How to form a cohesive team. Training manual: Formation of team cohesion

The basic rules of individual and group behavior are set by the organization itself, establishing the range of responsibilities, corresponding rights and powers, the level of responsibility, and standards of business communication.

Any organization is a combination of different professional groups. Employees of the organization are included in a certain system of interpersonal relations within groups.

A group can act as a managerial, managed or self-governing structure with varying degrees of cohesion of its members - from an unorganized crowd to a single team.

To be considered a collective, the group must satisfy the following criteria:: the presence of a common goal among all its members, psychological recognition by group members of each other, identification of oneself with the group. In addition, a sign of a team can also be considered the presence of a certain culture, expressed in common values, symbols, norms and rules of behavior in the team, joining or leaving it, requirements for the physical and moral appearance of its members.

By influencing people's behavior, the team largely contributes to its change, since, by participating in collective actions, each person must adapt to the requirements of the group, group norms.

A team that is united, but not disposed to constructive behavior, can have a destructive influence on the individual and force him to engage in antisocial behavior.

In turn, the person also tries to influence the team, to make it more “convenient” for himself. The effectiveness of such influence depends on the strength of both parties. A strong personality can subjugate a team, incl. and as a result of a conflict with him, the weak one, on the contrary, submits herself, dissolves in him, and in return the team takes care of her well-being.

The ideal situation from a management point of view is located somewhere in the middle and is characterized by trusting partnerships between the work collective and its participants, who do not renounce their own positions, but respect common goals and needs.

Each group (team) is as individual as each employee. Knowledge of the characteristics of a specific group in an organization (both formal and informal) is necessary to justify specific methods of influencing it. Thus, a team that was formed a long time ago, has a long history of formation and development, despite the fact that the composition is only relatively stable, has fairly stable traditions. Accordingly, to manage the behavior of people in a given team, it is necessary to identify traditions, established views of the main part of the team, analyze them, decide whether they should be supported and developed or whether they should be fought. In this case, it is necessary to find out in what period of the functioning of the collective they were formed: if they were established in a historical period that was unfavorable for the collective, they may be more persistent than traditions established in a historical period of a different nature.

A team with a short historical path (recently created as a new organizational link in the structure, merged with another team - completely or partially reorganized, etc.) usually presents a rather complex and motley picture, since employees who came from other teams are carriers of their traditions, foundations, behavioral norms and standards. In this case, you should familiarize yourself with all the traditions and habits introduced into the new team: some should be supported and developed, others should be consigned to oblivion and, perhaps, start creating new ones that unite the team.

Relationships within the team and the team with the leader can be differently emotionally colored depending on the indicated attribute. It is a well-known fact that women are more emotional than men, therefore communication with a female team (entirely or mainly) or its individual representative requires the leader to be more emotionally charged in his public appearances (meetings, meetings, etc.), as well as personal conversations. However, it is possible to extract positive aspects from the emotionality of women: due to this very quality, women will respond faster than their colleagues of the other sex to a fairly emotionally expressed, confidential request from a manager to do additional work or help someone.

Teams mixed by gender are usually more productive and have less conflict: the reason for this is the desire of representatives of both sexes to look more advantageous in the eyes of the other sex.

The age characteristics of the team also influence the effectiveness of the actions taken by the leader and his relationships with subordinates. Each age group that is part of the team has certain differences (for example, with age, a person’s motivational sphere changes, experience accumulates, skills and abilities are formed, and at the same time, stereotypes that reduce the speed of mastering new knowledge and skills determine a negative attitude to innovations, etc.).

Features of interpersonal relationships, conflict situations, the relationship of social roles and other characteristics of the team, and therefore the features of the impact on it, largely depend on the scope of its activity (production, scientific research, trade, etc.).

As an organization develops, there is a need to change the behavior of staff. An organization and its leadership can actively influence the modification of human behavior. The means of influence used for this purpose should be selected depending on the situation in which the person is, taking into account the whole variety of factors influencing his behavior, primarily taking into account the needs and motives of the activity, creating conditions for the person, relying on his own experience, independently adapted to the changing organizational environment.

Behavior modification is possible not only through influencing a specific individual, but also through changing the employee’s external environment, as well as through the use of a combined influence on the individual and the external environment (effective management of groups of people, changing the attitudes of interpersonal relationships, etc.).

A close-knit team is distinguished primarily by the following qualities: the commonality of feelings and desires of its members; the desire to be together, to work together; the presence of group-wide norms, values ​​and overall positive goals; the ability to have an educational influence on team members, coherence in any environment, a sense of mutual responsibility and mutual assistance.

Hence, manager's task is not so much to staff the production team with the required number of people, but to ensure that it becomes an essentially united team, capable of solving high problems today. It should be borne in mind that a team is not just a collection of different people with their own individual abilities. Each team develops its own norms, attitudes, values, traditions, therefore team management - a special and more complex task than managing each subordinate individually.

SUBJECT. Leadership and effectiveness of organizational processes

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http:// www. allbest. ru/

Ministry of Education and Science of the Russian Federation

FSBEI HPE "Nizhnevartovsk State University"

Faculty of Pedagogy and Psychology

Department of General and Social Pedagogy

Course work

in the discipline "Pedagogy"

FORMATION OF A COLLECTED CHILDREN'S TEAM

Executor:

Shcherbinina S. P.

Scientific adviser:

Kiskaev I. A.

Nizhnevartovsk 2014

Introduction

1. Theoretical foundations for the formation of a cohesive team of junior schoolchildren

1.1 Studying the experience of domestic teachers

1.2 The concept of “team” and its stages of development

2. Pedagogical conditions for the formation of a cohesive team of junior schoolchildren

2.1 Pedagogical conditions

2.2 From experience in a children's camp

Conclusion

Literature

Application

Introduction

The constant socio-economic changes taking place in the Russian Federation force us to think about the future every day. Just like the economy, the concept of modern education does not stand still. At the moment, the main idea of ​​primary education is the comprehensive education and development of the child. The main approach to raising such a personality is an individual-personal approach. But meanwhile, the education of a fully developed personality cannot be achieved without education in a team. The process of development of the child’s personality and the team in which he is located are closely related to each other. The development of the individual directly depends on the development of the team and the structure of the relationships that have developed within it. On the other hand, the activity of children, the physical and mental development of each child determines the level of development of the team as a whole. The more active and friendly the team members are, the brighter the collective relationships. In such an environment, the child uses his individual capabilities more fully. Thus, it is possible to draw a logical connection between the upbringing of one child as an individual and the team as a whole - these two concepts are compatible, without which the comprehensive upbringing and development of the child’s personality will be incomplete.

From all the variety of tasks for forming a cohesive children's team, we can single out the most long-term ones, which are the core ones:

1) Nurturing conscious discipline and culture in children, without which any successful educational work is unthinkable;

2) Organization of diverse socially useful, creative activities of students aimed at the comprehensive development of each emerging personality;

3) Formation of civic and organizational qualities of children, development of their independence and initiative, individual inclinations and interests.

These tasks are of paramount importance and form the basis of the work of an elementary school teacher with the children's team and the personality of the individual student.

When researching this topic, there is a problem that arises due to fundamental differences in the opinions of teachers regarding the concept and structure of a children's team and the definition of the necessary set of pedagogical conditions for the formation of a cohesive children's team.

Purpose of the study: to determine the pedagogical conditions for the formation of a cohesive children's team.

Tasks:

1. Study the theoretical aspects of the process of forming a cohesive team of junior schoolchildren.

2. Define the concept of “team” and the stages of its development.

3. Identify forms and methods of forming a cohesive children's team

4. Test various forms and methods of forming a children's team in work with primary schoolchildren.

Object of study: educational work with a group of junior schoolchildren.

Subject of study: pedagogical conditions for the formation of a cohesive children's team.

Hypothesis: the assumption that the process of uniting a children's team is more effective when the following conditions are created:

1) variety of forms and methods;

2) a combination of methods for forming an idea of ​​the team with methods for developing collectivism skills;

3) interaction between the teacher and the family on the use of various forms and methods of forming a team of junior schoolchildren.

4) Organization of purposeful joint work of children.

Research methods:

1) theoretical analysis on the research problem;

2) observation;

3) conversations;

4) analysis of documentation;

5) survey;

6) analysis of the products of children’s joint activities.

1. Theoretical foundations for the formation of a cohesive team of junior schoolchildren

1.1 Studying the experience of domestic teachers

The problem of forming a cohesive children's team is not the first day. Many teachers and psychologists of the USSR worked on it. The need to form collectivism among students in the context of targeted educational work was widely studied by A.S. Makarenko, A.V. Petrovsky, L.I. Novikov, A.T. Kurakin, S.T. Shatsky, N.K. Krupskaya, A.V. Lunacharsky.

The Russian Pedagogical Encyclopedia gives the following definition: “Collective (from Lat. collectivus- collective) - a social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication.”

A.V. Lunacharsky considered the main goal of education to be the development of a comprehensive personality who can live in harmony with others and knows how to cooperate. He noted that on the basis of a team, personality traits can be most fully developed. When nurturing individuality in a team, it is necessary to ensure the unity of personal and social orientation.

A.S. Makarenko in his works gave the following definition: “A team is a purposeful complex of organized individuals who have governing bodies.”

According to A.V. Petrovsky, “a team is living and very different people, connected by a complex system of interpersonal relationships, striving for the same goal, but ready to achieve it in different ways.”

A question about the children's group S.T. Shatsky began studying almost at the very beginning of his teaching career. He believed that the main factor that brings together a children's team is varied work, productive work next to adults. S.T. Shatsky believed that in the conditions of agricultural reconstruction, an important point would be the creation of collective farms, on which students would work under the supervision of elders. “We need to talk about such an organization of children’s work,” wrote Shatsky, “which is part of the work of the collective farm, a part that is feasible and accessible to children, but it must be serious. We need child labor that is full of meaning and inspiration” (Archive of the Academy of Pedagogical Sciences of the USSR, f. 1, item 295, l. 114).

Shatsky especially emphasized the need to change types of activities, then properly organized work will be colored with positive emotions. The teacher argued that introducing children to socially useful work would help them join the socialist system as a whole.

N.K. Krupskaya paid special attention to the education of collectivism. One of the most important tasks of the Soviet school, in her opinion, was the education of collectivism, since the October, Pioneer and Komsomol organizations have a common goal - the development of collectivism. Nadezhda Konstantinovna believes that first of all it is necessary to organize the work of children in a team. It is necessary for the child to feel part of something whole. Close communication with friends will help the child get to know himself through getting to know the people around him. In such conditions, the individual traits of each child will develop in the interests of this team. Also N.K. Krupskaya supported the education of an internationalist personality to strengthen national relations. She supported the initiatives of children of different nationalities.

N.K. Krupskaya viewed the team as an environment in which the child develops. attached great importance to organizing children in a team. Krupskaya examined many pressing problems of that time in more detail. These include such as the child’s active position in establishing collectivist relationships; connection between the children's team and the wider social environment; self-government in a children's team and methodological foundations in its organization, etc.

A significant contribution to the theory of the children's team was made by teacher A.S. Makarenko. He developed the basic principles of collective education. The principle of parallel action: educator - collective - individual. The principle of development or movement of a team. The principle of perspective lines. Near target - medium target - far target. The principle of purposefulness. Goals will be realized if desired and ready to reach the end. The principle of integrity of educational activities. The principle of mutual responsibility, as well as the manifestation of a certain tone and style of relationships in the team.

Subsequently V.A. Sukhomlinsky continued to explore the idea of ​​A.S. Makarenko in his works. V.A. based his educational system of creative personality development. Sukhomlinsky put forward the idea of ​​​​directed development of a child's subject position. Rich experience in school helped the teacher develop a system of principles for forming a team: organization of the school team, the leadership role of the teacher, diverse relationships between educators and students, creativity, initiative, harmony of needs and desires, creation and preservation of team traditions and their transfer to the next “generation”, as a cultural property, the responsibility of team members for their behavior and their work.

Modern teachers such as A.T. Kurakin, L.I. Novikov gave this definition to the team. In their opinion, “a team is a community of people based on common interests, and acts as the subject and object of education.” they consider the collective as their own model of society, reflecting the system of human values, the atmosphere, the relationships that are inherent in this particular collective. For a child, it acts, first of all, as a habitat and development of experience, and for society, it acts as a cell, which is a means of achieving the educational tasks facing them.

1.2 The concept of “team” and its stages of development

One of the most prominent representatives of Russian pedagogy involved in the development of the theory of the team is teacher and psychologist A.S. Makarenko. He devoted many articles, essays and works to the above mentioned topic.

He believed that “a collective is a social living organism, which is an organism because it has organs, that it has powers, responsibility, the relationship of parts, interdependence, and if this is not there, then there is no collective, but there is simply a crowd and a gathering.” . .

A.S. Makarenko believed that when children are brought to first grade, they are united by a common goal - to study new sciences, learn to read, write, count, thereby forming a children's team. For a child, it becomes a habitat in which children interact, communicate, play, using personal resources. In such an environment, they try to assert themselves, which subsequently leads to conflicts. But children in the classroom also interact not only with each other, but also with the teaching staff, that is, the teacher. Therefore, Anton Semenovich introduced the concept of “educational team”. This is a united team of teachers and students, united by common work, a common goal, common leisure and joint cultural recreation. In his works A.S. Makarenko formed a holistic concept of the “educational team”, the essence of which is equality, when not only the pupils are subordinate to the teacher, but also the teacher to the pupils. But in order to become a team, a group of students and educators must go through a difficult path of transformation. At this stage A.S. Makarenko identified several stages of team formation: The first stage is initial unity. At this stage, the main link is the teacher, from whom the basic requirements come. He strives to turn the class into a collective, that is, into a socio-psychological community where the relationships of students are determined by common goals, objectives and values. The main task of the first stage of team formation is the development and organization of class assets, that is, each student is assigned a special role. When students come together based on a common goal and activity. This stage is complete if this task is completed.

The second stage is strengthening the influence of the team. At this stage, the activist begins to make demands on group members based on their perceptions of what can benefit or harm society. At such a moment, it is important that the teacher observes these demands, since activists may pursue personal goals and may discriminate against weaker members of the group. But if activists correctly understand the needs of the team, they become faithful assistants to the teacher because, just as a child cannot always make a claim or express a wish to an adult, it is much easier for him to share his thoughts with a peer. This stage is characterized by stabilization of the class structure. Thus, the team acts as an instrument for the purposeful education of certain personality qualities. It is very important that the teacher makes the most of the capabilities of the young team to solve the problems that the teacher sets for himself. At such a moment, the class becomes like one whole, a single organism in which the educational process will be more effective. One of the problems that team members may encounter at this stage is contradictions. Disagreements can arise between a group of children and individual team members, between general and personal perspectives, between generally accepted norms of behavior and the norms that develop in the classroom, between separate groups of children, so there cannot be smooth progress in the team, constant leaps, subsidence and movement forward characteristic of the second stage.

The third and final stage is the dawn of the collective. This stage is characterized by the fact that team members place more demands on themselves than on their comrades. This tells us about the achieved level of education, stability of opinions, views, and manners. If the team reaches this stage, then it forms a full-fledged personality.

There are no clear boundaries from the transition to each stage, but the team cannot stop in its development. Sometimes the process simply slows down at some stage, and for various reasons cannot move forward. But, thanks to the acquired collective experience, the younger student begins to make demands on himself, and fulfilling moral standards becomes an important component for him. He takes over social and personal experience from his peers.

The classification of the levels of development of the team was determined by the domestic teacher and psychologist A.N. Lutoshkin. He identified 5 levels of team cohesion:

1. Sand placer

2. Soft clay

3. Flickering Beacon

4. Scarlet Sail

5. Burning torch

The teacher described the first level “Sand Placer” as a group of people in which everyone is on their own. That is, it is fashionable to call any newly formed group of people that does not have common interests, goals, tasks, and also does not have a common leader, a scattering of sand. Such a group exists formally, without bringing joy and satisfaction to everyone who is part of it.

The next level of development of the team is “soft clay”. The author compares such a team to soft clay because at this stage the first efforts to unite the team are noticeable. Team members do not know each other well enough to work together. There is not enough experience working together yet. The main and key link is the requirements imposed by the teacher. Children at this stage cannot become allies to each other. The guys do not come to each other’s aid on their own initiative; to do this, they need to be pushed. Relationships in the team are different: friendly or conflicting. There are several closed groups that do not interact with each other. In order for the team to successfully move to the next level, the teacher must competently organize the children’s activities and give them a common goal.

The third level is the “flickering beacon”. At this stage, the desire to work together prevails. Team members are interested in ensuring that everyone follows the right path. It is important that a leader emerges now who will pull all the members of the group behind him. But his authority has not yet been justified, so it is quite difficult to find a common language and organize all participants. There is a surge in the activity of individual members of the team, but not for everyone, and not always.

The teacher called the next level “Scarlet Sail”. A.N. Lutoshkin described it as a team in which its participants are on friendly terms. They are interested in each other's affairs, and combine this with mutual demands. The command staff of such a team consists of knowledgeable and reliable organizers and authoritative comrades. In such a group, most members develop a sense of pride in their team. Participants experience all victories and failures together. Although the group is already united, its members may not always admit their mistakes. At this level the principle “one for all, all for one” applies.

The fifth and final level of team development is the “burning torch”. If the team has reached this level, then it can be called cohesive. In such a team, the relationships between its participants are connected by close friendship, responsibility, but not only for themselves, but also for their comrades. In such a group, children unselfishly come to each other's aid and do everything to make it easier for their friends. If some participants lag behind their comrades, then the whole group, led by the leader, helps those lagging behind.

Developed by A.N. Lutoshkin's method allows the teacher to determine the level of class cohesion. The good thing about this technique is that it was developed for children. The essence of diagnosis is this. The class teacher explains to schoolchildren that any team (including their own) goes through a number of stages in its development and invites them to familiarize themselves with figurative descriptions of the various stages of development of teams. Next, the children are asked to determine at what stage of development their own team is. Consequently, the teacher voices all the stages, and the children determine the level of development of their team on a five-point scale, the points of which correspond to each of the presented levels. (Appendix 1) close-knit team like-minded student

Modern teachers consider the collective as a unique model of society, reflecting the relationships that are inherent in it, the atmosphere that is characteristic of it, and the system of human values ​​that is accepted in it. At the same time, the children's team is considered as a model that reflects the relations of today's society and its development trends. For society, the children's team, being its unit, will be a means of achieving educational goals. For a child, it acts, first of all, as a unique environment for him to live and master the experience accumulated by previous generations.

Now teachers are exploring such issues of collective theory as the problem of collective goal setting, group and personal interests, the formation of a social orientation of the individual and the development of the creative individuality of team members, the unity of pedagogical leadership and self-government.

The unity of a children's team can be based on many factors, such as work, communication, cognition, play and many other types of activities, the organization of which should be given special attention.

2. Pedagogical conditions for the formation of a cohesive team of junior schoolchildren

2.1 Pedagogical conditions

It is difficult to call a team a community of people who find it difficult to interact with each other, therefore the main task of the class teacher is to unite students and unite them. First of all, children are united by a common goal, that is, studying at school, but this is also the leading activity of younger schoolchildren. Also, for the successful development of a children's team, certain pedagogical conditions must be met: setting goals (prospects), creating positive traditions in the team, organizing joint activities, creating a class asset.

Team goals, prospects.

In order to unite a young team, you need to give them a common goal. Moving forward is much more interesting and much faster if a common cause beckons. Working towards a common goal should captivate and interest children. The domestic teacher A.S. paid special attention to the choice of goal. Makarenko. He called a practical goal that can captivate and unite students a perspective. The teacher identified three types of perspectives: close, medium and distant. The near future can be called planning things for tomorrow. It should be based on the child’s personal interest. The child must strive to implement it, anticipating the expected pleasure from its implementation. But if the entire team is breathtaking about the upcoming common task, such a close perspective can be called the highest. A near-term perspective can be put forward by a team at any stage of development. An example of a close perspective is an upcoming walk in the park, an excursion to a museum, or a trip to the theater.

The average perspective can be called planning a project that is somewhat delayed in time. It is advisable to put forward an average perspective when the class has already formed an efficient asset who can take the initiative and lead his comrades. Examples of a medium perspective include preparing for a school-wide event, a sports competition,

A distant prospect, according to A.S. Makarenko is a goal that has been significantly pushed back in time. It is the most significant and requires effort in its achievement. It combines social and personal needs. If the leading role in collective activity is given to work, if the class is passionate about working together, if collective work is required to achieve the goal, then education in the long term has a more significant effect.

The teacher must organize the class so that a system of long-term goals permeates the team. If a teacher truly sets long-term goals for students, then at any given time the students will see a bright, exciting goal in front of them. The teacher must choose prospects in such a way that the work ends in real success. Before setting more difficult goals for the team, it is necessary to take into account the experience of its work, the level of development of class organization and social needs. In such conditions, the development of the team and each of its members is significantly accelerated, and the educational process proceeds smoothly and naturally. A constant change of perspectives to more difficult ones is a prerequisite for the progressive movement of the team.

Class asset.

The organization of self-government in a team is one of the most important conditions for its development. The choice of an asset class cannot happen in a young team in one day. A teacher cannot simply give a child certain responsibilities. This requires constant monitoring. The asset must appear “naturally”, neither under the pressure of the teaching staff, nor under the influence of parents. At the same time, self-government in a young team during formation should be subject to the following subsequent steps: dividing a specific case into completed parts and volumes; formation of microgroups according to parts and volumes; selection of those responsible for each area of ​​activity; unification of those responsible into a single self-government body; selection of the main responsible person. Thus, self-government bodies and their number in the school are formed depending on the types of activities in which students and teachers are currently involved.

According to A.S. Makarenko, the main unifying core of the team is the active class. He is the necessary resource that preserves the communication style, tone, and traditions of the children's team. The active group includes students who carry out various assignments of the class and are members of its bodies. The active members of the class are carefully selected and include students who are most popular and respected by their peers. The class teacher, naturally, cannot leave the education of the class activist to chance, therefore constant observation, diagnosis, study of the business and personal qualities of children and their position in the team is one of the most important conditions for the correct choice of activists and preventing the emergence of leaders with a negative social background at the head of the team direction.

If the teacher has structured the work of self-government in such a way that if one of the organs freezes or becomes inactive, the entire process will stop, only in this case will the organization of self-government in the team be relevant, important and productive. The sooner the teacher identifies class activists and organizes the activists, the faster the team will develop.

At the beginning of the school year, the teacher tells the children what requirements activists must meet and helps them get to know each other in common matters. But it happens that the asset chosen by students does not do the job. In this case, additional self-government bodies can be created. In the process of the activities of various self-government bodies, a real initiative asset is created, on which the teacher relies in his work.

In cases where the elected activist is proactive and authoritative, then the method of collective assignments has a great educational effect. The variety of collective activities contributes to the development of initiative and initiative, because each student can find something to do according to his interests and capabilities.

From a pedagogical point of view, it is very important that the work performed is constantly given a collective assessment, which takes into account not only its quality, but also the number of schoolchildren involved in it, their initiative and creativity, and the accuracy of deadlines for completing tasks. The successful work of the team is determined by certain conditions: a clear definition of the functions of the asset, the gradual development of independence, maintaining the authority of the class teacher, his continuity, and frequent re-election. Self-government bodies play a very important role in the process of team formation. Social activity of schoolchildren is inconsistent. It can manifest itself as initiative and independence. When all types are combined, the team produces a truly active member of society.

Traditions.

The team and the teacher spend most of their time at school. But time spent together in an informal setting, outside of school hours, will help children and the teacher get to know each other better as individuals, learn about each other’s tastes, opinions, and thoughts. General class events, nature trips, and various themed holidays help to develop common standards of behavior. They help children, parents and teachers feel each other, worry, and brighten up the monotonous learning process. Pupils have the opportunity to look at the teacher as a person, a parent, a spiritual mentor.

Class-wide and school-wide events are called traditions. A.S. Makarenko divided them into two types: large and small. Big traditions are, as a rule, mass, school-wide events in which students, their parents and the teaching staff of the educational institution are involved. Such events foster a sense of pride and responsibility for your team. They help maintain established routines by developing permanent habits of behavior. Small, everyday traditions do not require much effort or emotional investment. They are supported by a voluntarily accepted agreement, an established order in the classroom. As the team develops, traditions can be updated, change and replace each other.

Great importance of A.S. Makarenko emphasized intra-collective relations. He believed that constant vigor and readiness of pupils for action; self-esteem; pride in the team; the friendly unity of its members; a feeling of security for each team member; activity of all participants; the habit of inhibition, restraint in emotions and words - these are the hallmarks of a close-knit children's team.

For many years, his opinion on the formation of a cohesive children's team was considered quite authoritative, but after the democratization of society, alternative views on his teachings appeared.

In our opinion, the process of uniting the children's team is more effective if the teacher uses different forms and methods of work during school hours, for example:

1) General class forms of organizing classes: lesson, conference, seminar, lecture, interview, consultation, laboratory and practical work, program training, test lesson.

2) Group forms of training: group work in class, group laboratory workshop, group creative work.

3) Individual forms of work in the classroom and at home: working with literature or electronic sources of information, written exercises, performing individual tasks on programming or information technology on a computer, working with educational programs on a computer.

In the course of teaching activities and extracurricular activities, the teacher must combine methods of forming an idea of ​​​​what a cohesive team is in combination with methods of developing collectivism skills.

If a teacher carries out full-fledged work on forming a team, then it will permeate all areas of school activity, and therefore, children will form an idea of ​​​​what a cohesive team is. collectivism skills will also be developed. This group of skills can be divided into several subgroups:

1. Collective mental work skills:

a) the ability to listen and understand what others say.

b) the ability to express one’s thoughts orally, to prove, to object, the ability to speak at meetings, meetings, etc.

c) the ability to summarize, generalize, and draw conclusions.

e) the ability to comprehensively approach each issue before making a decision.

The listed skills are mastered in the course of training activities, but are constantly subject to improvement through practice.

2. General collectivism skills. These include: comradely solidarity, mutual assistance, cooperation, a sense of responsibility to the team, the ability to subordinate personal interests to public ones.

With the consistent organization of purposeful teamwork associated with comradely discipline, working on the basis of mutual assistance, partnership, with a certain division of labor, with the performance of a number of duties by individual class members in the interests not only of personal interests, but in the interests of the team as a whole, the formation of collectivism skills cannot but occur. In such conditions, each student will strive to gain not only knowledge, but also consciously develop the skills of individual work and teamwork. The teacher is also obliged to involve students’ parents in organizing extracurricular activities such as excursions, nature trips, organizing holidays and birthdays. The teacher can conduct lectures for parents so that they can properly organize their child for the best result.

As already mentioned, the work of forming a cohesive team of children should permeate all areas of education at school and outside its walls. Therefore, it is very important for the teacher to create certain pedagogical conditions in which this process will be carried out naturally.

2.2 From experience in a children's camp

As everyone knows, the most popular part-time job for teenagers and students during the holidays is summer camp. I never took the initiative to go there to work part-time, but after my first year, student activists inspired me to do it. In the city of Nizhnevartovsk there are several teaching teams that independently organize shifts without the help of city educational institutions. The average age of participants in such teaching teams is 25 years. Naturally, when organizing shifts, experienced teachers, older teachers, that is, educators, are not involved and all responsibility lies exclusively on the shoulders of young specialists. Through an acquaintance I ended up in such a detachment. They conducted courses to train young teachers like me. All the teachers behind me knew each other for at least 7 years. They developed their own system and methodology for organizing children's summer holidays. They managed to teach me it in a very short time only to the minimum. Before this shift, I had no experience working in a camp, and in my first year there was no discipline for preparing teachers for organizing a summer camp, then we can say that I plunged into the camp headlong. And while most of the counselors had pedagogical education and work experience, neither I nor my partner had it.

The teaching team developed a sociocultural program for the summer session of a country camp in the form of a role-playing game. The shift developed within a single game plot, which ensured that all participants were immersed in it. The program does not imply a long-term perspective for the entire shift. Therefore, the children were only presented with a close one for the next couple of days.

The program clearly states: “The main emphasis is supposed to be on intra-squad work, i.e. ensuring the so-called “Security” stage, aimed at:

* Acquaintance of children and teenagers with each other, with the camp, with its laws and rules;

* Formation of a team (team, squad);

* Acceptance of an agreement on joint activities;

* Creation and adoption of internal laws;

* Introducing children and adolescents to the idea of ​​change;

* Creating your own value orientations"

After the arrival, the children were disbanded into groups and we were assigned to the youngest. Children's age is 8-11 years. It is taken into account that the camp is countryside and the children live together for three weeks, which helps them escape from everyday worries and problems. They are left alone with their peers and gain experience from each other, taking it upon themselves.

In our detachment, the first point of the plan was completely fulfilled. The acquaintance took place within two to three days from the beginning of the shift.

At the second stage, we had difficulties, since without knowledge of the theory about the formation of a cohesive team, it was almost impossible to organize proper work in it. If we rely on the works of A.S. Makarenko and analyze our intra-detachment work, in relation to his teachings about the collective, we can identify those elements that were missed: identifying the leaders and activists of the detachment; creation of common squad traditions; organization of joint activities.

In order to unite a young team in a short time, the program provides team games (quests) for team building, for example, “Rope Course.” Course goal: team building. Such an event allows you to develop interpersonal interaction among squad members, the ability to choose a strategy and determine tactics. Some exercises in this course have a specific goal - identifying group leaders and activists. Before I started studying various pedagogical literature to identify a leader in a team, I could not analyze the results of these exercises, therefore this led us to confusion. Since it was not possible to organize the working group of the detachment, all the work on uniting the team went to waste. Games and quests for developing a strategy and the ability to work in a team did not motivate or interest this squad, when their senior comrades, whose leaders carried out the work to form an active team, introduced squad traditions, managed to go on more amicably.

From the very beginning of the shift, there were conflicts in the detachment, both individual versus individual and individual versus collective. As for the leader of the detachment, identifying him was difficult, but identifying an outsider was not particularly difficult. One restless child stood out in the detachment, whose behavior made not only the counselors, but also his comrades nervous. When the children discovered their “common” enemy, they began to understand each other. But still, at this stage, a cohesive team was not formed in the end, because the main problem was the conflict between the individual and the team.

Having skipped the stage of “Creation and adoption of intra-squad laws”, we brought the children to the general idea of ​​change. Since the detachment consisted of children of primary school age, the general idea and the plot-role change interested them in its unusualness and individuality.

Although we failed to form a cohesive team, the educational work was 70% completed. This is the organization of themed lights, the organization of simulation role-playing and business games, didactic games. The formation of the moral culture of the individual occurred almost non-stop, and if there were mistakes that relate to moral issues, they were made in team games, at lights, summing up the day, a thorough analysis and conversation took place on the activities carried out.

So, the main problem for me in organizing the summer shift was the formation of a cohesive children's team. The mistakes I identified led to subsequent ones, like a snowball, which is why being in a group was so uncomfortable for the squad, so within the squad there were several small groups in which the children had difficulty communicating with each other. Overall, the change was more positive than negative. There was no spirit of competition, support or friendship in the squad, but otherwise the children enjoyed being in nature.

Conclusion

The problem of forming a cohesive children's team remains relevant for many young teachers. It applies not only to the school class, but also to the temporary team in the camp. This problem also affected us.

In Soviet schools, the concept of collectivist education was adopted, since in a socialist society people were bound by truly collectivist relationships, since they had common property, social ideals and activities. Workers' solidarity and collectivism are the ideology of a socialist society, the principle of life.

According to Soviet teachers, a group of students is a means of educating an individual, and this principle of education in a team and through a team is still relevant today. In the new conditions, the domestic theory of collectivist education should reflect the socio-pedagogical reality. Education should be developed on the principle of interpersonal and intergroup relations. A modern team should be built on such criteria as cohesion, determination, and value-orientation unity. Pedagogy defines a children's team as an association of pupils. Their activities should be determined by common goals, self-government bodies, and interpersonal relationships should be collectivist.

This study was undertaken by us in order to identify the necessary pedagogical conditions that will ensure the natural formation of a children's team.

Research and analysis of pedagogical experience and analysis of work in a children's camp showed that the pedagogical conditions that were determined at the beginning of the study must be met. If one element of organizing students’ joint activities is missing, then all work on forming a cohesive children’s team is slowed down for an indefinite period of time. Therefore, it is necessary to comply with all conditions to achieve the best results and quick results, because a close-knit team directly affects the student’s overall well-being, his motivation to learn and moral and sociocultural guidelines.

By demonstrating social activity, each child perceives the collective as an environment for self-affirmation as an individual. It is in the team that personal characteristics such as self-esteem, self-respect, acceptance or non-acceptance of oneself as an individual are formed.

The collective, like any living organism, is born, develops, disintegrates, dies and is again capable of rebirth. It is the children's team that differs from the adult group in that children, growing up, leave the educational institution; over time, there is a constant change of leaders, interests, forms of activity, and hierarchies of values. Due to such frequent changes, the work of a teacher is complicated, but if from the very beginning of the formation of a team we develop the traditions of the team, then it can exist for a long time, changing the content of life, but maintaining fundamental positions that are passed on to new generations from year to year.

Literature

1. Malenkova L.I. Theory and methods of education. Textbook. - M.: Pedagogical Community of Russia, 2004. - 480 p.

2. Methods of educational work: Proc. aid for students higher ped. Textbook establishments. / L.A. Baykova, L.K. Grebenkina, O.V. Eremkina and others;

Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2004. - 144 p.

3. Gritsenko L.I. Theory and methods of education: personal-social approach: Textbook. aid for students higher textbook establishments / Gritsenko Larisa Ivanovna. - M.: Publishing center "Academy", 2005 - 240 p.

4. Federal state educational standard for primary general education

5. Podlasy I.P. Pedagogy: 100 questions - 100 answers: textbook. manual for universities / I. P. Podlasy. M.: VLADOS-press, 2004. - 365 p.

6. Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. M.: Publishing center "Academy", 2002. - 576 p.

7. Kharlamov I.F. Pedagogy. - M.: Gardariki, 1999. - 520 p.

8. Reader on developmental and educational psychology // ed. I.I.Ilyasova, V.Ya.Lyaudis. - M.: Enlightenment. - 1981. - 423 p.

9. Pedagogy: Textbook, ed. V. A. Slastenina. -- M., 2004.

10. Konstantinov N.A. , Medynsky E.N. , Shabaeva M.F. History of pedagogy. - M., 1982.

11. Lutoshkin A.N. How to lead - M. Education, 1978

Application

METHODOLOGY“WHAT ARE OUR TEAM?”

(developed by Professor A. N. Lutoshkin)

Target: determine the degree of student satisfaction with their team.

Progress. Schoolchildren are offered characteristics of various levels of team development according to A.N. Lutoshkin: “Sand placer”, “Soft clay”, “Flickering lighthouse”, “Scarlet sail”, “Burning torch” (Lutoshkin A.N. How to lead. M.: Education, 1986. P. 208).

"Sand placer"

Take a closer look at the sand placer - how many grains of sand are collected together, and at the same time, each of them is on its own. A weak breeze will blow and carry some of the sand to the side and scatter it across the site. The wind will blow stronger and there will be no scattering.

This happens in groups of people. There, too, everyone is like a grain of sand: it seems like everyone is together, and at the same time, everyone is separate. There is nothing that would “link” or connect people. Here people either don’t know each other very well, or simply don’t dare, and maybe don’t want to meet each other halfway. There are no common interests, common affairs. The absence of a solid, authoritative center leads to looseness and friability of the group.

This group exists formally, not bringing joy and satisfaction to everyone who is part of it.

"Soft Clay"

It is known that soft clay is a material that is relatively easy to work with, and various products can be sculpted from it. In the hands of a good craftsman, and such a person in a group, class, or student body can be a commander or organizer of a task, this material turns into a skillful vessel, into a beautiful product. But it can remain a simple piece of clay if no effort is put into it. When soft clay finds itself in the hands of an incapable person, it can take on the most indefinite forms.

In a group at this stage, the first efforts to unite the team are noticeable, although they are timid, not everything works out for the organizers, and there is not enough experience in working together.

The binding link here can be normal discipline and the demands of elders. Relationships are different - friendly, conflicting. Guys rarely come to the aid of each other on their own initiative. There are closed groups of friends who communicate little with each other and often quarrel. There is no true master - a good organizer yet, or it is difficult for him to prove himself, since there is no one to truly support him.

"Flickering Beacon"

In a stormy sea, a lighthouse brings confidence to both experienced and novice sailors: the course has been chosen correctly, “keep it up!” Please note that the lighthouse does not burn constantly, but periodically throws out beams of light, as if saying: “I’m here, I’m ready to help.”

The emerging team is concerned that everyone follows the right path. In such a student body, the desire to work together, help each other, and be together prevails. But desire is not everything. Friendship, comradely mutual assistance requires constant burning, and not isolated, even frequent outbursts. There is someone in the group to rely on. The “keepers” of the lighthouse are authoritative, those who will not let the fire go out, the organizers, the activists.

The group is noticeably different from other groups in its individuality. However, it can be difficult for her to fully gather her will, find a common language in everything, show persistence in overcoming difficulties, and some members of the group do not always have the strength to obey collective demands. There is insufficient initiative, proposals are not often made to improve things not only in his team, but also in the larger team of which he, as a part, is a part. We see activity in bursts, and even then not for everyone.

"Scarlet Sail"

The scarlet sail is a symbol of forward striving, restlessness, friendly loyalty, and devotion to duty. Here they operate on the principle: “One for all, and all for one.” Friendly participation and interest in each other's affairs are combined with integrity and mutual exactingness. The command staff of the sailing ship are knowledgeable and reliable organizers, authoritative comrades. People turn to them for advice and help, and they disinterestedly provide it. Most members of the “crew” show a sense of pride in their team; everyone experiences bitterness when they fail. The team is keenly interested in how things are going in other teams, for example in neighboring ones. It happens that they come to help when asked.

Although the team is united, there are times when it is not ready to face storms and bad weather. You don’t always have the courage to admit your mistakes right away, but gradually the situation can be corrected.

"Burning Torch"

A burning torch is a living flame, the combustible material of which is close friendship, common will, excellent mutual understanding, business cooperation, and everyone’s responsibility not only for themselves, but also for the entire team. Yes, all the qualities of the team that we saw at the Scarlet Sail stage are well demonstrated here. But that's not all.

You can shine for yourself, making your way through the thickets, climbing rocks, descending into gorges, blazing the first trails. But how can you feel happy if someone is having a hard time next to you, if there are teams behind you, groups that need your help and your strong hand. A real team is one where they unselfishly come to the rescue, do everything to benefit people, illuminating the way for others, like the legendary Danko, with the heat of their hearts.

Students evaluate the level of development of their team. Based on the answers, the teacher can determine on a five-point scale the degree of their satisfaction with their class, find out how students evaluate its cohesion and unity. At the same time, it is possible to identify those students who underestimate or overestimate (compared to the average assessment) the level of development of collectivist relations, who are satisfied and dissatisfied with them.

Another option for using this technique is possible. Schoolchildren, divided into groups, discuss the following questions: at what stage of team development is our class community and why; what prevents you from rising to a higher level of team development; which will help you become a more cohesive team. In this case, the teacher can obtain more detailed information about the state of relationships in the team, children’s satisfaction with their team, and students’ vision of the prospects for its development.

Posted on Allbest.ru

Similar documents

Theoretical foundations for the formation of a team of junior schoolchildren. Studying the work experience of a primary school teacher in using methods for forming a children's team. Questioning of 1st grade students. Classroom activity

Currently, there are several models of collective development, each of which captures special stages in this movement.

The most comprehensive concept of team development belongs to A.V. Petrovsky. He is considering group as consisting of three strata (layers). In the first layer, primarily direct contacts between people are realized, based on emotional acceptability or unacceptability. In the second layer these relationships are mediated by the nature of joint activities. In the third layer, called the core of the group, relationships develop based on the acceptance by all group members of common goals of group activity. This layer corresponds to the highest level of development of the group, and therefore, its presence allows us to state that this is a collective.

Currently, psychologists prefer to consider the levels of group structure in reverse order, starting with the characteristics of nuclear relationships.

The central link of the group structure is formed by the objective activity of the group itself, and this is necessarily a socially positive activity. The second layer of group structure represents a fixation of the attitude of each group member to group activities, its goals and objectives. This layer is described as a coincidence of values ​​concerning joint activities and the development of a certain motivation of group members, emotional identification with the group. The third layer records the actual interpersonal relationships mediated by activity. The fourth layer of group structure fixes superficial connections between group members; this is that part of interpersonal relationships that is built on direct emotional contacts.

The strength of any team is its cohesion. Cohesion can be very high when people are closely connected with each other and are jointly responsible for achieving the goals facing them and the team as a whole, and therefore do everything to successfully achieve them. It can be very low, when the team does not even receive a clear organizational design, there is no common goal, everyone acts on their own, at their own peril and risk, trying to demonstrate individual results even to the detriment of others.

In many ways The cohesion of a team depends on the stage of its development. From the maturity stage. Psychologists identify five such stages. The first stage is called "grinding in". At this stage, people are still looking at each other, deciding whether they are on the same path as the others, and trying to show their “I”. Interaction occurs in familiar forms in the absence of collective creativity. The leader plays a decisive role in uniting the group at this stage.

Second stage team development - "conflict"- characterized by the fact that within its framework clans and groupings openly form, disagreements are openly expressed, the strengths and weaknesses of individual people come to light, and personal relationships acquire importance. A power struggle for leadership and a search for compromise between the warring parties begins. At this stage, opposition may arise between the manager and individual subordinates.

At the third stage - the stage of experimentation - The potential of the team increases, but it often works in spurts, so there is a desire and interest to work better, using other methods and means.

At the fourth stage appears in the team experience of successful problem solving, which are approached, on the one hand, realistically, and on the other, creatively. Depending on the situation, the functions of the leader in such a team are transferred from one member to another, each of whom is proud of his belonging to it.

On the last one - fifth stage - within the team are formed strong connections, people are accepted and valued, and personal differences between them are quickly resolved. Relationships develop mostly informally, which allows for high performance results and standards of behavior to be demonstrated. Not all teams reach the highest (4.5th) levels.

Thus, a real cohesive team does not appear immediately, but is formed gradually, going through a number of stages. Let us analyze these stages using the example of a training team. At the first, organizational stage, a group of students of secondary specialized educational institutions (SSUZ) does not represent a team in the full sense of the word, since it is created from students entering the SSUZ with different life experiences, views, and different attitudes towards collective life, so it naturally happens "grinding in" people to each other. The organizer of the life and activities of the educational group at this stage is the teacher; he makes demands on the behavior and mode of activity of students. For a teacher, it is important to clearly identify the 2-3 most significant and fundamental requirements for the activities and discipline of students, without allowing an abundance of secondary requirements, instructions, and prohibitions to be put forward. At this organizational stage, the leader must carefully study each member of the group, his character, personality traits, identifying, based on observation and psychological testing, an “individual psychological map” of the student’s personality, gradually identifying those who are more sensitive to the interests of the team and are an effective asset. In general, the first stage is characterized by socio-psychological adaptation, i.e. active adaptation to the educational process and joining a new team, assimilation of the requirements, norms, and traditions of life of the educational institution.

Second phase team development (formation stage) occurs when an effective, rather than formal, asset of the collective is identified, i.e., organizers of collective activity are identified who enjoy authority among the majority of members of the collective. Now demands on the team are put forward not only by the teacher, but also by the activists of the team. But identifying assets and leaders occurs through stages of confrontation, distribution of group roles, with a gradual transition to experimentation stage. The leader at the second stage of team development must objectively study and analyze the interpersonal relationships of team members using the methods of sociometry and referentometry, and promptly take corrective action to correct the position of group members with high and low sociometric status. Raising group assets- the most important task of a manager, aimed at developing the organizational abilities of the asset and eliminating negative phenomena: arrogance, vanity, “commanding tone” in the behavior of the asset.

Knowing the structure of informal relationships and what they are based on makes it easier for the group to understand the atmosphere within the group and allows one to find the most rational ways to influence the effectiveness of group work. In this regard, special research methods that make it possible to identify the structure of interpersonal relationships in a group and identify its leaders become of great importance.

A person’s position in a team is determined not only by individual character traits, the personality of the person himself, but also by the characteristics of the team. In a loosely knit team, the status of an individual depends largely on the level of his sociability. In close-knit teams in which complex joint activities are performed, the status of an individual is determined to a greater extent by his business and moral qualities than by his sociability. Whatever determines a person’s status in a team, it has a strong influence on his behavior and self-awareness.

When organizing any type of activity, it is useful to keep in mind those real groups (3-5 people each) that exist in the team, to unite people who sympathize with each other. Thus, a fairly authoritative group of people in the team can lead the preparation and holding of a certain event, because, relying on their social circle, people can perform organizational functions much more effectively. Taking into account actually existing interpersonal connections, the leader achieves a dual goal: he includes group members in collective life and influences the life of the group itself.

Involving team members in various types of joint activities (work, study, sports, recreation, travel, etc.), setting interesting and increasingly complex goals for the team, tasks that are attractive to many participants, establishing friendly and demanding relationships, responsible dependence between people - all this contributes to the strengthening and development of the team at the second stage.

However, at the second stage of development, the team is not yet in the full sense a cohesive group of like-minded people; there is significant heterogeneity of views. Free exchange of opinions, discussions, the manager’s attention to the mood and opinions of team members, a democratic collegial method of decision-making and management creates the basis for creating a cohesive team.

On third stagedevelopment, the team reaches a high level of cohesion, consciousness, organization, responsibility of team members, which allows the team to independently solve various problems and move to the level of self-government. Let us note that not every team reaches this highest level of development.

A highly developed team is characterized by the presence cohesion as a value-orientation unity, closeness of views, assessments and positions of group members in relation to objects (persons, events, tasks, ideas) that are most significant for the group as a whole. The index of cohesion is the frequency of coincidence of views of group members regarding the moral and business spheres, in the approach to the goals and objectives of joint activities.

The value-orientation unity of the team does not presuppose the strengthening of people’s conformity, but the implementation collectivist self-determination of personality - selective attitude of an individual to the influences of a particular group, expressed in the acceptance of some and rejection of other group influences, depending on the person’s awareness of the need to act in accordance with his own value orientations that have developed in the team in the process of joint activity.

A highly developed, cohesive team is characterized by the presence of a positive psychological climate, a friendly background of relationships, emotional empathy, sympathy for each otherto a friend. The presence or absence of these qualities serves as a diagnostic sign for distinguishing between just a group of people and a collective. An experiment was carried out on a device - a group integrator, which has six handles, the coordinated rotation of which sets in motion a needle moving along a 5-shaped slot. The subjects must work together to move the needle from the beginning to the end of the slot as quickly as possible, without touching its sides. Each touch to the board (mistake) is punishable by electric shock. In the first series of experiments, all participants are punished with electric shock; in the second series, only the responsible leader is punished. An indicator of the presence of sympathy and emotional empathy among group members is the approximately equal speed and accuracy of needle movement in the 1st and 2nd series.

The level of development of the group significantly influences the features of the process of including a new individual in the group. Conducted by A.S. Gorbatenko's research shows that groups of a high level of development favor the process of adaptation of a newcomer to the group. Such groups are open to the newcomer, interacting with him, humanely and kindly supporting him. Groups of a low level of development are characterized by an indifferent attitude towards the newcomer, refusal to interact with him, or even active rejection of the newcomer.

A comprehensive indicator of relationships in a team is its socio-psychological climate - the totality of relationships among group members:

1) to the conditions and nature of joint activities;

2) to colleagues, team members; 3) to the team leader.

If people are not satisfied with the nature and conditions of joint activities, if indifferent or conflicting interpersonal relationships and unfavorable business relationships prevail between them, then a negative socio-psychological climate is developing, which worsens the performance of the team, the effectiveness of its activities, and negatively affects the well-being and health of people, determines a person’s desire to leave a given group.

The socio-psychological climate of a team largely depends on the personality of the leader and leader of the team, on his relationships with group members, and on the leadership style he uses.

1. Formation of teams

The psychology of the group, like the psychology of the individual, arises, changes, develops, and can be deformed. This applies to individual socio-psychological phenomena in it and to the entire psychology of groups.

The team will be able to more or less effectively achieve its goals if it is well organized, informed, disciplined, united and active. The effectiveness of the team is also influenced by the following factors: its size and composition; group norms of behavior, unanimity and status of its members; labor relations in the team and criteria used in management.

§ Size. Some studies have shown that teams with between 5 and 11 members tend to make better decisions and experience greater job satisfaction. In general, as the size of a team increases, communication among team members becomes more complex and it becomes more difficult to reach agreement on performance-related issues team and the performance of its tasks.

§ Compound. Composition refers to the degree of similarity of personalities and points of view, approaches that they show in solving problems. It is recommended that the team consist of dissimilar individuals, as this promises greater effectiveness than if the team members have similar points of view. A team with different perspectives from its members produces better solutions.

§ Group norms of behavior. Norms, customs, and traditions determine the direction of the team’s work and the expected results. They are designed to prompt team members to discipline their behavior when performing production tasks. Provided that their actions and norms comply, each individual can count on belonging to a group, on its recognition and support. Leaders should be careful when discussing their opinions about group norms. For example, it may seem that agreeing with the manager on these issues is a sign of loyalty, but such behavior will actually lead to the suppression of opinions and initiatives.

§ Group like-mindedness. This is the tendency of each individual to suppress his actual views on any phenomenon in order not to disrupt the unity and harmony of the group. Group members believe that disagreement undermines their sense of belonging to the group and therefore disagreement should be avoided. In order to preserve what is understood as unity and harmony among group members, a group member decides that it is better not to express his opinion. Since no one expresses a different opinion or offers a different point of view, everyone assumes that everyone else thinks the same. No one knows that other members may also be skeptical or simply concerned. As a result, the problem is solved less effectively because all the necessary information and alternative solutions are not discussed and evaluated. When there is group consensus, the likelihood of a mediocre solution that affects no one is likely.

§ Conflict. Although diversity and active exchange of opinions are beneficial, they can lead to intragroup disputes and other manifestations of open conflict, which are always detrimental to work.

§ Status of team members. The status of an individual in a team is determined by a number of factors, including seniority in position, education, organizational talent, awareness, experience, location of superiors, etc. These factors can contribute to increased or decreased status depending on the values ​​and norms of the group. Group members whose status is high are able to exert more influence on the group's decisions than a group member with low status.

§ Labor relations in the team. Establishing labor relations and creating a good moral climate is perhaps the most difficult problem of team management. The employment relationship begins when a worker is hired, when the relationship between the worker and the employer is established through an agreement called a contract or employment agreement.

The employment contract includes two mandatory clauses:

labor function, which indicates the title of the position, place of work, qualifications, specialty, job responsibilities and others; salary amount.

§ Roles of team members. A critical factor determining the effectiveness of a team is the behavior of each of its members. Roles in a team should be distributed in such a way that each member can behave proactively and responsibly in performing assigned tasks, as well as promote social interaction in the team.

Today, many more leaders understand the need for teamwork along with individual action - for themselves and other structures in the organization. There is also great concern about the need for a flexible approach to managerial functions. More and more leaders today can take a team approach with the confidence that comes from their own experience and success.

A team - in a broad sense - is a work collective with a high level of cohesion and commitment of all employees to the common goals and values ​​of the organization.

From Casey’s point of view, a team is a social group in which informal relationships between its members can be more important than formal ones, and the actual role and influence of a particular individual do not coincide with its official status and weight.

Team It should always be used when you are faced with a task that requires teamwork, leadership powers divided between team members, and the need for real-time integration of skills, experience, and capabilities. When choosing a team approach, you should start from the main goals that need to be achieved, and not from the desire to be a team.

To create an effective team, you should use the theory of team roles, which was developed in England, in Cambridge under the leadership of Professor Meredith Belbin. As mentioned above, they are allocated eight main team roles:

1) performer;

2) coordinator;

3) structurer;

4) idea generator;

5) resource scout;

6) observer-analyst;

7) team worker;

8) finisher of work.

With this team selection:

1) the presence of key team roles is guaranteed;

2) the relationship between team roles is based on maximizing the strengths and containing the weaknesses of its members;

3) trust in each other increases (provided that team members understand and accept their own and others’ strengths and weaknesses).

M. Belbin argues that what is needed is not individuals with balanced characteristics, but team players with strengths that compensate for the shortcomings of their colleagues. This way, the weaknesses of individuals will not interfere with the manifestation of their strengths.

The concept of “team” is more comprehensive than the concept of “group”. A team is a way of building an organization taking into account the real qualities of its employees. Organized joint activities of people are subject to general laws, regardless of the nature of the organization. The idea of ​​team methods of work arose by analogy with sports teams. Often, coaches, explaining the success of a team made up of mediocre players, refer to the well-known saying: “Order beats class.” It turned out that this is also true in relation to production groups, where one of the highest achievements of an effective leader is the creation of a cohesive team of like-minded people.

Friar Morison, winner of the Scottish Business Award in 1991, said he owed his success to “team and mutual trust”. It's not just about paying back courtesy to your colleagues. According to Hendy, “Groups have to be created. Individuals must be coordinated, and their abilities and capabilities must be identified and united. However, it must be recognized that you can only truly understand what such a group is when you see how difficult it is to manage them.”

Team management is a method of mutual mobilization, when in a team you achieve significantly more than what you could do acting alone.

Team signs.

§ presence of joint activities

§ presence of common goals

§ presence of general responsibility

§ presence of personal informal interactions

§ complementary (in terms of professional and psychological characteristics) composition of the group

§ participation of all team members in decision making

§ clearly expressed team leader

§ mutual influence

§ trust relationships

2. Team effectiveness

“Creating an effective team” is a unique opportunity to form relationships full of trust, increase self-confidence, overcome fears, accept new challenges, and strengthen mutual connections.

According to Douglas MeGregor, who examined the qualitative characteristics of the effectiveness of teams, a team that has: an informal and relaxed atmosphere can be called effective; the task is well understood and accepted; members listen to each other; there is a discussion related to the task in which everyone participates; people express both their ideas and feelings; conflicts and disagreements are present, but expressed and centered around ideas and methods rather than personalities; the group is aware of what it is doing; the decision is based on consensus rather than a majority vote.

From the point of view of W. French and S. Bell, when the given conditions are satisfied, the team, on the one hand, successfully fulfills its mission, and on the other hand, satisfies the personal and interpersonal needs of its members.

The formation of a team affects the effectiveness of all subsequent team activities: leadership and the quality of decision-making are improved; the team subculture changes (usually towards greater openness); assertiveness appears in defending one’s position, cooperation among all team members.

We all know that teamwork involves the risk of choosing a traditional approach to solving a problem and slowing down the process of finding a solution due to the need to exchange opinions and reach consensus. But it is in teamwork that people reveal more of their hidden capabilities. Although in this case the work proceeds more slowly, all the “components” of this team are impeccably satisfied with the work to which they devoted themselves. And this is quite important in general, even for the organization, since a close-knit team with its own team spirit will devote itself entirely to work and invest all its skills in the problem it is solving. Therefore, at present, in Western companies, a method of creating work collectives is often practiced, which is based on the voluntary choice of partners from persons with whom a person has communicated for a predetermined time, as a result of which a strong sympathy arises for some of them, antipathy for others, the third is indifference.

Achieving team effectiveness depends on the influence of not only internal factors (personnel and team relationships), but also external ones (customers, higher-level managers, other teams and the culture of the organization).

The competence of the team, the distribution of responsibilities and the effectiveness of its work are matters of concern not only to the manager and leader, but also to all team members.

Teams should not be too large. The larger the team, the higher the likelihood of conflicts and factions.

To determine the quality and correlation of levels of competence, it is necessary to weigh the correlation of the functions of the team that make up its four “faces”: task, people, internal and external relations.

When determining team composition, the experience of multinational and senior management teams should be taken into account to achieve the right balance in personnel and the risk of uniformity and diversity.

The required balance of functional qualities is achieved by distributing the necessary roles in the team.

The effectiveness of a team is based on its members' clear understanding of the relationship between goals, methods of work and successful task completion. This includes working to resolve some of the conflicts about goals and intentions among team members.

Teams must recognize and control boundaries between themselves and the rest of the organization. It is important to recognize what is achievable and feasible, especially in relationships with a high-level team leader and with the external environment.

The main component of the company and corporation of the future are autonomous groups (teams), each of which has a specific goal and there is strict control over the achievement of these goals. Companies and corporations are aimed at constantly increasing the creative and productive output of their personnel. The main benefit is the increased interest, involvement and responsibility of employees, which leads to faster and more complete satisfaction of the needs of customers and shareholders.

In order to make good progress for an enterprise, it is necessary to unite the team: organize corporate events, encourage them, set them as an example, so that each employee feels important in the organization.

I believe that a modern manager should be able to build and establish relationships in a team; he will have a greater chance of maintaining his team. Employee education plays an important role in the operation of an enterprise because we live in an age of technology.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://allbest.ru/

• INTRODUCTION
• CONCLUSION
• BIBLIOGRAPHY

INTRODUCTION

The Russian penal system (CES) has been in the process of reform over the past ten years. At the same time, the effectiveness of innovations in penal institutions is limited by the influence of the organizational culture of correctional institutions, since staff do not have the willingness to change previously established norms and rules of behavior in correctional institutions. In this regard, the study of the content of the psychological climate of a group of correctional officers and the characteristics of socio-psychological adaptation of employees to it may be a step towards creating a system for predicting organizational resistance to innovations and planning methods of influence at the organizational level.

Against the backdrop of difficult socio-economic conditions, the state of staff in correctional institutions is characterized by high turnover (especially in the first year of service of employees), a constant increase in the shortage of new employees, high rates of disciplinary violations and abuse of power. At the same time, according to foreign experts in the field of penitentiary psychology, it is the staff of correctional institutions that are the key link in prison reforms, and therefore it is necessary to actively develop and implement programs for psychological training of new employees (Pozdnyakov V.M.). Taking all this into account, it can be argued that domestic practice also needs the development and systematic application of special measures to create a favorable socio-psychological climate for the team of PS employees.

Domestic research in the field of legal psychology indicates that correctional officers experience difficulties at all stages of their service, especially during the adaptation process: “73.6% of employees cite a lack of mutual understanding with management as a difficulty, 36.8% indicate a lack of mutual understanding with colleagues at work” (Ushatikov A.I., Kazak B.B.).

It was revealed that overall indicators of job satisfaction among correctional officers decrease depending on the increase in length of service.

As a result of research conducted by foreign psychologists, it was established that the basic conditions for the effective activity of an employee of an organization (commitment to the organization, involvement in it) are formed on the basis of the favorable socio-psychological climate of the institution (Vikhansky O.S., Naumov A.I.).

Creating a system of psychological support for penitentiary correctional officers in the context of reform, based on informing and training new and experienced employees in the skills of humane, non-violent interaction with various categories of communication partners in a correctional institution, is an urgent task of penitentiary psychology.

1. Concept, structure, features of the socio-psychological climate

psychological correctional officer

V.M. Shepel was one of the first to try to reveal the content of the concept of socio-psychological climate as the emotional coloring of the psychological connections of team members, arising on the basis of their closeness, sympathy, coincidence of characters, interests and inclinations. He also identified three “climatic zones” in this concept: Shepel V. M. A manual on psychology for foremen and foremen. - M.: Economics. 1973.- p. 65.

1) social climate, which is determined by the extent to which the employees of a given enterprise are aware of common goals and objectives, and how much the observance of all constitutional rights of workers as citizens is guaranteed here,

2) moral climate, which is determined by the moral values ​​generally accepted in a given group and

3) psychological climate, that is, the informal atmosphere that develops between workers who are in direct contact with each other. That is, the psychological climate is a microclimate, the zone of action of which is much more local than the moral and social one.

A person’s attitude to the world is formed within the framework of his lifestyle as a whole, self-awareness develops throughout life, and well-being is significantly dependent not only on his status in the work collective - that is why they fall into the rank of subsequent, and not immediate, manifestations of climate.

Consideration of an individual's self-esteem in a given specific group and depending on it is of particular interest.

The well-being of an individual, as a mental state determined by the atmosphere of the production team, to a certain extent can also serve as a known indicator of the degree of development of his spiritual potential.

Then the very well-being of an individual, her self-esteem, can be considered as one of the most general indicators of the socio-psychological climate.

So, the structure of the socio-psychological climate is determined by the system of relationships that have developed in the team between its members and can be characterized by elements that represent a synthesis of social and interpersonal relations. Through social relations, the social content of personal relationships of people in a team is revealed. These are production, political, legal, ethical, aesthetic relations. Interpersonal relationships are organizational-technological interactions, status-role relationships, administrative-psychological mutual influence, emotional-logical mutual knowledge. They arise on the basis of the subject-practical activities of the team and are determined by the material, technical, organizational, managerial and other conditions of its life. The unity of the content of social and interpersonal relations appears in the form of relationships between people (cooperation, competition, cohesion, compatibility, friendship, harmony), as well as in the form of personality traits on which the psychological characteristics of communication between people in the team of Andreeva G.M. depend. Social Psychology. - M., 2003. - p. 213. .

An essential indicator of the characteristics of relationships in a team are forms of address as a means of verbal communication. The predominance of any one form of treatment - orders or requests, proposals or questions, discussions, advice - characterizes the characteristics of relationships in a team and thereby serves as an indicator of the socio-psychological climate. The study of communication connections in a team based on the number and direction of contacts and their content may indicate the state of relationships in it. Unfavorable development of relationships leads to the gradual isolation of individual members of the team, a reduction in the number of contacts in it, to the predominance of indirect methods of communication, to the reduction of communication connections to the formally necessary, to a disruption of feedback between participants in the activity. Thus, communication connections in a team act as empirical indicators of the socio-psychological climate. Andreeva G.M. Social Psychology. - M., 2003. - p. 219.

The essence of each person is revealed only in connections with other people and is realized in forms of collective interaction, in communication processes. Through relationships, a person realizes his social value. Thus, self-esteem acts as a group effect, as one of the forms of manifestation of the socio-psychological climate. Assessing one's position in the system of social relations and personal connections gives rise to a feeling of greater or lesser satisfaction with oneself and others. The experience of relationships affects moods and causes an improvement or deterioration in a person’s psychological well-being. Through imitation, infection, suggestion, and persuasion, various moods in a group spread to all people and, reflected again in their consciousness, create the psychological background of collective life. Psychological well-being and mood, characterizing the mental state of people, indicate 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 influence of the microenvironment and the entire complex of conditions for human activity in a team. They act as subjective forms of manifestation of the socio-psychological climate.

Any person, by virtue of his presence in a social group, and even more so by participating in joint work, influences 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. The socio-psychological properties of the individual that have a positive impact on the formation of the socio-psychological climate include integrity, responsibility, discipline, activity in interpersonal and intergroup relations, sociability, culture of behavior, and tact. People who are inconsistent, selfish, tactless, etc. have a negative impact on the climate. 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 team members. In addition, an important role is played by a person’s preparation for work, that is, his knowledge, skills and abilities. A person’s high professional competence evokes respect; it can serve as an example for others and thereby contribute to the growth of the skills of people working with him. Chufarovsky. Legal psychology. - M., 2006.- p.187

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

In its meaning, the socio-psychological climate is close to the concept of team cohesion, which is understood as the degree of emotional acceptability and satisfaction with the relationships between group members. The cohesion of the team is formed on the basis of the similarity of ideas of workers on significant issues of the life of their team.

The most important problem in studying the socio-psychological climate is identifying the factors that shape it. The most important factors determining the level of psychological climate of the production team are the personality of the manager and the system of selection and placement of administrative personnel. It is also influenced by the personal qualities of the leader, the style and methods of leadership, the authority of the leader, as well as the individual characteristics of the team members.

Socio-psychological climate is the psychological mood in a group or team. The main factors of the psychological climate: vertical and horizontal relationships, their style and norms, and then various components of the production environment (organization and working conditions, stimulation system). The nature of the socio-psychological climate generally depends on the degree of development of the team. There is a direct positive connection between the socio-psychological climate of the team and the effectiveness of the joint activities of its members. Chufarovsky. Legal psychology. - M., 2006.- p.201.

The socio-psychological climate is the result of the joint activities of people and their interpersonal interaction. It manifests itself in such group effects as the mood and opinion of the team, individual well-being and assessments of the individual’s living conditions and work in the team, and his self-esteem. These effects are expressed in relationships associated with the labor process and the solution of common tasks of the team. Members of a team as individuals determine its social microstructure, the uniqueness of which is determined by social and demographic characteristics (age, gender, profession, education, nationality, social origin). Psychological characteristics of the individual contribute to or hinder the formation of a sense of community, that is, they influence the formation of the socio-psychological climate in the work team. Vasilyev V.L. Legal psychology. - St. Petersburg, 1991.- p. 143.

The well-being of the individual, his self-esteem, efficiency and vitality depend on the established socio-psychological climate in the team. Everyday life shows that with a positive mood, a person’s vitality increases and mental and physical strength are activated. The socio-psychological climate influences the individual through the norms of relationships between people established in the team.

Many psychologists argue that the socio-psychological climate is the state of the psychology of the work collective as a whole, which integrates private group states. Climate is not the sum of group states, but their integral.

2. The team and stages of its development

The Latin word “collectivus” is translated in different ways - assemblage, crowd, joint meeting, association, group. In modern literature, two meanings of collective are used:

any organized group of people;

only a highly organized group of people. Andreeva G.M. Social Psychology. - M., 2003. - p. 179.

In psychological and pedagogical literature: a team is an association of students who are distinguished by a number of distinctive features.

Team attributes:

General socially significant goal. It is important: what is the goal, what is it aimed at. The goal of the collective necessarily coincides with public goals, is supported by society and the state, and does not contradict the dominant ideology, constitution, or state laws.

General joint activity to achieve the goal.

The relationship of social dependence is the unity of experiences associated with achieving a goal and the unity of value judgments (moral unity).

General elected governing body - democratic relations, direct and open election of governing bodies.

Cohesion, mutual understanding, security, a sense of comradeship - the psychological climate. Mutual assistance, goodwill, healthy criticism and self-criticism, competition

A reasonable combination of personal and public interests.

The theory of the collective was developed by A.S. Makarenko. He formulated the law of the life of the collective: movement is the form of its life, stopping is death.

Identified the stages of its development:

Stage 1 - formation of the team. Its conclusion highlights the asset, the common goal, the common activity, and the common organization.

the influence of the asset increases.

the structure of the team is stabilized. Standards of behavior and a range of requirements are drawn up.

Now the teacher uses it for the individual development of each student and personality.

Various contradictions are resolved: between the team and individual students, or individual groups.

Stage 3 - the flourishing of the team: higher demands are placed on oneself than on comrades. A holistic, moral personality is formed. Common experience, identical assessments of the event.

Stage 4 and subsequent ones - each schoolchild, thanks to a firmly acquired collective experience, makes certain demands on himself, the process of education turns into self-education.

3. Features of the socio-psychological climate in the staff of a correctional institution

When analyzing the activities of a team of PS employees, special attention should be paid to its versatility, which includes:

Security and organization of the regime for serving the sentence;

Organization of their production activities;

Organization of general education and vocational training;

Medical care for prisoners;

Organization of their leisure time;

Activities of intelligence services, including the psychological service of correctional institutions. Debolsky M.G. Psychological service of the penitentiary system // Encyclopedia of legal psychology / Ed. ed. prof. A.M. Stolyarenko. - M.: Unity - Dana, 2003. - p. 143.

At the head of the penitentiary institution is a chief who exercises leadership through certain structures over both the group of employees and the group of convicts. At the same time, it relies on the principles of unity of command and subordination.

The activities of PS teams are characterized by the complexity of goals when fulfilling a social order. This is explained by the fact that they are entrusted with the task of properly executing court sentences, which includes organizing a regime for keeping convicts, implying strict supervision, searches, etc. At the same time, this does not relieve teams of employees of the task of correcting convicts.

A serious problem in the work of teams of correctional institutions employees is the formation of professional deformation among individual members. There are three approaches to defining the concept of “professional deformation”:

How psychological changes in personality are influenced by specific conditions of professional activity;

As a complex of personality changes and the emergence of negative character traits;

As a result of activity in similar conditions, which ends in the formation of stereotypes of thinking and behavior.

As a result, all these components of professional deformation lead to a coarsening of the personality of the penitentiary system employee. This process is also affected by constant communication with convicts. Bovin B.G. Methodological recommendations for the psychological selection of persons entering work in correctional labor institutions. - M., 1993.- p.101.

In addition to the problems listed above, the staff of correctional institutions currently faces difficult tasks related to the urgent need to increase the efficiency of their activities in terms of correcting convicts, as well as in connection with the proclaimed slogans of humanization, democratization and civilization of the penitentiary system.

The essence of humanizing the activities of correctional institutions lies in the need to address the personality of the convicted person, the need to see him as a person, a citizen of the country. In this regard, in the work of teams of penitentiary institutions, it is necessary to use non-standard methods and approaches in the pedagogical process for the correction of convicts.

CONCLUSION

Analysis of various points of view on the content of the concept of socio-psychological climate allows us to conclude that it is a multifunctional socio-psychological formation that mediates any activity of the team. Its specificity lies in the fact that it represents an integral and dynamic characteristic of the mental states of all members of the team. The relationships that have developed in a team, acting as objective conditions for labor interaction and communication, require not just any, but a very specific style of behavior from a person. The emotions of one group member 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.

The structure of the socio-psychological climate is determined by the system of relationships that have developed in the team between its members and can be characterized by elements that represent a synthesis of social and interpersonal relations. Through social relations, the social content of personal relationships of people in a team is revealed. These are production, political, legal, ethical, aesthetic relations. The climate manifests itself in a certain way in the attitude of each member of the team towards himself, and this, in turn, “crystallizes into a certain situational-social form of self-attitude and self-awareness of the individual.

Within the penitentiary institution, two groups coexist - a group of employees and a group of convicts, who oppose each other. This balance of positions imposes a special responsibility on the team of employees when performing professional functions and in relationships with convicts. In this understanding, the team of employees should be an example in everything for the group of convicts.

BIBLIOGRAPHY

1. Aminov I.I. Legal psychology. - M., 2007.

2. Andreeva G.M. Social Psychology. - M., 2003.

4. Vasiliev V.L. Legal psychology. - St. Petersburg, 1991.

5. Debolsky M.G. Psychological service of the penitentiary system // Encyclopedia of legal psychology / Ed. ed. prof. A.M. Stolyarenko. - M.: Unity - Dana, 2003.

6. Zubkov A.I., Kalinin Yu.I., Sysoev V.D. Penitentiary institutions in the system of the Ministry of Justice of Russia. History and modernity. / Ed. S.V. Stepashin and P.V. Krasheninnikova. - M., 1998.

7. Review of materials of the All-Russian seminar of heads of psychological services of the penal system // Gazette of the penal system. - 2004. No. 5. pp. 15-21.

8. Pozdnyakov V.M. Methodological and theoretical foundations of legal psychology. - Ryazan: Ryazan Institute of Law and Economics of the Ministry of Internal Affairs of the Russian Federation, 1997.

10. Chufarovsky. Legal psychology. M., 2006.

11. Shepel V. M. A manual on psychology for foremen and foremen. - M.: Economics. 1973.

Posted on Allbest.ru

Similar documents

Destructive forms of behavior found among correctional officers. Negative stereotypes and employee aggression. Psychological diagnosis and prevention of suicidal behavior. Ways to prevent destructive forms of behavior.

course work, added 03/26/2012


Legal regulation of the security department of a correctional institution, universal and special international legal acts. Organization and implementation of control over the implementation of official tasks for the protection of correctional institutions and pre-trial detention centers.

test, added 11/03/2016


A team of police officers as an educator: its characteristics, ways of becoming. The primary team and its moral and psychological climate. A leader as an organizer of moral relations in a team.

course work, added 05/06/2002


The concept of regime in correctional institutions. Status, legal status of persons serving sentences. Types of correctional institutions in Russia. Rights and responsibilities of employees of the penal system. Social protection and rehabilitation of convicts.

test, added 04/21/2016


Study of legal regulation and procedure for initiating a criminal case. Study of the features of crime investigation in correctional institutions. Characteristics of the organizational and legal mechanism at the stage of initiating a criminal case.

course work, added 12/15/2015


Regulatory legal acts on social security, rights and benefits of police officers, military personnel and members of their families. Legislative determination of the status of military personnel, creation of a system of judicial protection of their rights. Social support for police officers.

test, added 12/22/2009


thesis, added 05/10/2011


A comprehensive and comprehensive study of the process of activities of correctional facility personnel, interaction with other bodies and institutions to ensure the safety of convicts. Specifics of the activities of the administration of a correctional institution.

course work, added 04/12/2016


Research and analysis of types of symbols on topographic maps: hydrography and water bodies, relief, vegetation cover, buildings and structures. Characteristics of damaging effects affecting the work of a correctional institution.

test, added 08/01/2013


Principles of organizing a correctional colony. Grounds for introducing conditions and requirements on the territory of a correctional institution that limit the rights and freedoms of convicts. Types and key features of mass riots and group disobedience.