It contributes to the formation of our desires, the achievement of goals and getting satisfaction from them. Unfortunately, it can also greatly distort our perception of reality, leading us astray from our own path and leading us in circles. One of the reasons is the involvement in a variety of objects, phenomena, circumstances and people.
How to gum
Emotional involvement means that we do not remain indifferent, but rather, so involved in various situations that this is surprising. After all, at first glance, they do not seem so significant to us.
We can say that we move in the flow of life and constantly encounter situations in which we get stuck. You can even say, to which we stick, like chewing gum. Obviously, each such situation can cause a whole cascade of experiences. Strong experiences are not very good, because in them we lose control and take actions that are not easy to justify to ourselves. Moreover, strong experiences invariably affect our entire lives, and this is not what we really need.
Since childhood and naturally
It all starts, of course, in childhood. The child needs emotional attachment to his parents, and if they are cold towards him, then the child is unlikely to grow up psychologically healthy.
That is, in itself, emotional attachment is natural and necessary in many cases, especially in relation to relatives and friends.
This, by the way, is very well understood by PR-specialists who use the appropriate images in advertising. For example, images of children, loving spouses, old parents.
Employers, singing morning hymns, are trying to create a family from the team and get deep emotional attachments to work.
In general, there is nothing terrible in all this. The trouble starts when we get too involved. For example, in the office it is nice to feel a sense of comradeship and the readiness of colleagues to help, but, say, sacrificing your future for the sake of devotion to your work is probably not worth it. But it happens.
In cinemas, people cry, laugh, clench their fists for the main character. It's all emotional involvement. Some of them will meet their villain after the session and try to defeat him. And possibly hurt.
What's wrong with emotional involvement?
Excessive emotional involvement suggests that our personality is too susceptible to external influences. Our emotions easily override the voice of reason, and we, like a hungry dog, follow the situation. Another emotional involvement, as a rule, speaks of weakness critical thinking and the ability to make decisions independently.
Something you are doing right
realworkhard / PixabayEngagement says that you are doing something right in terms of your values, this is a reaction to them. Values are what you believe to be true and form your frame of reference. But their most important characteristic is awareness. Unconscious value is not a value, but an attitude instilled in childhood. All of them must be reconsidered when you enter the adult world. Attitudes are the world of our parents. Maybe they will suit us, or maybe not at all.
How to reduce your emotional involvement
If we are emotionally involved in something, then it is important to us. We are always able to see an increase in our emotional background in response to some external stimulus. So just look at exactly what situation it happens in. And, of course, ask yourself the question, why exactly do I care so much?
Understand
Thus, in order to reduce emotional involvement, you must first identify it and ask yourself what is happening.
Why do I need it?
Tell yourself that you are an independent adult person who does not give in to the first impulse, and does not break like an autumn leaf in the wind, at the first emotional urge. Stop yourself and mentally isolate yourself from the situation. Your self-esteem allows you to do this. At this moment, address yourself to yourself “What is happening to me now?”, “What am I doing right now?”, “What am I going to do right now?”, “Why do I need this?”.
“Reduce” the situation
Try to "reduce" the situations in which you "stick". Everything changes, the problems will end, everything will pass as always. Therefore, do not attach too much importance to everything.
Give value to yourself
Give more importance to yourself. - No person in the world can be higher than you, because you significant person and you can choose how to react. And, if someone emotionally asks for help, it means that he needs something from you, and this is his problem. Are you ready to make someone else's problem your own?
You come first
Emotional involvement prevents people from logically and soberly assessing situations. We evaluate the situation not only from specific current facts, but also on the basis of our previous experience of interaction with these acting factors (other people and phenomena). Our attitude to the specific actions of specific people is biased, especially in terms of explaining the motives (he did it to spite me or is trying to harm me). Situations and the most various can be, both business, and interpersonal. In clinical cases, "it rains to harm me."
It is very difficult to abstract from emotions and start operating only with facts (and even in conditions of a lack of facts), therefore, consciously or unconsciously, people turn to other people for help to assess a specific situation. Precisely because our (most often a good friend) consultant does not have an emotional involvement in a specific situation in a specific environment, which means that he can soberly interpret and explain what is happening. In 90 percent of cases, the advice of our friend is “don’t wind yourself up, calm down”, and in equal degree applies to both women and men. Except that a basic level of the emotional involvement of a woman is an order of magnitude higher, they often need such consultations, and here lies the main problem, that after several consultations, the consultant himself becomes emotionally involved and begins to give advice on how “we and that bitch figure out what is shitting you” - there is a positive feedback , a woman wound up with friends and relatives commits completely insane and illogical acts, which men talk about in horror for a long time (more often, alas, in the context of why we broke up).
Men, as I wrote above, are also subject to emotional involvement, although they try to interpret any things directly. Like, in the subway, they stepped on their foot just by accident, a black cat crossed the road - it's just a cat crossed the road, at night I dreamed of a sausage - it's just a sausage, and so on. That is, the facts are interpreted by men in their literal sense and never thought out. If a girl smiled on the street, it means that she urgently wants to have sex with you, and if she doesn’t smile, she wants you to have sex with her, but is embarrassed to say so. As you can see, male logic is impeccable if women do not interfere with it.
Interesting fact, most of the successful businessmen or simply high-ranking leaders are just low-emotional people (in a working environment) - including women. That is, look at the same Merkel or Margaret Thatcher, or Condoleezza Rice and Hillary Clinton - even smiles are absolutely artificial, behind which there is a strong will and logic. And compare with our women politicians, so here are our women in the full sense of the word - emotional, lively and unpredictable (an order of magnitude more beautiful and this is not even discussed, look at the State Duma deputies - if Snowden would have fled to Russia from the NSA after the first broadcast plenary session). For the success of the case, I would invite Merkel and Rice to take their place, if I manage to hunt them (the latter is out of work, by the way, such shots disappear).
Well, what am I talking about? Yes, in principle, I just wanted to state my next chauvinistic idea that the lower basic emotional involvement of men allows them to assess the situation much more soberly and make decisions. There is only one minus that this male megalogic does not include an understanding of women (because they have completely non-colinear logics), so you have to study the female one and try to generalize it. Alas, women are one of the strongest emotional factors for men (and it is urgent to ban women's tears as a weapon of mass destruction) and this prevents men from finding reasonable approaches to generalizing this very female logic.
And then I realized that men need their own independent and not amenable to emotional involvement with women consultant, and these are not other men (especially women). Tarapapam! The best choice in this case it's a cat. Yes, brilliant, right? Every man is obliged to get himself a cat in order to consult with him on issues of communication with women. You, then, ask your cat - what do you think she meant by ... and he in response looks at you lazily with one eye and doze again ... and you tell him - yes, you are absolutely right, you shouldn’t bother yourself, I’ll go I'd rather buy myself a new radio-controlled helicopter that shoots water.
PS I rent consultant cats, hourly payment, food at your expense. In no case should a woman be allowed to stroke them, no matter how she asks and persuades the cat to be put on her knees until she herself becomes a purring and obedient cat.
PSS Women's Request hidden meaning and do not look for hints in this post, I just wanted to digress.
Staff engagement
Leading companies certainly know where the source of productivity increases lies. These are people involved in the work, motivated, having the resources to carry it out and adequately paid. The involvement of each individual employee in the work, the recognition of the contribution of each employee, the recognition of each employee's right to have a voice and a role in the success of the company - this is the source of true productivity. The source that allows you to increase it not gradually, but at times.
Involvement is the emotional and intellectual state that motivates employees to do their job to the best of their ability.
Research shows that engagement has a strong correlation with business outcomes (0.7-0.8): total shareholder return, productivity, employee turnover, and customer satisfaction.
Satisfaction, loyalty, engagement…
There are several levels that determine the attitude of employees to the company.
Satisfaction implies that the person as a whole is satisfied with the company in which he works. He is satisfied with certain things, such as salary, working conditions, training opportunities, and will continue to work here, but without putting much effort.
Loyalty means that the employee likes the company, and he is ready to work here for a long time, remaining a dedicated employee, but still not making extra efforts.
Involvement it is considered the highest level when a person cares for his company, gives all the best and tries to work as best as possible. This can be compared with the entrepreneurial model, when an employee perceives the company's business as his own, and considers it his duty to contribute to its prosperity. Thus, engagement can be defined as a state of emotional and intellectual commitment to a company that motivates an employee to do their job to the best of their ability.
Engagement Research
There are several models of engagement. One of the very first (back in 1994) the involvement model was developed and applied by the international consulting company Hewitt Associates. Other consulting companies followed suit.
Major international providers of engagement research: Hewitt Associates (in Russia), Gallup, Towers Watson.
Rankings Based on Engagement Research
Engagement measurements carried out according to the same methodology in different companies make it possible to compare companies with each other with a high degree objectivity. Many consulting companies that measure engagement create rankings of the best employers. The most respected international rankings are the Aon Hewitt Best Employers Study (also held in Russia) and the Great Workplace Award from Gallup.
see also
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Sensitivity to the influences of an adult reflects the desire and readiness of the child to perceive his influences and respond to suggestions. Sensitivity is manifested in the child's response to adult requests (takes the offered object, accepts help, tries to imitate or imitate the actions of an adult, reacts to praise and blame), as well as in the alternation of initiative and response actions, in the consistency of one's own actions with the actions of an adult.
The emotional involvement of a child in communication reflects the degree of his interest in interacting with an adult, the pleasure of communication, and the desire to prolong it. This setting appears in emotional coloring communicative acts of the child, the number of distractions from communication.
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Emotional involvement in communication
Sensitivity to the influences of an adult reflects the desire and readiness of the child to perceive his influences and respond to suggestions. Sensitivity is manifested in the child's response to adult requests (takes the offered object, accepts help, tries to imitate or imitate the actions of an adult, reacts to praise and blame), as well as in the alternation of initiative and response actions, in the consistency of one's own actions with the actions of an adult.
The emotional involvement of a child in communication reflects the degree of his interest in interacting with an adult, the pleasure of communication, and the desire to prolong it. This parameter is manifested in the emotional coloring of the child's communicative acts, the number of distractions from communication.
The preferred form of communication reflects, firstly, the level of development of the communicative need, secondly, the degree of its tension and satisfaction, and thirdly, the nature of the previous communicative experience. An infant whose need for attention and benevolence of an adult has been formed, but is not sufficiently satisfied, mainly strives for situational-personal communication in the same way as a child who has not yet formed a need for cooperation with an adult. An infant whose need for attention and benevolence has been formed and sufficiently satisfied, who has begun to gain experience of cooperation with an adult, usually strives for situational business communication. A child with insufficient communication experience and a weakly expressed communicative need more often prefers solitary activities with objects. A child who has a rich experience of situational-personal and situational-business communication easily agrees to any form of communication, usually initiates situational-business communication, and plays independently with pleasure.
Thus, diagnostic situations should provide for the child's ability to choose the type of activity and communication with an adult, display initiative in communication, sensitivity to various communicative influences of an adult and attitude towards them, and demonstrate mastery of the means1. Comprehensive observation of children in natural conditions was carried out according to the scheme proposed by Yu.A. Afonkina and G.A. Uruntaeva in the manual for students pedagogical institutes, students of pedagogical schools and colleges, educators kindergarten"Workshop on child psychology". The scheme and tables of observation results were observed by us.
Purpose of observation: Determination and study of communication culture skills in children of senior preschool age in the experimental and control groups
Conducting research. Children are observed in natural conditions. The data is recorded in the protocols according to the selected parameters. When observing, we determined the following criteria for the levels of development of interpersonal communication of children:
1. High level - the child shows attention to a peer, addresses by name, uses a friendly tone; on his own initiative (without reminding adults) greets, thanks a peer and says goodbye to him; in conflict situations does not offend the interlocutor (tries to resolve the conflict himself or seeks the help of an adult); the child knows how to negotiate, listens to the opinions of other children; understands the emotional state of the interlocutor and takes it into account.
2. Average level - the child does not always show attention to peers, does not always address by name, rarely notices the mood of another child, does not always say hello and says goodbye, does not use enough polite words; equal relationships prevail; the child does not always listen to the opinions of other children, is not always ready to compromise and negotiate with other children; understands the emotional state of the interlocutor, but rarely takes it into account.
3. Low level - the child very rarely addresses by name, does not take into account the opinions of other children; when communicating with peers, an openly negative, selective relationship prevails; the child does not know how to negotiate, does not listen to the opinion of children; does not understand the emotional state of the interlocutor; the child does not speak speech patterns, does not know how to answer questions and ask them, does not know how to listen to the interlocutor, enter into a dialogue in a timely manner and end the conversation
2. Technique "Guess the emotion"
The purpose of the technique: to study the understanding of the emotional states of people depicted in the picture (Uruntaeva G.A.). We made 6 pictures depicting children who have a pronounced emotional state: surprise, joy, anger, fear, sadness, indifference; as well as 5 plot pictures depicting positive and negative actions of children.
Conducting research. The study was conducted in two series. In the first, the child was shown pictures of children in succession, asked: "Who is shown in the picture? What state is the person in this picture? When does a person usually experience such a state? What does he do? How does he feel? How did you guess about this? Describe the picture ".
In the second series, the child was consistently shown plot pictures and asked questions: "What are the children doing? How do they do it? (friendly, quarreling ...) How did you guess? Which of them is good? Who is bad? How did you guess?"
Children's understanding of the emotional state of the interlocutor is assessed according to the following criteria: high level, middle level, low level.
High level: the child coped with the task: he unmistakably names all the emotions shown in the pictures and correctly characterizes the state of the person experiencing the specified emotion; the child easily understands the mood of people, differentiates their actions, evaluates actions.
Intermediate level: the child did not cope with all the tasks: he does not always correctly name the emotions depicted in the pictures and characterizes the state of the person experiencing the specified emotion; the child does not quite understand the mood of people, differentiates and evaluates their actions not always correctly.
Low level: the child did not cope with the task: in most cases, he incorrectly names the emotion depicted in the picture and cannot characterize the state of the person experiencing the specified emotion; the child does not understand the mood of people, does not correctly differentiate and evaluate their actions and actions.
3. Sociometric analysis
Purpose of sociometric analysis: Determination and identification of mutual electoral relations of children; determination of the status position of each child in the group, determination of the level of well-being of relationships in the group.
In the sociometric analysis, we used the following methods:
1. "Two houses",
2. "Captain of the ship",
3. "Method of verbal elections"
These methods were taken by us from the book by B.S. Volkova and N.V. Volkova "Methods of research in psychology" and GA manuals. Uruntaeva and Yu.A. Afonkina "Workshop on child psychology". All schemes, tables of results, illustrations proposed in these manuals were observed by us.
Study preparation. Prepare a sheet of paper with the image of two houses (one of them is beautiful, red, and the other is nondescript, black) for method No. 1 and an image of a ship or a toy boat for method No. 2 (see Appendix).
Conducting research. The study is carried out individually with each child in the group.
4. Participant observation during problem situations
As a basis, we took the scheme from the manual of G.A. Uruntaena and Yu.A. Afonkiia "Workshop on child psychology". The proposed scheme was followed by us.
The purpose of the included observation: To study the nature of the emotional manifestations of children during the solution of social problems
Study preparation. Prepare a designer, paper dolls, envelopes with details of doll clothes, a mosaic.
Conducting research. Game method. Games: "Dress the doll", "Mosaic", "Builder". A detailed description of the games is contained in the appendix.
Data processing. In all of the above problem situations It is important to note the following indicators of children's behavior, which are assessed on the appropriate scales:
I. The degree of emotional involvement of the child in the actions of a peer. Interest in a peer, heightened sensitivity to what he is doing, may indicate an inner involvement in him. Indifference and indifference, on the contrary, indicate that a peer is an external being for the child, a being distant from him.
0 - complete lack of interest in the actions of the peer (does not pay attention, looks around, goes about his own business, speaks to the experimenter);
1 - runaway interested vlgdyady in the direction of a peer;
2 - periodic close observation of the actions of a peer, individual questions or comments on the actions of a peer;
3 - close observation and active intervention in the actions of a peer.
II. The nature of participation in the actions of a peer, i.e. the coloring of emotional involvement in the actions of a peer: positive (approval and support), negative (ridicule, abuse) or demonstrative (comparison with oneself)
0 - no ratings
1 - negative ratings (scolds, scoffs)
2 - demonstrative assessments (compares with himself, speaks about himself)
3 - positive assessments (approves, gives advice, prompts, helps)
III. The nature and degree of empathy with a peer, which are clearly manifested in the child's emotional reaction to the success and failure of another, censure and praise by adults of the peer's actions.
0 - indifferent - consists in indifference to both positive and negative assessments of the partner, which reflects a general indifferent position in relation to the partner and his actions.
1 - inadequate reaction - unconditional support for the censure of an adult and a protest in response to his encouragement.
2 - partially adequate reaction - agreement with both positive and negative assessments of an adult. Apparently, this variant of the reaction rather reflects the child's attitude to the adult and his authority and an attempt to objectively assess the result of the partner's actions.
3 - adequate reaction - joyful acceptance positive evaluation and disagreeing with a negative assessment. Here the child, as it were, seeks to protect his peer from unfair criticism and emphasize his dignity. This response reflects the ability to empathize and compassion.
IV. The nature and degree of manifestation of prosocial forms of behavior in a situation where the child is faced with a choice to act "in favor of another" or "in his own favor". If a child performs an altruistic act easily, naturally, without the slightest hesitation, we can say that such actions reflect the intrapersonal layer of relationships; hesitations, pauses, delaying time may indicate moral self-coercion and subordination of altruistic actions to other motives.
0 - refusal - the child does not give in to any persuasion and does not yield to the partner of his details. Behind this refusal, apparently, is the egoistic orientation of the child, his concentration on himself and on the successful completion of the assigned task;
1 - provocative help - observed in cases where children are reluctant, under peer pressure, give up their details. At the same time, they give the partner one element of the mosaic, clearly expecting gratitude and emphasizing their help, obviously understanding that one element is not enough, and thereby provoking the next request of their peer;
2- pragmatic help - in this case, the children do not refuse to help their peers, but only after they complete the task themselves. Such behavior has a clear pragmatic orientation: since the situation contains a competitive moment, they strive first of all to win this competition and help their peers only under the condition of their own victory;
3- unconditional help - does not imply any requirements and conditions: the child provides the other with the opportunity to use all his elements. In some cases, this happens at the request of a peer, in some cases, on the child's own initiative. Here the other child acts not so much as a rival and competitor, but as a partner.
5. Methodology "Studying communication skills" G.A. Uruntaeva and Yu.A. Afonkina
Previously, psychologists prepare silhouette pictures of gloves and two sets of six colored pencils. The research is carried out in two series. In the first series, two children were offered one image of mittens each and asked to decorate them, but they were the same so that they made a pair. The psychologist explained that the children must first agree on what pattern to draw, and only then get to work. The preschoolers were given the same set of pencils. The second series is carried out similarly to the first, but the children are offered one set of pencils, and it is stipulated that the pencils must be shared.
When analyzing the implementation of the methodology, the following parameters are taken into account:
1. Do children know how to negotiate, come to common decision how they do it. What means are used: persuade, convince. Forced, etc.
2. How they carry out mutual control in the course of performing activities: do they notice each other's deviations from the original plan, how they react to them.
3. How do they relate to the result of the activity, their own and the partner.
4. Whether they provide mutual assistance in the course of drawing. What does it express.
5. Do they know how to rationally use the means of activity (share pencils in the second series).
The level of development of children's speech communication skills was given taking into account the evaluation criteria: high, medium, low.
High level: The child is active in communication, knows how to listen, understands speech; builds communication taking into account the situation, easily comes into contact with other children and the teacher, clearly and consistently expresses his thoughts, knows how to use the forms of speech etiquette. The strength of the sound of the voice corresponds to the norm, the speech is smooth, continuous, the use of unnecessary words is absent. There is visual contact with the interlocutor, a constantly relaxed, comfortable posture when communicating, easy gestures adequate to the conversation are used; facial expression indicates interest in communication.
Intermediate level: The child is able to listen and understand speech, participates in communication more often at the initiative of others. The strength of the sound of the voice does not always correspond to the norm, speech is smooth, continuous, frequent use of unnecessary words, relaxed, comfortable posture when communicating, easy gestures adequate to the conversation are used; gestures change too often, sometimes making communication difficult
Low level: The child is inactive and not talkative in communication with children and the teacher, is inattentive, rarely uses forms of speech etiquette, does not know how to consistently express thoughts, accurately convey their content. Too loud or soft voice, speech is interrupted, frequent use of unnecessary words. There is no visual contact with the interlocutor; during communication, the posture is tense, uncomfortable; complete absence of movements of the hands and head; no change in facial expression during a conversation
6. Methodology "Identification of the level of development of dialogic communication of children: Conversation on the proposed situation" (according to E.I. Radina)
The technique allows you to study the features of dialogic communication in specially organized conversations with children.
To this end, contact and trusting relationships with children are established. The conversation is conducted with each child individually and verbatim recorded. Topics for communication are selected in accordance with the age and interests of children: about friends, family, the child himself, objects and toys, natural phenomena, books, interesting games, activities and other activities). Communication is aimed at identifying the following communication skills in children: the ability to enter into a conversation, support it, ask questions yourself, use forms of speech etiquette, end the conversation.
Indicators of the development of dialogic communication:
1. Friendly tone of communication - Unfriendly tone of communication
2. Calm tone of communication - Noisy tone of communication
3. Attentive to the speech of the interlocutor - Inattentive to the speech of the interlocutor
4. Do not interrupt the interlocutor - Interrupt the interlocutor
5. Use speech etiquette - Do not use speech etiquette
The level of development of children's dialogical communication skills was given taking into account the evaluation criteria: high, medium, low.
High level: The child is characterized by complete answers, indicating a desire to enter into communication, to ask questions himself, to use speech etiquette formulas in a conversation, a friendly, calm tone in communication, attention to the interlocutor's speech
Intermediate level: the child is characterized by incomplete answers of children, indicating a desire to enter into communication, ask questions themselves, use formulas of speech etiquette in a conversation, not always friendly tone of communication, often not attentive to the speech of the interlocutor
Low level: the child is characterized by monosyllabic answers, indicating unwillingness or inability to build complete speech structures, ask questions, use formulas of speech etiquette in speech; unfriendly, loud tone of communication, the child is inattentive to the speech of the interlocutor.
2.2 Characteristics of the program for the development of communication with peers in children of senior preschool age through the game (formative experiment)
Analysis of the results of the ascertaining stage of the experiment made it possible to develop a program for the development of communication with peers in older preschool children through the game.
The purpose of the developmental program is to develop communication between older preschoolers and peers through the game.
The purpose of the program made it possible to formulate its main tasks:
1. To develop dialogical communication and communication skills of children: possession of speech turns to establish contact, ease of contact, the ability to answer questions, the ability to ask questions during a dialogue, the ability to listen to an interlocutor, the ability to enter into a dialogue in a timely manner, the ability to end a conversation.
2. To develop the speech skills of children: enrichment of vocabulary, its diversity; expansion of statements; use of forms of speech etiquette; culture of behavior during verbal communication.
3. Develop empathic forms of communication and emotional attitude towards peers; learning the ability to externally express their emotional manifestations and correctly understand the emotional state of the interlocutor.
4. Create a positive microclimate in the group, increase cohesion in the group, form a sense of belonging to the group, develop a friendly attitude towards each other.
Based on the goal set and the tasks we have identified, the structure of the program for the development of communication between older preschoolers and peers through the game was determined. This program consists of three blocks aimed at:
1. Increasing cohesion in the group, creating a positive microclimate in the group. This block includes 10 games aimed at: bringing children closer to each other; creation of a positive microclimate in the group; increasing cohesion in the group; the formation of a sense of belonging to the group; developing a positive relationship with each other.
2. Development of empathic forms of communication and emotional attitude towards people. This block consists of 17 games aimed at: encouraging children to sympathize and empathize with loved ones, friends, peers; ability to understand emotional states people and consider them; teaching the ability to externally express their emotional manifestations; expansion and deepening of children's ideas about a benevolent attitude towards other people; development of an emotional relationship with a peer; the formation of value relations to other people; encouraging children to show attention and care for their peers; learning the ability to notice the experiences and expectations of peers and loved ones.
3. Development of dialogic communication and communication skills. This block consists of 28 games, the target orientation of which is: teaching children the use of speech to establish contact, ease of contact; the ability to answer questions, ask questions during a dialogue, listen and understand the interlocutor; teaching the ability to enter into a dialogue in a timely manner and end the conversation; development of a culture of communication: the ability to politely communicate with a peer, showing attention to a peer, addressing by name, using a friendly tone and forms of speech etiquette when addressing a peer, the ability to negotiate with each other; enrichment of vocabulary, its diversity.
In the program developed and implemented by us for the development of communication with peers in senior preschool age through the game, the main and main direction is the development of dialogic communication and communication skills (block 3). The remaining two blocks - the development of empathic forms of communication and emotional attitude towards people, and the increase in cohesion in the group, the creation of a positive microclimate in the group - are propaedeutic, i.e. additional to the main unit.
Each block contains a certain number of games and game exercises, united by a common target orientation within the block. In total, the program contains 55 games. Game material was implemented in a complex manner, with the leading value of the third block. A prerequisite was to play a game from the main block and add games from the first or second propaedeutic blocks to it, or to play games from all three blocks. The developmental program includes a set of games that were held in Tula MOAG No. 4 in the course of preparing children for school 2 times a week for 5 months. The games were included in classes on the development of speech, reading, eidetics, and were partially held between classes and during walks. For more effective development communication among older preschoolers with peers through the game, the following psychological and pedagogical conditions were created:
Creating a positive emotional background in the group during the lesson;
Supporting the interest of children during the games;
Consistent introduction of game material, starting with the ability to listen to the interlocutor, answer questions, make contact, and ending with the ability to master speech turns to establish contact, the ability to ask questions, enter into a dialogue in a timely manner, end the conversation;
To ensure mutual understanding, trusting relationships "teacher-children", "child-children", "child-child";
To enrich children's ideas about empathic forms of behavior, the culture of verbal communication;
To create the emotional nature of the teacher's communication with children, as well as children with each other;
Take care of the emotional well-being of each child.
The hopeful moment in resolving the emotional-rational dichotomy of people's involvement in the quality assurance process is the following: progress in this direction can be made before the full emotional involvement of the top management of the enterprise comes. To begin with, it is enough to get them to recognize the fact that focusing on quality is a wise and competent policy. The rapid launch of a comprehensive quality assurance process very soon becomes an organic part of the company's activities. Or, perhaps, it is thanks to such a rapid start that it turns into one. This process becomes effective even before it is perceived by all employees on an emotional level. But to put it into operation, a critical mass of interested workers is required, and not always constituting the majority of the team. Such a critical mass occurs when people begin to realize that their ideas about quality do not meet modern requirements. It's easy to be bold in a crowd, but it's much harder to take the risk of being the first.
It would be ideal to involve the CEO in the quality issue both emotionally and rationally. But the basis for choosing the right path for the organization is the rational approach of most top managers. Having studied the positive experience of other organizations and realizing the benefits of quality assurance to improve the operation of their enterprise, its leaders begin to understand CQP and provide at least minimal, but obvious support for its implementation. Their emotional involvement will come later. After all, from a pragmatic point of view, it is the behavior of senior leaders that matters, not their inner state.
It is not unusual that when we are talking about senior leaders, rational involvement in CQP often precedes emotional involvement. But at the level of ordinary workers, everything starts with the latter. People suddenly realize that management intends to give them the right to make decisions and significantly, sometimes even radically expand their ability to exercise control. daily work. This is extremely inspiring for the workers.
After a certain time, when it becomes obvious positive influence efforts in the field of quality on the activities of companies in general and individual employees in particular, an increasing number of managers begin to feel their own emotional involvement in this process. Leaders feel satisfied with the positive impact that quality improvement has on the morale of their subordinates. They begin to take pride in the fact that they lead a competitive organization that always fulfills its obligations. In addition, they are pleased that they are becoming an integral part of the process, which includes many solemn events, during which the distinguished ones are thanked and awarded.
At the same time, the intellectual commitment to CQP on the part of the rank and file is growing. They begin to think like this: “All this is fine, but how does it affect the market value of the company's shares? Are we really listening to the needs of our consumers? What next step is required for the evolutionary development of this process?
After both emotional and rational commitment to the overall concept (easy part) and implementation mechanism (hard part) of CQP employees at all levels are achieved, the desire for continuous improvement will become an indispensable component of the corporate culture and an organic part of the mission of the organization.
CONSEQUENCES OF TRUSTING WORKERS
Keeping in mind such popular slogans as "truthful advertising" or "total transparency of organizations", it should not be forgotten that the ability of management to rely on the ability and goodwill of employees is the most important condition for the implementation of CQP.
If the company has managed to involve the entire workforce in efforts to comprehensively improve activities, then it will simultaneously carry out numerous activities in this direction. In this case, it is almost impossible to manage the implementation of many ideas put forward by employees from above. The trust of leaders in subordinates from an act of good will, requiring a certain courage, is gradually turning into an urgent need. The intellectual consent of managers to implement CQP opens the floodgates for a flow of action that sweeps away managerial uncertainty and hesitation.
During a seminar given by the authors of the book at Baby Bell in 1990, its president stated, "We can't trust our employees." The tense silence in the room indicated that not everyone agreed with this statement, but the rest of the time was devoted to discussing ways to turn the staff into trustworthy people. At the same time, with such an attitude towards subordinates, it was not surprising that the organization was disturbed by ethical problems. It became clear that changing the vision of the company president or replacing him is the main condition under which efforts in the field of quality can become a reality. Obviously, personality changes of this kind are extremely difficult. It can be considered an axiom: the more significant the required changes, the more painful they occur. It should be borne in mind: only a self-confident person is able to be a true leader. Doubting people can at best count on the position of manager.
For inexplicable reasons, we tend to trust strangers more than those we know well. Let's illustrate what has been said. In the morning, going to his office, a typical American executive gets into the car and makes sure to use the brakes. At the same time, he is not at all interested in who assembled the brake system, what language the assemblers spoke. Every time you pass by green signal traffic light, he is calm, because he is absolutely sure: pedestrians will miss it, as they are obliged to stop when the red light is on for them. Arriving at the building where his office is located, he parks his car in the parking lot for the executive parking lot and calmly takes the elevator to the floor where the executive offices are located. He does not even have the thought to find out who and when checked the serviceability of the elevator. Thus, all the way from home to his workplace, this leader trusted his life to dozens, if not hundreds of people who were completely unfamiliar to him. But, once in completely safe conditions at his own desk, the boss begins to painfully doubt whether it is worth delegating to an NN employee the right to independently manage $ 25, although he has worked at the company for twenty-seven years!
Here is another example from the area traffic. Imagine that you are driving a car, and there are 12-14 more cars in front of the intersection where the traffic light is red. You can see the traffic light from your seat, but when it turns green, you don't move. Why? Obviously, everyone wants to quickly skip the intersection while the traffic light is open. But you are still waiting because the car in front of you has not moved yet, waiting for the car in front of you to move, and so on. In the end, the entire car queue comes into motion. But the farther you are from the intersection, the more you have to hurry to make up for lost time spent waiting. At the same time, very few manage to cross the intersection before switching the signal. Now suppose that all drivers in a similar situation know each other and trust the reactions of all participants in the movement. Then, seeing
40 green light, you will immediately take your foot off the brake pedal and step on the gas. You will be absolutely sure that all the drivers in front of you will do the same. As a result, the entire car queue will break away at the same time and a much larger number of drivers will be able to pass the intersection.
The question is, what does the last example have to do with the quality assurance process? Waiting for a car in front of you to pull away, the driver of which is unknown to you and whose intentions are unknown, serves as a model for so-called micromanagement. With this form of management, no action is taken until the top management team has passed through the entire chain of command. None of the subordinates lift a finger, not knowing about the intentions of their superiors, waiting until they realize the need to act. There is no trust in each other, no one wants to take risks and take responsibility. Only routine activities are performed. It seems that everything in the company is measured and orderly, but there is a high probability of being late and not using the temporarily opened opportunities (figuratively speaking, not having time to pass the intersection at the green traffic light). In the second case, each driver knows what unites everyone common goal- ensure that the maximum number of cars cross the intersection - and everyone plays according to the same rules (start off at the green light). In this case, people can start acting at the same time, but this requires trusting cooperation.
By trusting subordinates, leaders actually do not risk anything. In general, employees are well aware of their duties and will never deliberately act to the detriment of the organization, because even in conversations at home or with friends they say: "My company." The sense of commitment to one's work that comes through in this expression is very real and can be relied upon. Out of the first 25,000 proposals put forward by Pan Revere Insurance Group employees, only 11 were not implemented, and none of these ideas lay idle for more than two days, according to research by quality department specialists. Any manager would appreciate the timely implementation of 24,989 proposals, while easily accepting 11 temporary failures. Similarly, in the first four years of the Quality First program, the Insurance Center did not reject any of the 8,180 ideas put forward by employees.