionally favorable, friendly, trusting relationships between team members, including attention to each other, goodwill, respect and tact. Such relationships provide a favorable psychological climate in the team, a calm and friendly atmosphere.

Organization is manifested in the skillful interaction of team members, in the conflict-free distribution of responsibilities between them, in good interchangeability. Organization is also the ability of the team to independently detect and correct shortcomings, prevent and quickly solve emerging problems. The results of the activities of the team directly depend on the organization.

One of the conditions for the successful work of the team and the establishment of trusting relationships is a good knowledge of the team members of each other and the state of affairs in the team. This knowledge is called awareness. Sufficient awareness implies knowledge of the tasks facing the team, the content and results of its work, positive and negative aspects, norms and rules of conduct. This also includes a good knowledge of each other by team members.

Efficiency is understood as the success of the team in solving all the tasks it has. One of the most important indicators of the effectiveness of a highly developed team is the super-additive effect. It represents the ability of the team as a whole to achieve much higher results in work than can be done by the same size group of people working independently from each other, not united by the system of described relationships.

In reality, there are almost no such small groups that would fully meet all the listed requirements of the collective. The majority of really existing small groups occupies an intermediate position between an underdeveloped group and a highly developed collective. According to some of their socio-psychological parameters, these groups may well claim to be called collectives, but they are seriously inferior in others.

The presented model should be considered rather as an ideal to which the collective should strive in the process of its development, rather than as something that reflects the reality of the existence of small groups.

A team is a highly developed small group of people in which relations are built on positive moral standards and have increased efficiency in work, which manifests itself in the form of a super-additive effect.

The effectiveness of the work of the team largely depends on its socio-psychological climate.

1.2General information about the socio-psychological climate in the team

There is no single universal definition of how the psychological climate is determined. But common features can be identified. To determine the psychological climate, the following concepts are used: “psychological atmosphere”, “psychological mood”. They are close, but not identical.

Under the psychological atmosphere is understood the unstable, constantly changing and elusive side of the collective consciousness, and the psychological climate does not mean situational changes in the prevailing mood of the group, but its stable features. Nevertheless, the main thing that determines the psychological climate is the emotional state, or the mood of the team. Scientists note the dual nature of the socio-psychological climate of the team. On the one hand, it represents some subjective reflection in the group consciousness of the totality of the elements of the social environment, the entire environment.

On the other hand, having arisen as a result of direct and indirect impact on the group consciousness of objective and subjective factors, the socio-psychological climate acquires relative independence, becomes an objective characteristic of the team and begins to have a reverse effect on collective activity and individuals.

Another side that characterizes the dynamics of the socio-psychological climate of the team is the so-called "climatic disturbances". “Climatic disturbances” include natural fluctuations in the emotional state in the team, periodically occurring ups and downs in the mood of most of its members, which can occur both within one day and over a longer period. They are associated with a change in the conditions of interaction within the group or a change in the environment. The term "climatic disturbances" carries both negative and positive connotations, since these disturbances can hinder or even favor the life of the team.

Each leader must take care of creating such a psychological climate that would contribute to the most complete creative self-disclosure of each member of the team.

A favorable psychological climate increases the working capacity of people, stimulates all types of activity, improves mood and well-being. It is characterized by the following features:

Ø Trust and high demands of team members to each other.

Ø Benevolent and businesslike criticism.

Ø Free expression of opinion when discussing general collective problems.

Ø The absence of pressure from the leader on subordinates and the recognition of his right to make decisions that are significant for the group.

Ø Sufficient awareness of team members about its tasks and the current state of affairs.

Ø Satisfaction with ownership.

Ø A high degree of emotional involvement and mutual assistance in situations of frustration among any of the members of the team.

Ø Taking responsibility for the state of affairs of each member of the team.

Thus, from the above, two main elements can be distinguished: the attitude of people to joint activities (in particular, to labor), and the attitude to each other (both vertically and horizontally).

The psychological climate in the team consists of many components. First of all, this is the well-established interpersonal, intergroup and other, both vertical and horizontal ties. A leader of any rank should be able to establish not only feedback with all levels of management, but also monitor connections in the "horizontal". Putting forward integrating goals between the administration and staff of the organization is also necessary condition to create a favorable climate.

Another condition for creating a favorable climate is the ability of a leader to constantly adjust the style, forms, means and methods of management, taking into account specific conditions, the ability to balance the rights and responsibilities of employees in the performance of official duties, the ability to maintain and use informal (reference) groups in their work.

That is, taking into account all of the above, we can say that reasonable managerial decisions, the emotional and volitional influence of the leader is an important condition for maintaining a healthy socio-psychological climate in the team.

In addition, the climate can be made up of many purely psychological factors: the emotional mood of the team, which depends on the color scheme of production facilities and the presence of music, etc. The interaction of individual moods determines and shapes the mood of the team as a whole. Mood requires management. It must become the rudder by which the leader directs collective behavior.

A team with a favorable psychological climate is not prone to affect, stress, intra-group and interpersonal conflicts, and has a constructive orientation.

In a team with an unfavorable climate, most of the energy goes past the production sector - to resolve conflicts, manifestations of discontent, and the search for clear goals.

The role of the direct manager in production - the foreman, foreman, as well as the role of the enterprise administration is huge in creating a favorable socio-psychological climate.

It is these management representatives who are called upon in the most active way to participate in the constant, sustainable reproduction of such mental states as sympathy and attraction, a positive emotional background of communication, interpersonal attractiveness, a sense of empathy, complicity, the ability to remain oneself at any time, to be understood and positively perceived. (regardless of their individual psychological characteristics). At the same time, it is especially necessary to highlight the feeling of security, when everyone knows that in case of failure (in the sphere of work, life, family), the team “stands” behind him, that he will definitely come to his aid.

Often in the team there are people who are dissatisfied with any aspects of the activities of the team or individuals. In this case, personal hostility, excessive adherence to principles, etc. can serve as a cause or cause for conflict.

Not only in sociology, but also in psychology, the point of view was established, according to which the mood is the main structure that forms the socio-psychological climate of the team. Let us refer, in particular, to the statement of the famous Soviet psychologist K.K. Platonov, according to whom the socio-psychological climate is the most important of the components internal structure group, is determined by interpersonal relationships in it, creating persistent moods of the group, on which the degree of activity in achieving goals depends.

The climate of the collective is the prevailing and relatively stable mental attitude of the collective, which finds diverse forms of manifestation in all its life activity.

The structure of the socio-psychological climate

An essential element in the general concept of the socio-psychological climate is the characterization of its structure. This involves the calculation of the main components within the framework of the phenomenon under consideration on a certain unified basis, in particular, on the category of relation. Then, in the structure of the socio-psychological climate, the presence of two main divisions becomes obvious - the attitude of people to work and their relationship to each other.

In turn, relations to each other are differentiated into relations between workmates and relations in the system of leadership and subordination.

Ultimately, the whole variety of relationships is viewed through the prism of two main parameters of mental attitude - emotional and objective.

Under the objective mood is meant the focus of attention and the nature of a person's perception of certain aspects of his activity.

Under the emotional mood - his emotional attitude of satisfaction or dissatisfaction with these parties.

The psychological climate of the collective, which reveals itself primarily in the relationship of people to each other and to the common cause, is still not exhausted by this.

It inevitably affects people's attitudes to the world as a whole, their worldview and worldview. And this, in turn, can manifest itself throughout the system. value orientations individual who is a member of the group. Thus, the climate manifests itself in a certain way and in relation to each of the members of the collective to himself. The last of the relations crystallizes into a certain situation - the social form of self-relationship and self-consciousness of the individual.

As a result, a certain structure of immediate and subsequent, more immediate and more mediated manifestations of the socio-psychological climate is created.

The fact that the attitude to the world (the system of value orientations of the individual), and the attitude to oneself (self-consciousness, self-attitude and well-being) fall into the rank of subsequent, and not immediate, manifestations of the climate.

This is explained by their more complex, repeatedly mediated dependence not only on the situation of a given collective, but also on a number of other factors, on the one hand, macroscale, on the other, purely personal.

Indeed, a person's relationship to the world is formed within the framework of his way of life as a whole, which is never exhausted by the objects of this or that, even the most significant for him, the collective.

The same is true with respect to oneself. A person's self-awareness develops throughout his life, and well-being is significantly dependent not only on his status in the work collective, but often to an even greater extent on his family and domestic situation and physical health individual.

This, of course, does not remove the possibility of considering the self-esteem and well-being of the individual in this particular team and depending on it.

The well-being of the individual in the team is reflected in the relationship of the individual to a certain group as a whole, the degree of satisfaction with one's position and interpersonal relations in the group.

Each of the members of the collective, on the basis of all other parameters of the psychological climate, develops in itself the consciousness corresponding to this climate, the perception, evaluation and feeling of one's "I" within the framework of this particular community of people.

To a certain extent, the well-being of a person can also serve as a well-known indicator of the degree of development of his spiritual potential. In this case, a mental state is implied, which is largely determined by the atmosphere of the production team.

From this point of view, the well-being of the individual can be considered as one of the most common indicators of the socio-psychological climate of the team.

A - attitude to the case; B - the well-being of the individual (attitude towards oneself); B - attitude towards other people.

Models of the socio-psychological climate

The selection of models is based on an assessment of three aspects:

)the level of development of the psychological potential of the team;

)the degree of its implementation at the moment;

)the trend of further changes in the psychological potential of the team;

Option A.

A high level of deployment of the socio-psychological potential of the team, which corresponds to the degree of its implementation. When working with full dedication, the necessary reserve of forces is preserved for further improvement of conditions and organization of labor, there is no wear and tear. A clear organization of labor and management in the team, combined with the necessary reserve of strength and satisfaction from tangible returns, open up the prospect of further deployment of the socio-psychological potential of the team.

Option B.

A high level of deployment of the psychological potential of the team with an extremely low degree of its implementation at the moment, which is associated with the imperfection of the system that has developed within the framework of this team, the organization of work and management. the level of his professional socio-economic efficiency and the tendency of growing dissatisfaction with the system of organization and management, which goes beyond the scope of this team, and the development of this dissatisfaction into a conflict.

Option B.

Not high level the development of the socio-psychological potential of the team is compensated by work (albeit outdated methods, but with full dedication - for wear and tear). This case in the future promises a breakdown in work and a sharp drop in socio-economic efficiency.

These variants of the socio-psychological climate, of course, do not exhaust their real diversity.

The socio-psychological climate of the pharmacy team has its own characteristics. They are determined, first of all, by the goals and objectives facing the pharmacy as a healthcare organization.

And at the same time, a pharmacy is an organization that performs trading functions, with all the ensuing consequences. Making a profit is a prerequisite for existence.

The external environment can also influence the socio-psychological climate. Employees have private contacts with sick people or their relatives, which requires the manifestation of high moral qualities, human feelings, the ability to use the psycho-emotional direction in the process of treatment.

A feature that significantly affects the socio-psychological climate is that drugstore teams are often women's teams.

1.3 Methods and techniques for the study of the socio-psychological climate in the team

Methods of studying specific socio-psychological phenomena. The diversity and complexity of socio-psychological phenomena also determines the presence of a large number of methods for studying them. At the same time, they can be classified depending on the specific classes of socio-psychological phenomena that are studied with their help.

Ø Express diagnostics of the socio-psychological climate in the team (O.S. Mikhalyuk, A.Yu. Shalyto);

Ø Sociometry (index of group cohesion);

Ø Methodology "Satisfaction with work" (developed by V.A. Rozanova).

Let's characterize each of the methods.

Express diagnostics of the socio-psychological climate in the team (O.S. Mikhalyuk, A.Yu. Shalyto)

The technique was developed by O.S. Mikhalyuk and A.Yu. Shalyto at the Department of Social Psychology of the Faculty of Psychology of St. Petersburg. University.

The technique allows to identify the emotional, behavioral and cognitive components of relationships in the team. As an essential feature of the emotional component, the criterion of attractiveness is considered - at the level of concepts like - dislike , pleasant - not pleasant . When designing questions aimed at measuring the behavioral component, the following criterion was observed: desire - not desire to work, study together . The main criterion of the cognitive component is the variable knowledge - not knowing the characteristics of the members of the team.

Experience shows that ongoing research on the psychological climate, as a rule, has two goals:

If to solve the second group of tasks it is necessary to create a special methodology in each case, then in the first case, as practice shows, there is a need to make periodic “cuts” in order to diagnose the state of the psychological climate in the team, to trace the effectiveness of certain measures and their impact on the psychological climate, etc. Such measurements can be useful, for example, when studying the adaptation of new employees, attitudes to work, staff turnover dynamics, management effectiveness, and performance productivity.

The technique allows to identify the emotional, behavioral and cognitive components of relationships in the team.

As an essential feature of the emotional component, the criterion of attractiveness is considered at the level of the concepts "like - dislike", "pleasant - unpleasant".

When constructing questions aimed at measuring the behavioral component, the criterion "desire - unwillingness to work in this team", "desire - unwillingness to communicate with members of the team in the field of leisure" was maintained.

The main criterion of the cognitive component is the variable "knowledge - ignorance of the characteristics of the members of the team."

Sociometry

The sociometric technique developed by J. Moreno is used to diagnose interpersonal and intergroup relations in order to change, improve and improve them. With the help of sociometry, it is possible to study the typology of people's social behavior in the conditions of group activity, to judge the socio-psychological compatibility of members of specific groups.

The goal is to determine the socio-psychological climate in the team; the degree of cohesion - the disunity of the group, the presence of "leaders" and "rejected". Thus, sociometry will reveal the structure of the group, who is in what role.

The reliability of the procedure depends, first of all, on the correct selection of sociometric criteria, which is dictated by the research program and preliminary acquaintance with the specifics of the group.

Based on the goals and objectives of the study and taking into account the main features of a favorable psychological climate in the group, we identify the following selection criteria:

Name the most pleasant member of the group for you;

Name the worst member of the group for you.

Number of Choices: Group members are asked to answer questions that reveal their likes and dislikes. Instruction: “Write on pieces of paper under number 1 the name of the group member you would choose first of all, under number 2 - who would you choose if there was no first, under number 3 - who would you choose if there was no first and second."

However, sociometric analysis can only give the most general description this communication network. And it cannot be used to determine the motives of certain elections of some members of the group by others. In this regard, it is necessary to identify the motivational core of choice in interpersonal relationships. The motivational core here is understood as a system of motives that forms psychological basis individual preference shown by individuals in a sociometric study.

1.4 Conclusion

With the course of modern scientific, technological and social progress, with its contradictory, social and socio-psychological trends and consequences, many acute problems of the socio-psychological climate of the team are inextricably linked.

However, climate is not only a problem of today's socio-psychological complexities of social and scientific and technological progress, but at the same time a problem of solving tomorrow's promising tasks related to modeling new, more perfect than before, human relations and human communities.

The formation of a favorable socio-psychological climate for the labor collective is one of the most important conditions for the struggle for the growth of labor productivity and the quality of products.

The socio-psychological climate can be considered as a polyfunctional indicator.

the level of psychological involvement of a person in activities;

measures of the psychological effectiveness of this activity;

the level of the mental potential of the individual and the team, not only realizable, but also hidden, untapped reserves and opportunities;

the scale and depth of the barriers that lie in the way of the realization of the psychological reserves of the team;

those shifts that occur in the structure of the mental potential of the individual in the team.

CHAPTER 2 METHODS AND TECHNIQUES FOR STUDYING SOCIO-PSYCHOLOGICAL CLIMATE IN A COLLECTIVE

2.1 Methodology for studying the socio-psychological climate

social psychological climate team

Experience shows that ongoing research on the psychological climate, as a rule, has two goals:

) confirmation of the hypothesis about the relationship between the characteristics of the psychological climate in groups and the patterns of a number of processes in them, i.e. assumptions that production, social or socio-psychological processes proceed differently in teams with different psychological climates;

If to solve the second group of tasks it is necessary to create a special methodology in each case, then in the first case, as practice shows, there is a need to make periodic “cuts” in order to diagnose the state of the psychological climate in the team, to trace the effectiveness of certain measures and their impact on the psychological climate, etc. Such measurements can be useful, for example, in studying the adaptation of new employees, attitudes towards work, management effectiveness, and performance.

The cognitive component of group identification consists in a person's awareness of belonging to a group and is achieved by comparing his group with other groups according to a number of significant features. Thus, group identity is based on cognitive processes of cognition (categorization) of the surrounding social world;

the emotional component of group identity is inextricably linked with the cognitive component. The emotional side of identity consists in experiencing one's belonging to a group in the form of various feelings - love or hate, pride or shame;

the behavioral component manifests itself when a person begins to react to other people from the positions of his group membership, and not from the positions of an individual from the moment when the differences between his own and other groups become noticeable and significant for him.

2.2 Findings of the study

We conducted a psychodiagnostic study of a group of students studying in the specialty "psychology" at the ISU. 8 people took part in the survey according to the method Express method on the study of the socio-psychological climate in the team (O.S. Mikhalyuk and A.Yu. Shalyto)

Research protocol according to the methodology Express method on the study of the socio-psychological climate in the team (O.S. Mikhalyuk and A.Yu. Shalyto) The results of the diagnosis of the subjects are presented in table 1.

No. Code Emotional Component Behavioral Component Cognitive Component

The results of the study of the socio-psychological climate in the team. (Table 2)

Components Calculation of the percentage of the response of the subject. Number of people. emotional component 18% 3 people behavioral component 27% 3 people cognitive component 55% 2 people

The coincidence of friendly and business interests is characteristic, people who are directly involved in one business together also mark each other as partners in communication and pastime.

2.3 Conclusion

Relationships in the team, its cohesion largely depend on what the members of the team themselves are, what are their personal qualities and the culture of communication, manifested in the degree of emotional warmth, sympathy or antipathy.

The predominance of certain personal qualities among the members of the team affects the relationships that develop within the team, the nature of its mental attitude, gives it a certain feature that can contribute to or hinder its cohesion. Negative traits of character, such as resentment, envy, and morbid self-esteem, hinder the unity of the team especially strongly. According to the results of the study, the team has high performance in all three components.

There were no interpersonal conflicts in the team, the atmosphere is quite favorable. The team acts as one team, but does not have the highest indicators of cohesion.

The emotional component accounts for 1/2 (18%) of the three components, while the cognitive component accounts for 1/6 (55%) and the behavioral component 1/3 (27%).

CONCLUSION

This study was devoted to an urgent problem: the study of the labor collective and the socio-psychological climate in the team. The theoretical analysis of the problem under study allowed us to draw the following conclusions on everything studied in term paper material:

In the first chapter, we examined the object of our study - the labor collective. It was revealed that the labor collective is a small group of people united by a common goal in communication and joint activities, in direct contact with each other.

The socio-psychological climate is the psychological mood in a group, which reflects the nature of relationships between people, the prevailing tone of public mood, the level of management, the conditions and characteristics of work and leisure in this team.

Was held pilot study, which included the diagnosis of the socio-psychological climate of the team in terms of the emotional, cognitive and behavioral components.

So, in this team there is a fairly high level of group development, its members basically act together, are satisfied with belonging to this team, which indicates a prosperous socio-psychological climate.

All the supposed facts on the consideration of the problem under study were established in the course of the analytical study, the research tasks were completed, the given hypothesis was confirmed.

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APPENDIX No. 1

Questions for express diagnostics of the socio-psychological climate of the group

Suggested questions. Which of the following statements do you agree with the most?

Most of our team members are good, likeable people.

There are all sorts of people in our team.

Most of the members of our team are unpleasant people. Do you think it would be good if the members of your team lived close to each other?

Of course not.

More likely no than yes.

I don't know, didn't think about it.

Rather yes than no.

Yes, of course .. Do you think you could give a fairly complete description

A. Business qualities of the majority of team members?

Perhaps yes.

I think no.

B. Personal qualities of the majority of the team members.

Perhaps yes.

I don't know, I didn't think about it.

I think no.

No.. A scale from 1 to 9 is presented, where the number 1 characterizes the team that you really like, and the number 9 - the team that you really dislike. In what figure will you place your team.

2 3 4 5 6 7 8 9. If you had the opportunity to spend the holidays with members of your team, how would you react to this?

That would suit me just fine.

I don't know, I didn't think about it.

This would not suit me at all .. Could you say with sufficient confidence about the majority of the members of your team with whom they willingly communicate on business issues.

The main methods that can be used to diagnose certain indicators of the socio-psychological climate are divided into three groups:

1. Methods aimed at obtaining information about the "external" indicators of the socio-psychological climate.

2. Methods that provide information on "internal" climate indicators.

3. Methods that indirectly, through quantitative (statistical) indicators, fall information about the socio-psychological climate.

The first group includes:

- observation, aimed at clarifying the features of communication (frequency, direction, modality);

- experiment, which provides a study of the features of the interactive and per-ceptive function of communication, joint activity (“arch” by L.I. Umansky, “dummy group” by S. Lipa, etc.), and which can be combined with observation.

The second group includes:

- interview, for which you can find out the subjective assessment of each employee of the socio-psychological climate in the organization;

- questioning team members about their attitude to the main parameters that make up the socio-psychological climate (the degree of satisfaction with the content of work, its conditions, relationships with colleagues, relationships with leaders, etc.);

- sociometry, aimed at determining the internal component of interpersonal interaction in the organization's team, the structure of interpersonal interaction, emotional, cognitive qualities of interaction;

- referentometry, aimed at identifying reference groups (groups, microgroups, individuals), assessing the significance of this team for each employee);

Techniques aimed at detection degree of conflict in a collective;

Methods aimed at determining the level situational and specialanxiety and etc.

The third group consists of:

- document analysis, for which you can have indirect information about the level of the socio-psychological climate (staff turnover, frequency of conflicts, the number of violations of discipline by employees, etc.);

- analysis of products of activity, which makes it possible, through the analysis of the content and quality of the products of activity, to explore the motivation of employees, their attitude to work as indirect indicators of climate;

- expert review climate from the leadership of the organization. The contents of several methods are discussed in detail below. second group, which can

be used by organizational psychologists to solve specific problems of studying the socio-psychological climate in an organization:

1. Questionnaire for studying the socio-psychological climate in the teaching staff - makes it possible to identify the structural components of the socio-psychological climate in educational organizations and the factors affecting it (details are given in subsection 7.1). In addition, using the questionnaire, you can analyze the proposals of team members to optimize the socio-psychological climate.

2. Questionnaire "Analysis and assessment of the socio-psychological climate in the team" - makes it possible to identify the level of favorable socio-psychological climate in the team, as well as to find out the "vision" of the team members of "real" and "ideal" climate indicators.

3. The methodology for studying the leadership style in the teaching staff is focused on studying the features of the leader's leadership style educational organization as one of the leading factors influencing the formation of the socio-psychological climate.

Methodology and. Questionnaire for the study of the socio-psychological climate in the teaching staff (Kolominsky N.L. Psychology of pedagogical management - K .: MAUP, 1996. - C 165-173.)

Dear survey participant!

You already know that a favorable microclimate in the teaching staff plays an important role in raising the level of school work. In order to determine ways to improve it in the schools of our district (city), the stage of affairs is studied and analyzed, on which the nature of the relationship between teachers and management, teachers among themselves, teachers and school support staff depends.

We ask you to take part in this study and provide objective information, in particular, specifically answer all the questions below.

Please read the content of each question of the questionnaire and underline those possible answers that coincide with your opinion, or add if there are none among the proposed answers.

Thank you in advance for participating in the survey and for your sincere, objective answers!

Questionnaire text

/. Are you satisfied with the content of your work?

a) yes, completely;

b) rather "yes" than "pi";

c) rather "pi" than "yes";

d) no, not at all satisfied (a);

e) find it difficult to answer.

2. If “yes”, what in your activity contributes to satisfaction? (Multiple answers can be selected).

a) the opportunity to communicate with children, to influence the development of personality;

b) the opportunity to communicate with pleasant people (colleagues);

c) the opportunity to teach, learn from the subject that I like;

d) awareness of the socially useful pedagogical work;

e) the prestige of the teacher;

there is an opportunity to realize their creative potential;

there is an opportunity to regulate and subordinate the behavior of students to their will;

g) satisfactory salary;

c) the opportunity to show their humanism in relation to children;

i) other (fill in) __________________________________________________________

3. If “no”, what in your activity prevents you from feeling satisfaction from your work? (Multiple answers can be selected).

a) difficulties, troubles in communicating with children;

b) relations with colleagues did not work out;

c) unsatisfactory relations with school leaders (principal, deputy directors);

d) I don't like the subject I teach;

e) insufficient prestige of the teacher;

c) methodological difficulties associated with the need to overcome academic failure,

backlog of students;

there are children to annoy me;

g) insufficient opportunities to realize their own creative potential;

c) does not satisfy wages;

i) other (fill in) _____________________________________________________________

4. Are you satisfied with the working conditions at this school (distance of the school from home, availability of premises, equipment of the office, availability of a canteen for teachers, etc.)?

a) yes, completely;

b) rather "yes" than "pi";

c) rather "pi" than "yes";

d) not satisfied at all;

e) find it difficult to answer.

5. If “no”, what exactly prevents you from being satisfied (oh)? (Multiple answers can be selected).

a) I spend a lot of time getting to school;

b) there are no necessary TKN, visual aids in the office;

c) there are no didactic materials, laboratory equipment, reagents;

d) the equipment of the office does not meet the methodological and sanitary and hygienic requirements;

e) the school is designed unaesthetically;

6. Are you satisfied with your relationships with colleagues?

a) yes, completely;

b) more “yes” than “no”;

c) rather "pi" than "yes";

d) completely pi;

e) find it difficult to answer.

7. If “yes”, what exactly contributes to this? (Multiple answers can be selected).

a) mutual respect;

b) humane treatment of you;

c) colleagues rejoice at your successes, your failures upset them;

d) when you are criticized, they do not try to humiliate you, but to help (eliminate shortcomings);

e) colleagues help your creative growth;

f) other (fill in) _____________________________________________________________

8. If “no”, what is the reason for your dissatisfaction? (Multiple answers can be selected).

a) disrespect for you as a person;

b) inhumane attitude;

c) they envy your successes, rejoice at failures;

d) when they criticize, try to offend, humiliate;

e) colleagues interfere with your creative growth; yes) find it difficult to answer;

f) other (fill in) _____________________________________________________________

9 - Are you satisfied with your relationship with your students?

a) yes, completely;

b) more “yes” than “no”;

c) rather "no" than "yes"; -

d) pi, do not satisfy at all;

e) find it difficult to answer.

10. If you are satisfied with your relationship with students, what contributes to this? (Multiple answers can be selected).

a) showing respect on your part for their personality;

b) an attempt not to deceive children, to adhere to this word;

her) an attempt to see only the positive in their personality, training, behavior, fairly frequent encouragement;

d) fair assessment of children's education;

e) the desire to study and share the interests of students; c) always trying to help;

f) other (fill in) _____________________________________________________________

//. If "no", then why? (Multiple answers can be selected).

a) mutual understanding;

b) unwillingness of students to follow the instructions, advice of the teacher;

c) students' lack of interest in learning;

d) bad manners of children;

e) Children annoy you, get nervous;

c) other (fill in) _____________________________________________________________

12. Are you satisfied with the attitude of the school director towards you?

b) more “yes” than “no”;

c) rather "pi" than "yes";

e) find it difficult to answer.

13 - If "no", what exactly satisfies you in relation to the director? (Multiple answers can be selected).

a) succeeded only in coercion of administration;

c) incompetent, reveals ignorance of a certain matter when you have to analyze and evaluate your work;

d) demanding only to others, but not to himself;

f) other (fill in) ________________________________

14. If you are satisfied with the attitude of the director, then please bend, what exactly in his personality and leadership style contributes to this. (Multiple answers can be selected).

a) objectively evaluates your work, does not disregard its positive features;

c) provides methodological assistance;

i) encourages your creative ideas;

c) other (fill in)_

15. Are you satisfied with the attitude of the Deputy Director for Educational Work towards you?

b) more “yes” than “no”;

c) rather "no" than "yes";

d) pi, not at all satisfied (a);

e) find it difficult to answer.

16 . If “no”, what exactly negatively affects your mood? (Multiple answers can be selected).

a) succeed only in coercion, administration;

b) tactless, rude in dealing with you;

c) incompetent, reveals ignorance of the matter when you have to analyze and evaluate your work;

i) demanding only to others, but not to himself;

e) cannot provide methodological assistance;

e) does not encourage creative search;

e) other (add)_

17. If you are satisfied with the attitude of the deputy director towards you, then please indicate what exactly in his personality and leadership style contributes to this? (Multiple answers can be selected).

a) objectively evaluates your work, does not leave out of the ear its positive features;

b) tactful, polite in communication;

c) competent, falls methodological assistance;

d) encourages your creative ideas;

e) by personal example attracts others to improve the work;

e) other (add)_

18. Do you think that your activities and behavior contribute to the establishment of a healthy socio-psychological climate in the team?

a) yes, I think

b) more “yes” than “no”;

c) rather "pi" than "yes";

d) no, I don’t count the hook at all;

e) find it difficult to answer.

19. If yes, thenWhat features of your personality and activities contribute to postures of magnificent mood in the teaching staff? (Multiple answers can be selected).

a) benevolent, polite in relations with colleagues;

b) disciplined and thorough in relation to leaders;

a) respect the personality of students, try to be fair to disasters;

d) creative approach to work;

e) take an active part in social work;

e) I do not build myself better than anyone;

e) other (add)_

20. If not", then what features of your personality and activities prevent the establishment of a positive mood in the teaching staff? (Multiple answers can be selected).

a) I am quick-tempered, then I can afford to be rude to colleagues, leaders;

b) sometimes I can be late for work or fail to fulfill the instructions of the administration on time;

c) I can not stand the remarks of the administration;

d) not restrained in relations with students;

e) do not participate in social work or are very dissatisfied when I am entrusted with something;

e) I consider myself better than others and make it clear;

c) other (fill in)_

21. Do conflicts happen in your team?

c) hard to say.

22. If they do, at what interval?

c) does not happen.

23. What do you think causes conflicts? (Pick up the numbers 1, 2,3, 4, 5... - according to the importance of the options.)

a) with an incorrect assessment of the teacher’s activities”;

b) in violation of the norms of behavior, labor discipline;

in) from psychological incompatibility of individual teachers;

d) with the wrong leadership style;

e) from low level of team cohesion;

e) other (add)_

24. Do conflicts in your team affect the quality of the educational process?

a) yes, they have a negative effect;

b) more “yes” than “no”;

c) rather "no" than "yes";

d) yes, they have a positive effect;

e) find it difficult to answer.

25. Do you have a real opportunity at teachers' councils, meetings, etc. to express your critical remarks on the issues that are being discussed?

a) yes, I always have the opportunity and perform from speeches or sentences;

b) yes, but not always;

c) sometimes I have a hook opportunity and use it;

d) I never have the opportunity to express my opinion, because I avoid trouble from the administration;

e) find it difficult to answer.

26. How do they treat your suggestions, opinions? (Multiple answers can be selected).

a) are carefully discussed and always taken into account or taken into account;

b) take into account, but often do not take;

c) they listen, but do not take into account the proposals, because the decision has already been made, and no changes are allowed;

d) do not listen, interrupt the speech, threaten;

e) find it difficult to answer;

e) other (add)_

27. If your thoughts are not taken into account at all or the performance is interrupted, how do you feel about this? (Multiple answers can be selected).

a) I teach images in letters to higher authorities;

b) I feel anxiety, I think that this is unfair, which I openly declare to the administration or representatives of public organizations;

c) I feel anxiety, but I do not openly express my images, I decide not to take a speech anymore;

d) at first I worry, and then I settle and work, as before;

e) find it difficult to answer;

e) other (add)_

28. Would you like to move to another job?

a) no, I don't want to

b) rather, I do not want;

c) rather, I want;

d) yes, I want to transfer and look for another job; a) find it difficult to answer.

29. If you want to find another job, will it be within the education system?

№. If you want to move to another job, please state the reasons.(You can select multiple answers.)

a) dissatisfaction with the specialty;

b) dissatisfaction with the conditions of prana (far from home, the school is cramped, a bad room, there is no necessary equipment, appliances, etc.);

c) dissatisfaction with the amount of wages;

d) monotony of work;

e) lack of independence;

f) the work performed does not meet qualifications;

yes) did not have a relationship with the head (underline the necessary director, deputy director for educational work, etc.);

g) unfavorable relations with colleagues;

c) wrong team management style; i) there are no conditions for creative growth;

i) there are no conditions for career advancement;

i) there are no prospects for improving housing conditions;

j) other (fill in) _____

Attention! The following questions are addressed only to the heads of the educational organization (director and his deputies).

31. To what extent are the qualities listed below typical of the team you lead?

(You must answer for each line using the “+” mark in the corresponding cell).

Qualities	Fully	To a certain degree	To a small extent	Doesn't appear at all
a) Labor and social activity of team members
6) Creative attitude to business, the desire to improve the quality of the educational process
c) Comradely mutual assistance, clarity, certainty in relations between members of the team
d) Value-oriented unity, important for all public opinion
Other qualities (please specify)

32. Please indicate your proposals for optimizing (improving) the climate in your teaching staff ________________________________

Please also provide the following information about yourself:

33. Your gender:

34. Your age:

i) 60 or more.

35 - Your work experience by profession:

a) up to 3 years;

b) from 3 to 5 years;

c) from 5 to 10 years;

d) from 10 to 15 years;

e) total experience _________;

have) work experience in this school_________

yes) work experience in this settlement ________

36. What is your education:

a) average;

b) higher;

c) higher;

d) higher.

The questions of the questionnaire were developed taking into account the need to obtain the opinions of the employees of the educational organization regarding the indicators of the socio-psychological climate and the factors that affect its formation, which were mentioned above.

All questions of the questionnaire can be conditionally divided into certain content-semantic groups that manifest:

1-3 question - the level of satisfaction with the content of work;

4 about 5 question - the level of satisfaction with working conditions, life;

6-8 question - the level of satisfaction with relations with colleagues;

9th question - the level of satisfaction with relations with students;

12-14 question - the level of satisfaction with the relationship with the head of the educational institution, assessment of his leadership style and personal qualities;

15-17 question - the level of satisfaction with the relationship with the deputy head of the educational institution, assessment of his leadership style and personal qualities;

18-20 question - self-assessment of the employee on his contribution to the formation of a favorable climate for the team;

21-24 questions - opinions on conflicts in the team;

about 25 27 questions - indirect information about the level of democratization and humanization of leadership, publicity in the team, as well as the level of satisfaction of the needs of employees in self-respect, self-expression;

28-30 question - the level of satisfaction of employees in general with this team; potential and actual staff turnover; control information about satisfaction with specific components of the moral and psychological climate;

31 questions - a general assessment by the head of the climate and the general direction of the team.

32 questions - suggestions of respondents on the development of ways to optimize (improve) the climate in this team;

33-36 - information about the demographic and professional characteristics of the respondents.

The quantity and qualitative analysis of the data obtained through the questionnaire will make it possible to create psychological portrait of the socio-psychological climate in the teaching staff.

Method 2. Analysis and assessment of the socio-psychological climate in the team

(Karamushka L.M. Management Psychology: Textbook. - K .: Millennium, 2003. - C 292-294.)

Instructions for study participants:

The following are some of the characteristics of work in the life of the labor collective. When filling out the table, on each scale, which determines the degree of a particular characteristic, make your notes:

Mark "X" indicate to what extent this characteristic is inherent in your team today;

Mark "0" indicate the place of the characteristic, which, in your opinion, should occupy in the work and in the life of the team.

	The ability within your team to choose the direction of their activities, the content of the work
	Possibility to set the order of work within a certain period of time, choose the method and time of their implementation
	The ability to select those employees with whom you would like to do this or that work
	The possibility of changing the direction of work, type of activity
	Satisfaction with relationships with work colleagues
	Satisfaction with the relationship with the manager
	Opportunity to show your business skills
	Recognition and approval by colleagues at work of your merits and achievements
	Recognition and approval by colleagues at work of your personal qualities
	Recognition and approval by the head of your personal qualities
	Obtaining clear unambiguous tasks
	Certainty, clarity in relations with the leader
	Degree nervous tension work-related
	The degree of nervous tension associated with work colleagues
	The degree of nervous tension associated with the leader

Processing and interpretation of results:

To interpret the results of the study, it is necessary to calculate the arithmetic mean for each indicator (for "X" and "O") and find their ratio using the formula:

X / M=0

The closer the M value is to 1, the more favorable the microclimate in the team. The experience of using this technique indicates that it makes it possible to diagnose the following indicators:

1. a general assessment of the socio-psychological climate in the team (the level of its favorableness);

2. assessment of the "real" and "ideal" socio-psychological climate (orientation of team members to "real" and "ideal" climate indicators);

3. features of the two main components of the socio-psychological climate: a) orientation towards the cause; b) people orientation.

The following questions were used to diagnose the orientation of the team members to the cause: 1, 2, 3, 4, 7, 11, 13. To diagnose the orientation of the team members to people, the question was used: 5, 6, 8, 9, 10, 12, 14, 15 (The indicated indicators were introduced additionally)

Method 3. Method for studying the leadership style in the teaching staff

(Kolomiysky N.L. Psychology of pedagogical management - K .: MAUP, 1996. - C 165-173.)

Instructions for survey participants:

To answer this question, you should put a "+" in one of the five columns of the table against each of the above judgments.

Judgments about the features of the leadership style of the school principal	Completely matches	Matches rather than doesn't match	Hard to say	Doesn't match rather than match.	Doesn't match at all
Our School Principal:
self-demanding
Demanding on teachers
Makes effective proposals for improving the work of the teaching staff
Before demanding, clearly explains what needs to be done and in what time frame
Leading the work of the school, consults with teachers, uses their experience and knowledge

	Knows well the work of each teacher, his successes, failures
	If he feels that he gave the wrong order, he does not deny, but corrects the mistake
	Friendly, sociable to all teachers
	When it is necessary to “pull up” someone, skillfully relies on the help of the team
	Is respected in the team
	The teacher notices first of all everything positive
	Tactful, does not degrade the dignity of the teacher
	Forgives old grievances, not malice "yielding
	Warmly and sincerely treats teachers, worries about their interests
	Shows an example to others of pedagogical skill
	Persistently seeks to fulfill all requirements and decisions
	Help the teacher with business advice and guidance
	Can speak brilliantly and persuasively in front of teachers
	Promotes and implements in the team the achievements of pedagogical science and best practices, creates an atmosphere of creative search
	Delves deeply into school life
	Listens to criticisms and suggestions from teachers
	Able to find a common language with students, organize them
	Proactive and enterprising at work
	Worries that his demands and orders are approved by the team
	Carefully treats the work and time of the teacher

	Objective to everyone without exception, does not have those whom he loves or pursues.
	Seasoned, rashly does not reproach the teacher
	Decisive, confident
	Contributes to the prevention of conflicts, team building
	First of all, he cares not about percentages, not about exemplary well-being, but about the high quality of education at school, education
	Works with full force
	It does not impose the same methods of work on the entire team, but allows teachers to develop an individual style in teaching and upbringing
	Easy to communicate with the teacher, not arrogant

Processing and interpretation of results:

To interpret the results of the study, it is necessary to summarize the scores obtained, bearing in mind the following values:

Completely matches: +2 points;

Rather the same: + 1 point;

Difficult to say: 0 points;

Rather does not match: -1 point;

Does not match at all: -2 points.

The closer the resulting number is to the ideal (66 gods), the more positively the subordinates evaluate the leadership style of the school principal.

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