Diagnostic methods for determining the level of communicative competence
1 Methodology for diagnosing the assessment of self-control in communication
M. Snyder
The technique is designed to study the level of communicative control: low, medium or high communicative control. According to M. Snyder, people with high communicative control constantly monitor themselves, are well aware of where and how to behave. Manage their emotional manifestations. However, they experience significant difficulties in the spontaneity of self-expression, do not like unpredictable situations. People with low communicative control are direct and open, but may be perceived by others as overly direct and intrusive.
The test has a division of communicative control levels into the following gradations: low level of communicative control- a person is characterized by a high level of impulsivity in communication and interaction with others, low differentiation of behavior, which causes looseness in interaction with communication partners; average level communicative control- a person is characterized by restraint and low emotionality in communication, sincerity and spontaneity when interacting with others; high level of communicative control- a person is characterized by a fairly high level of emotional restraint and control of his behavior when interacting with others.
Methodology for diagnosing the assessment of self-control in communication by M. Snyder
Self-monitoring scale
Read carefully ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself. If the sentence seems to you true or mostly true, answer "True", if it is incorrect or mostly incorrect - "False".
Statement
Answer options
I find it difficult to imitate other people's behavior
right
not true
I treat my attempts to impress or maintain relationships with other people as a performance.
right
not true
I think that I could be a good actor
right
not true
I give the impression to others of a person experiencing much deeper emotions than it really is.
right
not true
I rarely find myself in the center of attention of people around me.
right
not true
In different situations and with different people, I behave like a completely different person.
right
not true
I can only prove ideas that I believe in
right
not true
In order not to be alone and to please other people, I try to be the way they want to see me and no other
right
not true
I can deceive other people by showing friendliness even if I don't like them.
right
not true
I'm not always what I seem
right
not true
Calculation of results: Give yourself one point for answering "false" questions № 1, 5, 7
and for answering "true" to all other questions. Calculate your points.
People with high communicative control, according to Snyder, constantly monitor themselves, know well where and how to behave, control the expression of their emotions. At the same time, spontaneity of self-expression is difficult for them, they do not like unpredictable situations. Their attitude: "I am who I am in this moment". People with low communicative control are more direct and open, they have a more stable "I", little subject to change in various situations.
0-3 points: You have low communication control. Your behavior is stable, and you do not consider it necessary to change depending on situations. You are capable of sincere self-disclosure in communication. Some consider you "uncomfortable" because of your directness.
4-6 points: you have an average communicative control, you are sincere, but not restrained in your emotional manifestations, you are considered in your behavior with other people.
7-10 points: You have high communication control. You easily enter into any role, react flexibly to changing situations, feel good and are even able to foresee the impression you make on others.
2 Assessment of the level of sociability (VF Ryakhovsky).
The test makes it possible to determine the level of sociability of a person. Contains 16 questions. The points obtained are summed up, and the classifier determines which of the seven categories the subjects belong to.
The test classifies test subjects into seven categories, which include: obvious lack of communication skills- inability to work in a team, which indicates a low level of socialization; isolation- taciturnity, preference for loneliness; to a certain extent sociability- in an unfamiliar environment feels quite comfortable, but is reluctant to participate in disputes and disputes; normal sociability- curiosity, interest in the interlocutor, patience in communicating with others, defending one's point of view without irascibility; very sociable(sometimes it can be in excess of the norm) - curiosity, talkativeness, likes to speak out on various issues, which sometimes irritates others, willingly meets new people; "shirt guy"- sociability is in full swing, always up to date on all matters, likes to take part in all discussions, more on frivolous topics; painful communication skills- talkative, verbose, intervenes in matters to which he has nothing to do, undertakes to judge problems in which he is completely incompetent, often causes all sorts of conflicts in his environment.
Assessment of the level of sociability (V.F. Ryakhovsky test)
The test contains the ability to determine the level of sociability of a person. The questions should be answered using three response options - "yes", "sometimes", "no".
Instruction: Your attention is invited to a few simple questions. Answer quickly, unequivocally: "yes", "no", "sometimes".
Questionnaire
You have an ordinary or business meeting. Does her anticipation unsettle you?
Do you feel embarrassed and dissatisfied with an assignment to make a report, message, information at any meeting, meeting or similar event?
Do you put off a visit to the doctor until the last moment?
You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip?
Do you like to share your experiences with anyone?
Do you get annoyed if a stranger on the street turns to you with a request (show the way, tell the time, answer some question)?.
Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other?
Are you embarrassed to remind a friend that he forgot to pay you back the money he borrowed a few months ago?
In a restaurant or in the dining room, you were served an obviously poor-quality dish. Will you keep silent, only angrily pushing the plate away?
Once alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so?
You are horrified by any long line, no matter where it is (in a store, library, cinema box office). Do you prefer to abandon your intention, or will you stand behind and languish in anticipation?
Are you afraid to participate in any review committee conflict situations?
You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true?
Having heard somewhere in the lobby an obviously erroneous point of view on a question well known to you, do you prefer to remain silent and not enter into an argument?
Do you feel annoyed by someone's request to help you sort out a particular service issue or educational topic?
Are you more willing to express your point of view (opinion, assessment) in writing than orally?
Results processing
"Yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.
The points obtained are summed up, and the classifier determines which category of people the subject belongs to.
Classifier for the test of V.F. Ryakhovsky
30 - 31 points- You are clearly uncommunicative, and this is your misfortune, since you yourself suffer more from this. But it is not easy for people close to you. You are difficult to rely on in a matter that requires group effort. Try to be more sociable, control yourself.
25 - 29 points- You are closed, taciturn, prefer solitude, so you have few friends. A new job and the need for new contacts, if they do not plunge you into a panic, then for a long time unbalances you. You know this feature of your character and are dissatisfied with yourself. But do not limit yourself to such discontent - it is in your power to reverse these character traits. Doesn't it happen that with some strong enthusiasm you suddenly acquire complete sociability? It just takes a shake.
19 - 24 points- You are sociable to a certain extent and feel quite confident in unfamiliar surroundings. New challenges don't scare you. And yet with new people converge with caution, you are reluctant to participate in disputes and disputes. There is sometimes too much sarcasm in your statements, without any basis. These shortcomings are correctable.
14 - 18 points- You have good communication skills. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in dealing with others, defend your point of view without irascibility. Feel free to meet new people. At the same time, do not like noisy companies; extravagant antics and verbosity irritate you.
9 - 13 points- You are very sociable (sometimes, perhaps even beyond measure), curious, talkative, like to speak out on various issues, which sometimes irritates others. Willingly meet new people. Love to be the center of attention, do not refuse requests to anyone, although you cannot always fulfill them. It happens, flare up, but quickly move away. What you lack is perseverance, patience and courage when faced with serious problems. If you wish, however, you can force yourself not to back down.
4 - 8 points- You must be the shirt guy. Sociability beats out of you. You are always aware of everything. You love to take part in all discussions, although serious topics can cause you migraines and even blues. Willingly take the floor on any issue, even if you have a superficial idea about it. Everywhere you feel at ease. You take on any business, although you can not always successfully bring it to the end. For this very reason, managers and colleagues treat you with some apprehension and doubts. Consider these facts.
3 points or less- Your sociability is painful. You are talkative, verbose, interfering in matters that have nothing to do with you. Undertake to judge problems in which you are completely incompetent. Willingly or unwittingly, you are often the cause of all sorts of conflicts in your environment. Quick-tempered, touchy, often biased. Serious work is not for you. It is difficult for people - at work, at home, and in general everywhere - to be with you. Yes, you need to work on yourself and your character! First of all, cultivate patience and restraint in yourself, treat people with respect, and finally, think about your health - this lifestyle does not go unnoticed.
3 Personality research using 16-factor Cattell questionnaire (form C).
The Cattell Questionnaire is one of the most common questionnaire methods for assessing the individual psychological characteristics of a person both abroad and in our country. It was developed under the direction of R.B. Cattell and is intended for writing a wide range of individual-personal relationships.
A distinctive feature of this questionnaire is its focus on identifying relatively independent 16 factors (scales, primary traits) of personality. This quality of theirs was revealed using factor analysis from the largest number of superficial personality traits, originally identified by Cattell. Each factor forms several surface features, united around one central feature.
Questionnaire R.B. Cattell includes all types of tests - both assessment, and test solution, and attitude to any phenomenon.
Personality research using 16-factor
the Cattell questionnaire (form C)
The Cattell Questionnaire is one of the most common questionnaire methods for assessing the individual psychological characteristics of a person both abroad and in our country. It was developed under the direction of R.B. Kettel and is intended for writing a wide range of individual-personal relationships.
A distinctive feature of this questionnaire is its focus on identifying relatively independent 16 factors (scales, primary traits) of personality. This quality of theirs was revealed using factor analysis from the largest number of superficial personality traits, originally identified by Cattell. Each factor forms several surface features, united around one central feature.
There are 4 forms of the questionnaire: A and B (187 questions) and C and D (105 questions). In Russia, forms A and C are most often used. The questionnaire is most widely used in medical psychology in the diagnosis of professionally important qualities, in sports and scientific research.
The Cattell Questionnaire includes all types of tests - both assessment, and test decision, and attitude to any phenomenon.
Before the start of the survey, the subject is given a special form on which he must make certain notes as he reads. Preliminary, an appropriate instruction is given containing information about what the subject should do. The control time of the test is 25-30 minutes. In the process of answering questions, the experimenter controls the time of the subject's work and, if the subject answers slowly, warns him about it. The test is conducted individually in a calm, business-like environment.
The proposed questionnaire consists of 105 questions (form C), each of which offers three possible answers (a, b, c). The subject selects and fixes it in the answer sheet. In the process of work, the subject must adhere to the following rules: do not waste time thinking, but give the answer that comes to mind; do not give vague answers; do not skip questions; be sincere.
Questions are grouped according to their content around certain features that ultimately lead to certain factors.
The processing of the results is carried out according to a special key, where the numbers of questions and the number of points that receive the answer a, b, c in each question are given. In those cells where the letter indicating the factor is affixed, the number of points is equal to zero. Thus, for each answer, the subject can receive 2, 1 or 0 points. The number of points for each factor is summed up and entered in the answer sheet (in the right column), the experimenter receives a personality profile for 16 factors in raw estimates. These estimates are converted into standard (walls) according to Table 3. Then the experimenter determines what development each factor has received: low, medium, high, writes out features that characterize the degree of their development and analyzes the results. If any of the features is in doubt, it is better not to include it in the description.
For results to be reliable, they must be confirmed by other methods or by another form of the same test.
The results of applying this technique make it possible to determine the psychological originality of the main substructures of temperament and character. Moreover, each factor contains not only a qualitative and quantitative assessment of the inner nature of a person, but also includes its characteristics from the side of interpersonal relations. In addition, individual factors can be combined into blocks in three areas:
Smart block : factors: IN- general level of intelligence; M- the level of development of imagination; Q 1 - susceptibility to new radicalism.
Emotional-volitional block : factors: FROM- emotional stability; ABOUT - degree of anxiety; Q 3 - the presence of internal stresses; Q 4 - the level of development of self-control; G- the degree of social normalization and organization.
Communication block : factors: BUT- openness, closedness; H - courage; L- attitude towards people; E - degree of dominance - subordination; Q 2 - dependence on the group; N- dynamism.
To some extent, these factors correspond to the factors of extraversion - introversion and neutrotism according to Eysenck, and can also be interpreted from the point of view of the general orientation of the personality: towards the task, towards oneself, towards others. In this regard, this technique can be used in combination with the study of temperamental personality traits according to Eysenck (57 questions) and the technique of Smekal and Kucher, adapted by Peisakhov, to identify the general orientation of the personality.
Questions of the Cattell Questionnaire
Test subject instructions: Here are questions that will help you find out the features of your character, your personality. Does not exist "faithful" and "infidel" answers, since everyone is right in relation to their own views. You must be willing to answer accurately and truthfully. At the beginning, you should answer the four questions that are given as a sample and see if you need any further clarification. You must cross out the box corresponding to your answer on the special answer sheet. There are three possible answers for each question. Example:
I like to watch team games:
a) yes b) sometimes c) no
I prefer people:
a) restrained c) find it difficult to answer c) quickly establishing friendly contacts.
Money cannot bring happiness:
a) yes b) don't know c) no
A woman is in the same relation to a child as a cat is to:
a) a kitten c) a dog c) a boy.
There is a correct answer to the last question: a kitten. But there are very few such questions.
If something is not clear to you, ask the experimenter for clarification. Do not start without the experimenter's signal. When answering, remember the following four rules:
You don't have time to think. Give the first, natural answer that comes to your mind. Of course, the questions are formulated too briefly and in detail for you to choose what you would like. For example, the first question in the examples asks you about "team games". You may be more into football than basketball. But you are being asked about the "average game", about the situation that on average corresponds to this case. Give the most accurate answer you can. You must finish answering no later than half an hour.
Try not to get carried away with average, vague answers, except when. You really can't pick an edge case. Perhaps it will be in one of four or five questions.
Don't skip questions. Answer at least somehow to all the questions in a row. Some questions may not be very suitable for you, but still give the best that you can offer in this case. Some questions may seem too personal, but remember that the results are not disclosed and cannot be obtained without a special "key". The answers to each individual question are not viewed.
4. Answer as honestly as possible what is true for you. But write what you think it would be more correct to say in order to impress the experimenter.
Conversion table from raw grades to standard grades (walls)
Fak-
tori
Walls
Low
Medium
High
0-3
4
5
6
7
8
9
10
11
12
Interpretation of results.
Factor C
C+
FROM-
emotional stability
Calm, mature, confident, sensually constant, not afraid of difficult situations, emotionally unstable
Emotional instability
intolerant, impatient,
irritable, prone to concern and grief, puts off solving difficult issues
Instructions for using the technique:
Schoolchildren are invited to answer 20 questions by putting a sign (+) in the “Yes” column; in the column "No" sign (-). No more than 1 minute is allotted for each question.
| Questions |
| 1. Do you have many friends with whom you constantly communicate? |
| 2. How long have you been bothered by the feeling of resentment caused to you by one of your friends? |
| 3. Do you have a desire to establish new acquaintances with different people? |
| 4. Is it true that you find it more pleasant and easier to spend time with books or doing something than with people? |
| 5. Do you easily connect with people who are older than you? |
| 6. Do you find it difficult to join new companies for you? |
| 7. Do you find it easy to connect with strangers? |
| 8. Is it difficult for you to get used to a new team? |
| 9. Do you seek to get to know and talk with a new person at an opportunity? |
| 10. Do people around you annoy you and do you want to be alone? |
| 11. Do you like being around people? |
| 12. Do you feel embarrassed, uncomfortable or embarrassed if you have to take the initiative to get to know a new person? |
| 13. Do you like to participate in collective games? |
| 14. Is it true that you feel insecure around people you don't know well? |
| 15. Do you think that it is not difficult for you to bring animation to an unfamiliar company? |
| 16. Do you tend to limit the circle of your acquaintances to a small number of people? |
| 17. Do you feel at ease when you are in a company that is unfamiliar to you? |
| 18. Is it true that you do not feel confident and calm enough when you have to say something to a large group of people? |
| 19. Is it true that you have a lot of friends? |
| 20. Do you often feel embarrassed, feel awkward when communicating with unfamiliar people? |
Processing of results.
Answers to questions, plus or minus, are put down in the table.
After that, the estimated coefficient (K) should be determined by the formula
C - the number of answers that match the decoder,
B - the maximum number of answers to questions
Using the rating scale, the teacher determines the level of sociability of students.
Interpretation of results.
Low level of sociability, if the subject received a score of 1. Such a student does not strive to communicate, feels constrained in a new company, prefers to spend time alone, limits his acquaintances, has difficulty establishing contacts with people and speaking to an audience, is poorly oriented in an unfamiliar situation, does not defend his opinion, takes grievances hard. The manifestation of initiative in social activities is extremely underestimated, in many cases he prefers to avoid making independent decisions.
The average level of sociability, if the subject received a score of 3. He strives for contacts with people, does not limit the circle of his acquaintances, defends his opinion, plans his work. He does not get lost in a new environment, quickly finds friends, constantly strives to expand his circle of acquaintances, is engaged in social activities, helps relatives, friends, takes the initiative in communication, takes part in organizing social events with pleasure, is able to make an independent decision in a difficult situation. However, the potential of these tendencies is not highly stable.
A high level of sociability - the subject, who received marks 5. He actively strives for organizational and communicative activities, feels the need for it. He quickly orients himself in situations, behaves at ease in a new team. In an important matter or a difficult situation that has arisen, he prefers to make an independent decision, defends his opinion and strives for it to be accepted by his comrades. Can bring excitement to an unfamiliar company, likes to organize various games, events, is persistent in activities that attract him. He himself is looking for such cases that would satisfy his needs in communicative and organizational activities.
Appendix B. Results of diagnostic activities before and after the implementation of the project "Education of the communicative culture of students"
| Level of communication skills (point) | Sociability level | Generalized assessment according to the methods used | Level of communicative culture | ||||||
| before | after | before | after | before | after | before | after | ||
| Alina B | Tall | Tall | |||||||
| Xenia G. | Middle | Middle | |||||||
| Masha E. | Short | Middle | |||||||
| Ira F. | Tall | Tall | |||||||
| Timur K. | Middle | Middle | |||||||
| Misha G. | Middle | Middle | |||||||
| Sasha G. | Middle | Middle | |||||||
| Ilya P. | Short | Middle | |||||||
| Valya Z. | Short | Middle | |||||||
| Dima K. | Middle | Tall | |||||||
| Olesya K. | Short | Middle | |||||||
| Katya R. | Short | Middle | |||||||
| Julia K. | Middle | Tall | |||||||
| Victor F. | Middle | Tall | |||||||
| Kolya G. | Short | Middle | |||||||
| Larissa P. | Middle | Middle | |||||||
| Roman P. | Short | Middle | |||||||
| Seryozha S. | Middle | Middle | |||||||
| Daria S. | Middle | Middle | |||||||
| Zhenya T. | Short | Short | |||||||
| Denis F. | Short | Short | |||||||
| Natia Sh. | Short | Middle |
Appendix D. Lesson - holiday "Hello autumn"
Hall design: Children's drawings on the theme "Autumn". Children bring with them one of the most beautiful autumn leaves to decorate a bouquet. A large sheet of paper is placed on the side wall of the hall, on which a bare branch is drawn in a vase, which the children will decorate during the holiday. Prepared musical excerpts that evoke a different mood. Slides with pictures of autumn nature, prepared by students of the art class.
Presenter: Today we have a literary living room "Hello autumn". Tell me, please, what are the main signs of autumn for you and what mood do they evoke in you? You have named different signs of autumn. Interestingly, sometimes the same sign causes a different mood. For example, autumn falling leaves cause completely different moods in different people. Can the leaves themselves have a mood, can they feel something, think about something? (yes, in a fairy tale, in verse) Now my assistants will read verses where the leaves speak about what they think and feel. These poems were composed by Fedor Ivanovich Tyutchev. Listen and try to feel the mood of the falling leaves.
Let the pines and firs
All winter stick out
In the snow and blizzard
Wrapped up, they sleep.
Their skinny greens
Like hedgehog needles
Though it never turns yellow,
But never fresh.
We are a light tribe
Bloom and shine
AND short time
We are guests on branches.
All red summer
We were beautiful
Ray games,
Bathed in dew!
But the birds sang
The flowers have faded
The rays faded
The Zephyrs are gone.
So what do we get for free
Hang and turn yellow?
Isn't it better for them
And we'll fly away!
O wild winds,
Hurry, hurry!
Rip us off
From boring branches!
Rip it off, rip it off
We don't want to wait
Fly, fly!
We fly with you!
Leading: With what mood do the leaves fly away in this poem? (They want to break loose as soon as possible, they have an impatient mood). And now listen to the poem by Apollon Nikolaevich Maikov, he also has the words of the leaves themselves after the words of the narrator. Listen and say what mood these leaves have?
Autumn leaves are circling in the wind
Autumn leaves scream in alarm.
Everything is dying, everything is dying! You are black and naked
O our dear forest, your end has come!
The royal forest does not hear the alarm.
Under the dark azure of harsh skies
He was swaddled by mighty dreams,
And the strength for a new spring ripens in him.
Host: What is the mood of these leaves? (These leaves are scared, they don’t want to fly away. The mood is anxious.) You see, there is one natural phenomenon - leaf fall, and the mood of the leaves is different. Or can it be the other way around: can the same mood be caused by different things? Now let's check. Listen to music, try to feel its mood. Listen carefully (the author is announced; the mood is bright). Did you feel what mood this music creates? And now let's try to find verses similar to this music in mood. Those who prepared at home will read their poems, and we will find out if these poems evoke a similar mood in us.
A. Pushkin. Autumn (excerpt).
Sad time! Oh charm!
I like your farewell beauty
I love the magnificent nature of wilting,
Forests clad in crimson and gold,
In their canopy of the wind noise and fresh breath,
And the heavens are covered with mist,
And a rare ray of sun, and the first frosts,
And distant gray winter threats.
S. Yesenin.
The fields are compressed, the groves are bare,
Fog and damp from the water.
Wheel behind the blue mountains
The sun went down quietly.
The blasted road is slumbering.
She dreamed today
What is very, very little
It remains to wait for the gray winter.
Oh, and I myself am often ringing
I saw yesterday in the fog:
Red month foal
Harnessed to our sleigh.
A. Tvardovsky. Forest in autumn.
Between thinning tops
Blue appeared.
Noisy at the edges
Bright yellow foliage.
Birds are not heard. Crack small
broken knot,
And, with a flickering tail, a squirrel
Easy makes a jump.
The spruce in the forest became more noticeable -
Protects deep shade.
Boletus last
He tilted his hat to one side.
Facilitator questions: Is there a mood in this poem similar to what was in the music? What are the main signs of autumn that the narrator is interested in?
Output. So, each author talks about different signs of autumn, but they evoke a similar mood in us, readers. And more than that. Music and poetry evoke a similar mood in us. Can a picture evoke a similar mood? (Slide show with the work of students of the art class of the school. Assistants of the presenter accompany the demonstration by reading excerpts.)
1. Nature is focused on itself. She seems to be deep in thought, remembering her summer splendor.
transparent clouds
calm movement,
Like a haze of sunshine
Taking on the light
That pale gold
That soft blue shadow
Colors the distance.
We have a quiet hello
The autumn is peaceful.
No sharp outlines
No bright colors...
Nature is full of last warmth.
2. And here is the golden autumn. Silence emanates from her too. But there is something disturbing in the silence. There is in the autumn of the original ...
3. This is how the autumn of colors ends and the autumn of winds begins. The winds drove so many clouds that the rains seemed to cover the whole earth. And we begin to feel defenseless before the coming cold, before these continuous rains, before the ferocity of the winds.
What mood does this picture convey? (sad mood).
Prepared children read poetry:
N. Nekrasov.
Before the rain
A mournful wind drives
I flock clouds to the edge of heaven,
Broken spruce groans,
The dark forest whispers dully.
On the stream, pockmarked and motley,
A leaf flies after a leaf,
And a stream dry and sharp
The cold is coming.
Twilight falls on everything;
Flying from all sides,
Whirling in the air with a cry
A flock of jackdaws and crows.
The summer days are fading away.
Where are the golden rays of summer?
Only gray eyebrows move
Only gray curls sway.
This morning, bitter fate
Exhausted, I sighed a little:
Early-early ruddy dawn
The window flashed for a moment.
But again this sky is rainy
Desperately hanging over us -
To know, again my sun is red,
You burst into tears, standing up.
A. Pleshcheev.
Boring picture!
Clouds without end
The rain is pouring down
Puddles on the porch…
stunted rowan
Wet under the window;
Looks village
Gray spot.
What are you visiting early
Autumn, come to us?
Still asks the heart
Light and warmth!
Host: What did we learn about autumn today?
Output. Each person - a poet, musician, artist, reader, listener, spectator - has his own autumn: both in signs and in mood. Today we heard quite a few verses, and, perhaps, the verses closest to him have not come across to someone. But maybe someone was lucky and the meeting took place? Whoever heard very close verses, I congratulate those on a happy meeting. And who managed to find some new autumn signs for himself today, which he had not paid attention to before? Who wants to read poems about autumn?
Children read poems of their own composition.
This autumn is golden
Gives leaves, not counting.
Gives golden leaves
You, and us, and everyone in a row.
Here comes autumn.
Water freezes.
Leaves fall from aspen branches.
Clouds float in the sky
Light rain drizzles
And the grass turned yellow in the valley.
The blue is in the sky
And lead water.
Autumn has come to visit us.
Cold but great!
Autumn. School time.
Yards are beautiful!
Happy yellow foliage
And lead water!
Autumn is golden!
The leaves are noisy.
And fly south.
Making a wall "autumn bouquet" in a vase
And now you can attach your most beautiful leaves to our branch so that we have our own autumn bouquet.
To the music, children approach the branch and attach their leaves.
Assessment of the level of sociability (Test F. Ryakhovsky)
The test contains the ability to determine the level of sociability of a person. The questions should be answered using three response options - “yes”, “sometimes” and “no”.
Instruction: “Your attention is invited to a few simple questions. Answer quickly, unequivocally: “yes”, “no”, “sometimes”.
Questionnaire text
You have an ordinary or business meeting. Does her anticipation unsettle you?
Do you feel embarrassed and dissatisfied with the assignment to make a report, message, information at any conference, meeting or similar event?
3. Do you postpone your visit to the doctor until the last moment?
You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip?
Do you like to share your experiences with anyone?
Do you get annoyed if a stranger on the street turns to you with a request (show the way, name the time, answer some question)?
7. Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other?
Are you embarrassed to remind a friend that he forgot to pay you back the money he borrowed a few months ago?
In a restaurant or in the dining room, you were served an obviously poor-quality dish. Will you keep silent, only angrily pushing the plate away?
- 10. Once alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so?
- 11. You are horrified by any long line, no matter where it is (in a store, library, cinema box office). Do you prefer to abandon your intention, or will you stand behind and languish in anticipation?
- 12. Are you afraid to participate in any commission to review conflict situations?
- 13. You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true?
When you hear somewhere on the sidelines an obviously erroneous point of view on a question well known to you, do you prefer to remain silent and not enter into a conversation?
Do you feel annoyed by someone's request to help you sort out a particular service issue or educational topic?
16. Are you more willing to express your point of view (opinion, assessment) in writing than orally?
Response score:
"Yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.
The points obtained are summed up, and the classifier determines which category the subject belongs to.
MINISTRY OF EDUCATION AND YOUTH POLICY
STAVROPOL REGION
STATE AGROTECHNICAL COLLEGE
from. MOSCOW
KRASNOGVARDEYSKY BRANCH
Determination of the general level of sociability of students (test by V. F. Ryakhovsky)
Prepared
master p / o Frolova O. N.
from. Krasnogvardeyskoe
Sociability is one of the important communicative properties of a person, which allows you to successfully adapt to environment. A sociable person finds friends faster, which means that he is less likely to have personal problems, sociability acts as a tool for obtaining new significant information. Through communication, a person learns about himself and the world around him.
Sociability develops in the process of learning and professional activity person, on the one hand, and has an impact on their success and quality, on the other.
We are all constantly in situations of communication - at home, at work, on the street, in transport; with loved ones and total strangers. And, of course, a huge number of contacts that a person enters into every day requires him to fulfill a number of conditions and rules that allow him to communicate while maintaining personal dignity and distance in relation to other people.
In general, interaction with society today should be based on a deep analysis and understanding of all factors that can affect people and their attitude towards the company, its product or services.
The emergence of psychological and communicative barriers to communication significantly interferes with both the communication of individuals and entire social strata. And since a person is a social being, communication is simply necessary for him. That is why this problem is relevant today.
Testing was conducted among students of the 2nd year (17-19 years old, 16 boys and 12 girls). The students were given a testAssessment of the level of sociability (V.F. Ryakhovsky).
The test makes it possible to determine the level of sociability of a person. Contains 16 questions. The points obtained are summed up, and the classifier determines which of the seven categories the subjects belong to.
The test classifies test subjects into seven categories, which include:obvious lack of communication skills- inability to work in a team, which indicates a low level of socialization; isolation - taciturnity, preference for loneliness;to a certain extent sociability- in an unfamiliar environment feels quite comfortable, but is reluctant to participate in disputes and disputes;normal sociability- curiosity, interest in the interlocutor, patience in communicating with others, defending one's point of view without irascibility;very sociable(sometimes it can be in excess of the norm) - curiosity, talkativeness, likes to speak out on various issues, which sometimes irritates others, willingly meets new people;"shirt guy" - sociability is in full swing, always up to date on all matters, likes to take part in all discussions, more on frivolous topics;painful communication skills- talkative, verbose, interferes in matters to which he has nothing to do,is taken
to judge problems in which he is completely incompetent often causes all sorts of conflicts in his environment.
During the testing, the following results were obtained:
In the Ryakhovsky test, students scored approximately the same number of points (9-18). The average value is 13.5 points. This indicates approximately the same level of sociability. If we turn to the test classifier, this number of points indicates:
The subjects are inquisitive, willingly listen to an interesting interlocutor, are quite patient in communication, defend their point of view without irascibility. Without unpleasant experiences, they go to meet new people. At the same time, they do not like noisy companies; extravagant antics and verbosity irritate them. Respondents are also very sociable (sometimes, perhaps even beyond measure). Sometimes they are even curious, talkative, like to speak out on various issues, which sometimes irritates others. Willingly meet new people. They like to be in the center of attention, they do not refuse requests to anyone, although they cannot always fulfill them. It happens that they flare up, but quickly move away. What they lack is perseverance, patience and courage when faced with serious problems. If desired, however, they can force themselves not to retreat.
When summing up the results of the test, we can say that the subjects are at the level of normal sociability, but they are also too inquisitive and quick-tempered.
Response score: "yes" - 2 points, "sometimes" - 1 point, "no" - 0 points. The points obtained are summed up, and the classifier determines which category the subject belongs to.
Questionnaire
1. You have an ordinary or business meeting. Does her anticipation unsettle you?
2. Do you feel embarrassed and dissatisfied with the order to make a report, report, information at any conference, meeting or similar event?
3. Do you put off your visit to the doctor until the last moment?
4. You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip?
5. Do you like to share your experiences with anyone?
6. Are you annoyed if a stranger on the street turns to you with a request (show the way, name the time, answer some question)?.
7. Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other?
8. Are you embarrassed to remind a friend that he forgot to return the money that he borrowed a few months ago?
9. In a restaurant or in a dining room, you were served an obviously poor-quality dish. Will you keep silent, only angrily pushing the plate away?
10. Once you are alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so?
11. You are horrified by any long queue, no matter where it is (in a store, library, cinema box office). Do you prefer to abandon your intention, or will you stand behind and languish in anticipation?
12.Are you afraid to participate in any commission to review conflict situations?
13. You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true?
14. Having heard somewhere on the sidelines an obviously erroneous point of view on a question well known to you, do you prefer to remain silent and not enter into an argument?
15. Do you get annoyed by someone's request to help you sort out a particular service issue or educational topic?
16. Are you more willing to express your point of view (opinion, assessment) in writing than orally?
Results processing
"Yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.
The points obtained are summed up, and the classifier determines which category of people the subject belongs to.
Classifier for the test of V.F. Ryakhovsky
30 - 32 points - You are clearly uncommunicative, and this is your misfortune, since you yourself suffer more from this. But it is not easy for people close to you. You are difficult to rely on in a matter that requires group effort. Try to be more sociable, control yourself.
25 - 29 points - You are closed, taciturn, prefer solitude, so you have few friends. A new job and the need for new contacts, if they do not plunge you into a panic, then for a long time unbalances you. You know this feature of your character and are dissatisfied with yourself. But do not limit yourself to such discontent - it is in your power to reverse these character traits. Doesn't it happen that with some strong enthusiasm you suddenly acquire complete sociability? It just takes a shake.
19 - 24 points - You are sociable to a certain extent and feel quite confident in unfamiliar surroundings. New challenges don't scare you. And yet with new people converge with caution, you are reluctant to participate in disputes and disputes. There is sometimes too much sarcasm in your statements, without any basis. These shortcomings are correctable.
14 - 18 points - You have good communication skills. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in dealing with others, defend your point of view without irascibility. Feel free to meet new people. At the same time, do not like noisy companies; extravagant antics and verbosity irritate you.
9 - 13 points - You are very sociable (sometimes, perhaps even beyond measure), curious, talkative, like to speak out on various issues, which sometimes irritates others. Willingly meet new people. Love to be the center of attention, do not refuse requests to anyone, although you cannot always fulfill them. It happens, flare up, but quickly move away. What you lack is perseverance, patience and courage when faced with serious problems. If you wish, however, you can force yourself not to back down.
4 - 8 points - You must be the shirt guy. Sociability beats out of you. You are always aware of everything. You love to take part in all discussions, although serious topics can cause you migraines and even blues. Willinglytake a word on any issue, even if you have a superficial idea about it. Everywhere you feel at ease.take for any business, although you can not always successfully bring it to the end. For this very reason, managers and colleagues treat you with some apprehension and doubts. Consider these facts.
3 points or less - Your sociability is painful. You are talkative, verbose, interfering in matters that have nothing to do with you. Undertake to judge problems in which you are completely incompetent. Willingly or unwittingly, you are often the cause of all sorts of conflicts in your environment. Quick-tempered, touchy, often biased. Serious work is not for you. It is difficult for people - at work, at home, and in general everywhere - to be with you. Yes, you need to work on yourself and your character! First of all, cultivate patience and restraint in yourself, treat people with respect, and finally, think about your health - this lifestyle does not go unnoticed.
1. Methodology of the general level of sociability (test by V.F. Ryakhovsky)
2. Methodology for studying communicative and organizational inclinations (COS).
The methodological basis of the study are accepted in domestic psychology principles of personal approach (B.G. Ananiev); system campaign (E.G. Yudin); objectivity of research and determinism (A.N. Leontiev, S.L. Rubinshtein).
The works of Lomov B.F., Leontiev A.A., Parygin B.D., Shkoporov N.B., Labunskaya V.A., Tolstykh A.V., Gorelov I.N., R.S. Nemova, E.I. Golovakha, L.P. Grimak and others.
Experimental base: The study involved students of universities in Yoshkar-Ola, in the amount of 10 people.
Chapter 1 modern psychology 1.1 The concept and main characteristics of communication
Communication as a specific social relationship has long attracted the attention of philosophers and representatives of other areas of social thought. Nowadays, communication has become the subject of special study in a whole group of sciences - primarily in general and social psychology, sociology, pedagogy, ethnography, ethics and aesthetics, and other sciences. Of course, each of these sciences considers communication within the framework of its specific scientific problems.
It would seem that the meaning of the concept of communication is clear and does not require special explanations. There are, however, many concepts, the meaning of which in everyday speech and in scientific use does not quite coincide. It also happens that in science itself the term is used in different meanings. This also applies to the concept of communication. In psychology, there are different approaches to understanding communication.
In the psychological dictionary, communication is defined as follows: "Communication is the interaction of two or more people, consisting in the exchange of information between them of a cognitive or affective-evaluative nature."
V.N. Panferov, considering the epistemological formula of communication, "which assumes a consistent dependence of the following phenomena: a person - a channel - a sign - meaning - meaning - attitude - behavior - personality", believes that this chain determines "the main problematic moments of the communication process that arise in the context of all levels of interaction between people with their differentiation according to the main functions of the subject of communication ". Assuming that all functions of a person are his functions as a subject of mental activity, he proposes to include communicative, informational, cognitive, emotive, conative and creative functions among the main functions. Since these functions take place both in the processes of interaction between a person and a person, and in the processes of interaction between a person and objects, the author believes that they can be considered universal functions in the structure of a holistic act of joint activity.
Obviously, communication is the most important factor in the formation and development of personality. In the transition from the general philosophical to other levels of analysis, the ideas about the process of communication are concretized, the content of ever new facets of this phenomenon is revealed.
The study of communication as a factor in the development of personality in socio-psychological analysis involves, first of all, the search for transitions from objective relations to subjective ones, as well as the objectification of subjective relations in the process of communication.
The categories of "communication", "public relations", "activity" are inextricably linked, and "the necessary mediating link between the categories" public relations "and" communication "is the understanding of a person as a subject of activity."
Analyzing the interaction of the categories "public relations" and "communication" at the general philosophical level, one can imagine the dialectic of their relationship as the dialectic of essence and phenomenon, content and form, universal, particular and singular. At this level, communication acts as a process of actualization of all relations of social individuals. The human relation itself is considered here as a kind of integrity, in the unity of the subjective and objective moments. Communication acts as an extremely broad concept, as a process of updating all human relations, being, in fact, an attribute of the very existence of people.
Theoretical issues of the general philosophical theory of communication are raised in the works of S.S. Batenina, G.S. Batishcheva, L.P. Bueva, M.S. Kagan, V.M. Sokovnina. The importance of studying the category of communication and all the personality traits necessary for its success, given by A.A. Brudny, was noted in ancient times.
Conceptual developments of the problem of communication in domestic psychology, first of all, “are connected with the names of B.G. Ananiev, L.S. Vygotsky, A.N. Leontieva V.M. Myasishcheva, S.L. Rubinstein, who considered communication as an important condition mental development of a person, his socialization and individualization, personality formation.
The study of the genesis of communication abroad was carried out by J. Bowlby, R. Spitz, A. Freud and many others.
In the early 60s of the XX century, a broad study of the genesis of communication unfolded in Russian psychology. So, for example, the problems of interaction between an adult and a child are reflected in the works of N.M. Shchelovanova, N.A. Askarina, V. Tonkova-Yanpolskaya. Thanks to these scientists, a scientific school of normal physiology of childhood was created. M.I. Lisin and A.V. Zaporozhets subjected to a systematic and in-depth study of the genesis of communication in children of the first years of life.
E.G. Zlobodina sought to build a philosophical theory of communication, based on the psychological concept of communication, presenting it as a spiritual interpersonal contact, as a "personification of social relations". Other researchers, considering communication, rely in its understanding on the data of other sciences, which often leads to a one-sided interpretation of communication. So, in the work of B.A. Rodion's communication is identified with communication.
The development in the 60s of the XX century of social psychology as scientific discipline, located at the intersection of sociology, psychology and philosophy, gave impetus to the consideration of communication from a new angle. In the book published in 1965 by B.D. Parygin "Social psychology as a science", the problem of communication was singled out as one of the subjects of study of this science. Communication here refers to the mental interaction of people in all its forms, including information and communication, and receptive, and opposite. 13 of his next monograph, the author attached even greater importance to communication as a subject of socio-psychological research, recognizing it as one of the main objects of analysis. At the same time, communication was still interpreted as a purely psychological phenomenon, as “a complex and multifaceted process that can act at the same time as a process of interaction between individuals, and as an information process, and as an attitude of people to each other, and as the process of their mutual influence on each other, and as a process the claim of empathy and mutual understanding of each other. Having singled out the content (communication) and form (interaction or interaction) in communication, then, on the basis of these structural components, he again highlights the content and form. Thus, the definition of B.D. Parygina focuses on a systematic understanding of the essence of communication, its multifunctionality and activity nature.
In the work of E.S. Kuzmina “Fundamentals of Social Psychology”, communication is considered as the basis for building a system of socio-psychological knowledge: “In social psychology, all subjective psychological qualities: attitudes, values, motives, group norms, opinions are considered on their own, in their content and mechanisms, as a result direct communication of people, through the prism of which the whole system of social relations acts. Such an understanding of communication laid the foundation for the idea of its integrity, since it turned out to be not a simple sum of different forms of mental contacts of individuals, but the main phenomenon of the individual and collective psyche. Undoubtedly, the study of social psychology of human communication had great importance to deepen the general scientific understanding of the problems of man, life, culture. With differences in the specific interpretation of communication within the framework of socio-psychological theory, as well as its place in the subject of science, communication was recognized by all representatives of this science as a necessary object of study, and it brought many valuable and practically important results.
In the framework of research on child and general psychology, communication is traditionally considered as a condition for human development in the works of V.N. Panferova, B.F. Lomova, M.I. Lisina, L.I. Bozovic.
A.N. Leontiev considered communication and labor to be the two main types of human activity. This is the essence of his concept and analysis of communication as an activity, which he designated as "communicative activity".
At the same time, in the work “Man: activity and communication” L.P. Bueva interprets communication as something fundamentally different than activity: "Activity and communication are two interrelated, relatively independent, but not equivalent sides of a single (individual and social) process of life" .
B.G. Ananiev also recognizes communication as one of the three main types of human activity, along with labor and knowledge.
B.F. Lomov in his research argues that “it is wrong to consider the problem of communication only as exclusively belonging to social psychology”, because within the complex of psychological sciences this problem is of interest to both labor psychology, and management psychology, and engineering psychology, and medical, and pedagogical, “in which the problem of communication is one of the central ones", and psycholinguistics, and, finally, the general theory of psychology ".
B.F. Lomov argued that communication cannot be defined as a type of human activity, that it is something fundamentally different from activity, because it connects the subject not with the object, but with another subject.
By definition, G.M. Andreeva "Communication is the process of establishing and developing contacts between people, including the exchange of information, the development of a single interaction, perception and understanding by a person of another person" .
Trying to overcome the one-sidedness of various interpretations of this problem, G.M. Andreeva proposed a broader understanding of the connection between activity and communication, “when communication is considered both as a side of joint activity (since activity itself is not only labor, but also communication in the process of labor), and “as its peculiar derivative” . G.M. Andreeva considers the main processes of communicative activity to be: actually communicative (providing the exchange of information), interactive (regulating the interaction of partners in communication) and perceptual (organizing mutual perception, mutual assessment and reflection in communication).
M.I. Lisina, as a result of many years of experimental research on communication processes in children, identifies the following components: the subject of communication, the need for communication, communicative motives, communication actions, communication tasks, means of communication, communication products:
The subject of communication is another person, a communication partner as a subject;
The need for communication is a person's desire for knowledge and evaluation of other people, and through them and with their help - to self-knowledge, to self-esteem;
Communicative motives are what communication is undertaken for;
Communication actions are units of communicative activity, a holistic act addressed to another person;
The means of communication are those operations with the help of which the actions of communication are carried out;
The product of communication is the formation of a material and spiritual nature, created as a result of communication.
Based on the principles system analysis, Kagan M S. identifies the following goals of communication:
1) the purpose of communication is outside the interaction of subjects,
2) the purpose of communication lies in itself,
3) the purpose of communication is to familiarize the partner with the experience and values of the initiator of communication,
4) the purpose of communication is to familiarize the initiator himself with the partner's values.
Productive development of the problem of classification of communication functions is contained in the works of B.F. Lomov. In them, according to his own assessment, an attempt was made to still incompletely classify some of the main functions of communication, in particular, two rows of functions were singled out for different reasons. The first includes three classes of the following functions: information-communicative, regulatory-communicative, affective-communicative; the second is determined by a different system of grounds and includes the organization of joint activities, people's knowledge of each other, the formation and development of interpersonal relationships.
The formation of communication needs can also be considered in terms of determining the patterns inherent in the formation of any communicative need in the course of the inclusion of an individual in the system of interpersonal relations. An analysis of the development of needs for communication in ontogenesis allows us to consider the formation of a personality and its development through the prism of the evolution of a communicative need, shows in general the role of communication as one of the most important factors of socialization.
In the scheme of the evolution of communication needs, proposed by M.I. Lisina, the emergence of a new need is noted - in mutual understanding, in emotional empathy, because only if these needs are met, it becomes possible to form adequate self-esteem and mutual evaluation.
Newcomb divided the social needs that determine interaction and communication into three main types: 1) needs focused on the object or goal of interaction; 2) needs focused on the interests of the communicator himself; 3) needs focused on the interests of another person or society as a whole. Real social behavior A person always has all three types of needs, which, however, are hierarchized in different ways.
In motivation, notes V.G. Leontiev, there is a "coordination of external influences, key, situational, triggering stimuli with the internal state of a person, with his needs and other mental formations, which constitutes acquired and innate experience" . Motivation is an active process that goes towards external influences. It directly opposes the “external” of a person through his behavior and activities.
Researchers distinguish speech (verbal) and non-verbal (non-verbal) means in communication.
In particular, the richest range of non-verbal means is used in communication, embodied in the behavioral features of the rituals of acquaintance, greetings, farewell; in the emotional tone of communication, depending on the situation, reflecting the national, professional or other characteristics of those communicating; conventional gestures known only to one or another social group, and many others. Human behavior is built taking into account the actions and deeds of the people around him, and communication in itself is a value in itself for a person.
Based on the study of communication, such a personality trait as sociability, manifested in communication, is considered. Comparison of literary data makes it possible to characterize sociability as a relatively stable individual property of a person, which develops in the course of communicative activity and manifests itself in it. Sociability as a property of a person includes the following features: the desire for communication, the initiative of communication, the ease of making contact, stability, the breadth of communication, the expressiveness of communication and signs of an extraverted orientation. Sociability in the broadest sense is the mental readiness of a person for organizational and communicative activity.
In psychology, there are three functions of communication (sometimes they are called parties, aspects), which allow you to more clearly structure this process. Among them stand out: communicative, including the exchange of information; interactive, providing for the organization of interaction; perceptual, reflecting the process of perception and formation of the image of another person and the establishment of interaction. Let's take a closer look at each of them.
The communicative function of communication provides that people in the course of joint activities exchange various ideas, ideas, feelings, moods, etc. This is the information of human communication, during which information is not just transmitted, but also formed, refined, developed.
The communicative function has its own specifics. First, communication is not just the exchange or movement of information. Here we are dealing with the relationship of two individuals, each of which acts as an active subject. Schematically, communication can be represented as an intersubjective process (S=S), as "a subject-subject relationship of active information exchange, during which the subject of communication is jointly comprehended.
Secondly, the exchange of information provides for the mutual influence of subjects, implies a psychological impact on the behavior of a partner in order to change it.
Thirdly, communicative influence is possible only when the subjects have a single or similar system of encoding and decoding, i.e. they speak the same language when the signs and the meanings assigned to them are known to everyone.
Fourth, communication is characterized by communication barriers that are social or psychological in nature. On the one hand, this is a different worldview, worldview, worldview, giving rise to different interpretations of the same concepts. On the other hand, barriers can be purely psychological in nature due to individual personality traits (shyness, secrecy, distrust, incompatibility, etc.).
The interactive function of communication is associated with the development of a strategy, tactics and techniques for the interaction of people, the organization of their joint activities to achieve certain goals. Such communication involves the achievement of mutual understanding, the application of joint efforts for the further organization of activities, in the final results of which the communicants are interested. The specificity of interaction is that it fixes not only the exchange of information, but also, most importantly, the organization of joint actions, and, consequently, develops their forms and norms.
The versatility of the interaction structure has given rise to different approaches to its description. The theory of social action analyzes the components of human interaction, their connection, interaction and their changes. Other scholars view interaction as a process that goes through certain stages: spatial, psychological, social contacts, interaction and, finally, social relations.
An original approach to describing the interaction is presented in E. Burn's transactional analysis - a direction that proposes to regulate the positions of the participants in the interaction (for example, a parent, adult or child) and take into account the nature of the situation and the style of interaction.
Possible types of interaction are usually divided into two opposite groups: positive (cooperation, agreement, adaptation, association) and negative (competition, conflict, opposition, dissociation). In the first case, interaction contributes to the organization of joint activities. In the second, it creates obstacles in its path. For a deeper understanding, consider two categories: cooperation and conflict.
Cooperation is the streamlining, coordination of the efforts of partners. A.N. Leontiev in this case singled out two features of joint activity: 1) the division of a single process of activity between the participants; 2) change in the activities of each of them. It is important that the result of each person's activity is connected with the final result of joint activity through the development of interpersonal relationships.
Unlike cooperation, the phenomenon of conflict lies in the fact that it can be based on two features: psychological antagonism and conflict actions. Destructive conflicts lead to mismatch, loosening of interaction. They are characterized by an increase in the number of participants and their conflict actions, an increase in negative attitudes and sharpness of statements, an increase in tension and prejudice, an increase in the number of false perceptions of traits and qualities of another person's personality.
At the same time, not every conflict is negative. For example, a productive conflict is generated by different points of view on the problem, on the way to solve it. There is no incompatibility of personalities here. Such a conflict contributes to a comprehensive understanding of the problem and cooperative interaction within it.
The perceptual function of communication explains the perception and understanding of another person and oneself, the establishment of mutual understanding and interaction on this basis. Everyone joins and works in the act of communication mental processes. With their help, individual characteristics of the psyche and behavior of people are perceived and evaluated. Social perception involves not only understanding and acceptance of the goals, motives, attitudes of a communication partner, but also considers how, in what way he is perceived. In the process of interpersonal perception, we, according to S.L. Rubinstein, as if "reading" the thoughts of another person. This is on the one hand. On the other hand, the more fully another person reveals himself, the more complete the idea of himself becomes. In the course of knowing another person, several processes are simultaneously carried out: both his emotional assessment, and an attempt to understand the structure of his actions, and the strategy of his own behavior based on this.
Identification, empathy and reflection are distinguished as mechanisms of social perception. Identification means identifying, likening oneself to others. To identify oneself with subordinates means, firstly, to unite oneself with them on the basis of an established emotional connection and to include in one's own world the norms and values accepted by them; secondly, this is an idea, an officer’s vision of his subordinates as an extension of himself (projection), endowing them with his own characteristics, traits, feelings, desires; thirdly, putting oneself in the place of a subordinate, which manifests itself in the form of immersion, transferring oneself into the field, space, circumstances of the subordinates and leads to the assimilation of their personal meanings.
Rational comprehension of the partner's situation is enhanced by emotional experience, i.e. empathy (feeling). Empathy allows you to take into account the line of behavior of another person. Based on his emotional assessment, an appropriate attitude is formed: sympathy is a positive image of the other, antipathy is negative. Empathy can manifest itself in the following forms: empathy - experiencing the same emotional states that another person, through identification with him or sympathy - experiencing one's own emotional states about the feelings of another person. An important characteristic of empathy is its isolation within the framework of direct emotional experience and the weak development of the reflexive side.
The next mechanism of perception is reflection. In social psychology, it is understood as the awareness by the acting individual of how he is perceived by his communication partner. In other words, understanding the interlocutor by thinking for him. Mutual perception in the process of reflection involves the following positions: the subject itself, as it is in activity, and the subject as it is seen by another. Both subjects of communication are in these positions. Consequently, reflection is a kind of process of doubling the mirror image of each other by the subjects.
So, there are different approaches to understanding the category of communication and, accordingly, different interpretations of the relationship between communication and activity.
According to the meaning of our work, communication is an independent category, which has its own internal patterns of development and acts as:
First, the interaction of subjects;
Secondly, the basis of interpersonal relationships;
Third, how to exchange information.
1.2 Individual styles of communication and their place in the style space of the personality of a student, a future psychologist
It is determined by the specifics of the activity itself, the individual psychological characteristics of its subject (I.V. Strakhov, N.D. Levitov, V.C. Merlin, E.A. Klimov, etc.).
In the strictly psychological, narrow sense, an individual style is “a stable system of methods determined by typological features that develops in a person striving for the best implementation of a given activity ... an individual-peculiar system of psychological means that a person consciously or spontaneously resorts to in order to best balancing one's (typologically conditioned) individuality with the objective external conditions of activity.
This definition especially emphasizes that this is “an individual unique combination of techniques and methods that ensures the best performance of an activity” (B.C. Merlin). The style of activity includes its operational composition, skills and abilities (V.E. Chudnovsky), revealing the abilities of the object itself and being determined by its individual psychological and personal characteristics.
The style of activity is associated with the style of self-regulation. Both are considered as two interrelated aspects of a holistic individual style of activity, human activity (V.I. Morosanova, G.A. Berulava). In the last decade, this education includes the concept of a cognitive style that determines the features cognitive activity and characterized by field independence, differentiation, analyticity. At present, the concept of "style" is interpreted in a very broad context, as a style of behavior, style of activity, style of leadership (leadership), style of communication, cognitive style, etc.
As emphasized by G.M. Andreev, the styles of behavior defined by K. Levin related, first of all, to the type of decision-making by leaders. Three leadership styles were identified: authoritarian, democratic, and permissive. In subsequent studies, such definitions as directive, collegial and permissive were introduced. However, in relation to activity (behavior), interaction, communication, the designations proposed by K. Levin are most often used. There are two sides to the style: content and technical, i.e. formal (techniques, methods). Below is a complete description of the formal and content aspects of the three styles according to G.M. Andreeva
| Authoritarian style | |
| formal party | Content side |
| 1. Business, short orders. Prohibitions without condescension, with a threat. Clear language, unfriendly tone. Praise and blame are subjective. Emotions are not taken into account. Showing tricks is not a system. The position of the leader is outside the group. Instructions in the form of proposals. | 2. Things in the group are planned in advance (in their entirety). Only immediate goals are determined, distant ones are unknown. Activities are not planned in advance, but in a group. Everyone is responsible for the implementation of the proposals. |
| Democratic style | |
| Not a dry speech, but a comradely tone. Praise and blame - with advice. Orders and prohibitions with discussions. The position of the leader is within the group. | All sections of the work are not only offered, but also discussed |
| conniving style | |
| The tone is conventional. No praise, no blame. The leader does not give instructions. No cooperation. Leader position - imperceptibly in side of the group. | Things in the group go by themselves. Sections of work are made up of individual interests or come from a new leader. |
Researchers define various style features:
instrumental,
compensatory
backbone
integrative.
Individual style of activity, according to E.A. Klimov, has a certain structure, the core of which includes individual psychological characteristics that either contribute to or oppose the success of the activity.
Determining the general styles of behavior, the researchers note that in situations of difficulty, conflict, people identify up to ten individual styles of behavior: conflict, confrontational, smoothing, collaborative, compromise, opportunistic, style of avoidance, suppression, rivalry and protection (G.B. Morozova). It is essential that these styles of behavior always accompany one or another individual style of activity, forming its background and giving it an appropriate emotional coloring. They also determine the general emotional background of the style. pedagogical activity, pedagogical communication.
In conclusion, we can say that in relation to behavior, activity, communication, the most common are the definitions of style types (in the aggregate of its formal and content aspects), proposed by K. Levin. The differentiation of style is associated with the specific nature of the interaction of people and their individual psychological characteristics, for example, character accentuation.
The style of activity, reflecting its specificity, includes both the style of management, and the style of self-regulation, and the style of communication, and the cognitive style of the psychologist. The style of activity reveals the impact of at least three factors: a) individual psychological characteristics of the subject of this activity - a teacher (teacher), including individual typological, personal, behavioral characteristics; b) the characteristics of the activity itself and c) the characteristics of the students (age, gender, status, level of knowledge, etc.). In pedagogical activity, characterized by the fact that it is carried out in subject-subject interaction in specific educational situations of organization and management learning activities student, these factors also correlate with: a) the nature of the interaction; b) with the nature of the organization of activities; c) with the subject-professional competence of the teacher; d) with the nature of communication. At the same time, under the style of communication, according to V.A. Kan-Kalik, individual-typological features of the socio-psychological interaction between the teacher and students are understood.
Types of styles. Communication styles are primarily divided into three general types: authoritarian, democratic, and liberal-permissive, being filled at the same time with proper “pedagogical” content. Let us give their description given by A.K. Markova .
authoritarian style. The opponent is considered as an object of communicative influence, and not an equal partner. The communicator alone decides, makes decisions, establishes strict control over the fulfillment of the requirements presented to him, uses his rights without taking into account the situation and the opinions of students, does not justify his actions to students. As a result, activity is lost or it is carried out only in the leading role of a psychologist, low self-esteem, aggressiveness are found. With an authoritarian style of force, for example, students are directed to psychological self-defense, and not to the assimilation of knowledge and their own development. The main methods of influence are the order, teaching. For the teacher, character-L is low satisfaction with the profession and professional stability. Teachers with this style of leadership pay the main attention to the methodological culture, they often lead in the teaching staff.
Democratic style. The opponent is considered as an equal partner in communication, a colleague in the joint search for knowledge. The teacher involves students in decision-making, takes into account their opinions, encourages independence of judgment, takes into account not only academic performance, but also the personal qualities of students. Methods of influence are motivation for action, advice, request. In teachers with a democratic leadership style, students are more likely to experience states of calm satisfaction, high self-esteem. Teachers with this style pay more attention to their psychological skills. Such teachers are characterized by greater professional stability and satisfaction with their profession.
Liberal style. The teacher moves away from decision-making, transferring the initiative to students and colleagues. The organization and control of the activities of students is carried out without a system, shows indecision, hesitation. The class has an unstable microclimate, hidden conflicts.
Each of these styles, revealing the attitude towards the interaction partner, determines its nature: from subordination - to partnership - to the absence of directed influence. It is essential that each of these styles presupposes the dominance of either a monologic or dialogic form of communication. A more detailed differentiation of styles in terms of the nature of involvement in the activities of a communication teacher was proposed by V.A. Can-Kalikom:
the style of the teacher's engagement with the students creative activity, which is an expression of the teacher's attitude to his work, to his profession;
a friendly disposition style that serves as a common background and prerequisite for the successful interaction of the teacher with the class. V.A. Kan-Kalik draws attention to the danger of a friendly disposition turning into familiarity, familiarity, which can adversely affect pedagogical activity in general. “Friendliness should be pedagogically expedient, not contradict the general system of interactions between a teacher and children”;
communication style - distance, which is an expression of an authoritarian style, which, having a positive effect on the external indicators of discipline, organization of students, can lead to personal changes - conformism, frustration, inadequacy of self-esteem, a decrease in the level of claims, etc.;
communication style - intimidation and flirting, which indicates the professional imperfection of the teacher.
Based on the analysis of the dominance of each of the above styles in the behavior (activity) of the teacher V.A. Kan-Kalik considers eight models.
Styles of activity depending on its nature
The most complete actually activity-based idea of the styles of pedagogical activity was proposed by A.K. Markova, A.Ya. Nikonova. As noted by these authors, the following grounds were used to distinguish the style in the teacher's work: the content characteristics of the style (the teacher's predominant orientation on the process or result of his work, the deployment by the teacher of the indicative and control-evaluative stages in his work); dynamic characteristics of the style (flexibility, stability, switchability, etc.); performance (the level of knowledge and learning skills of schoolchildren, as well as the interest of students in the subject). On this basis, the authors identified four types of individual styles that characterize modern teacher.
Emotional improvisational style (EIS). EIS teachers are distinguished by their predominant orientation towards the learning process. Explaining new material such a teacher builds a lot, it is interesting, but in the process of explaining he often does not have feedback from the students. During the survey, the teacher addresses a large number of students, mostly strong ones who are interested in him, interrogates them at a fast pace, informal questions, but does not let them talk much, does not wait until they formulate an answer on their own. For a teacher with insufficiently adequate planning of the educational process is characteristic: for working out in the lesson, he gets the most interesting educational material; less interesting, although important, leaves for independent work students. Teachers are distinguished by high efficiency, the use of a large arsenal of various teaching methods. He often practices collective discussions, stimulates spontaneous statements of students. The teacher is characterized by intuitiveness, which is expressed in the frequent inability to analyze the features and effectiveness of their activities in the classroom.
Emotionally methodical style (EMS). A teacher with EMS is characterized by an orientation towards the process and learning outcomes, adequate planning of the educational process, high efficiency, and a certain predominance of intuitiveness over reflexivity. Focusing on both the process and the learning outcomes, such a teacher adequately plans the educational process, gradually works out all the educational material, carefully monitors the level of knowledge of all students (both strong and weak), consolidation and repetition are constantly presented in his activities. educational material control of students' knowledge. Such a teacher is distinguished by high efficiency, he often changes the types of work in the lesson, practices group discussions. Using the same rich arsenal of methodological techniques in working out educational material as a teacher with EIS, a teacher with EMS, unlike the latter, seeks to activate children not with external entertainment, but to firmly interest the features of the subject itself.
Reasoning and improvisational style (RIS). A teacher with RIS is characterized by an orientation towards the process and results of learning, adequate planning of the educational process. Compared to teachers of emotional styles, a teacher with RIS shows less ingenuity in the selection and variation of teaching methods, is not always able to provide a high pace of work, rarely practices collective discussions, the relative time of spontaneous speech of his students during lessons is less than that of teachers with emotional style. A teacher with RIS speaks less himself, especially during a survey, preferring to influence students indirectly (through hints, clarifications, etc.), giving the respondents the opportunity to complete the answer in detail.
Reasoning-methodical style (RMS). Focusing mainly on learning outcomes and adequately planning the educational process, a teacher with DMS shows conservatism in the use of means and methods of pedagogical activity. High methodology (systematic consolidation, repetition of educational material, control of students' knowledge) is combined with a small, standard set of teaching methods used, preference for the reproductive activity of students, and rare group discussions. In the process of questioning, the teacher addresses a small number of students, giving everyone a lot of time to answer, paying special attention to weak students. The teacher is generally reflexive.
So, communicative activity, like any other activity, is characterized by a certain style. In the broad sense of the word, the style of activity (for example, managerial, industrial, pedagogical) is a stable system of methods and techniques that manifests itself in different conditions of its implementation.
Chapter 2. Diagnostic study of the individual communication style of students, future psychologists 2.1 Organization and methods of research
To study the level of sociability, we conducted pilot study, which was attended by 10 students from universities in Yoshkar-Ola.
The study used the methodology for determining the general level of sociability of V.F. Ryakhovsky and the methodology for assessing communicative and organizational inclinations (COS) (Appendices 1-2)
The method of VF, Ryakhovsky explores the level of sociability, communication, the students studied by us took part in it. We proposed a test that contained the ability to determine the level of sociability of a person. The students had to answer the questions using three answer options - "yes", "sometimes" and "no". The results obtained by us were summarized, and the classifier determined which category the subject belongs to (see Appendix 1).
Students willingly took part in this study. They answered with interest the questions proposed in the methodology, wanting to identify their level of sociability.
The CBS methodology determines the level of development of communicative and organizational inclinations (Appendix 2). The "KOS" method is also based on the principle of reflecting and evaluating the subjects of some features of their behavior in various situations. Selected situations familiar to the subject from his personal experience. Therefore, the assessment of the situation and behavior in its conditions is based on the reproduction by the subject of his real behavior and the real attitude experienced in his experience. Based on this principle, a projective questionnaire was created to identify stable indicators of communicative and organizational inclinations.
In our study, the test students were given the texts of the questionnaire, answer sheets, and instructions were read out. Everyone took an active part in the study, tried to answer the questions of the methodology as truthfully as possible, and then shared their impressions.
2.2 Analysis and processing of research results
The results of sociability in table 1 and in diagram 1.
Table 1
The results of the study of the level of sociability according to the method of V. Ryakhovsky
| №№ | Points | General conclusion about the level of sociability |
| 1 | 16 | understated |
| 2 | 19 | understated |
| 3 | 13 | o/low |
| 4 | 19 | understated |
| 5 | 11 | o/low |
| 6 | 12 | o/low |
| 7 | 19 | understated |
| 8 | 14 | o/low |
| 9 | 22 | middle |
| 10 | 11 | o/low |
Rice. 1. Analysis of the results of the study of the level of sociability according to the method of V. Ryakhovsky
So, according to the results this study it can be seen that students generally have an underestimated and low level of sociability.
No one showed a high level of sociability (0%), average - 1 person, underestimated - 4 people, very low - 5 people.
From the data of diagram 1 it can be seen that the average level of sociability of managers is 10%, a high level is 0%, an underestimated level is 40% and a very low level is 50%
Analysis of the results of the level of development of communicative and organizational inclinations according to the CBS methodology is presented in tables 2-3 and in diagrams 2-3.
table 2
The results of the study of the level of communication skills (CS) of social educators according to the CBS methodology
| №№ | Points | General conclusion about the level |
| 1 | 0,95 | very tall |
| 2 | 0,85 | very tall |
| 3 | 0,15 | short |
| 4 | 0,8 | very tall |
| 5 | 0,5 | below the average |
| 6 | 0,55 | below the average |
| 7 | 0,85 | very tall |
| 8 | 0,2 | short |
| 9 | 0,35 | short |
| 10 | 0,35 | short |
Table 3
The results of the study of the level of organizational skills (OS) of social teachers according to the COS methodology
| №№ | Points | General conclusion about the level |
| 1 | 0,95 | o/high |
| 2 | 0,85 | o/high |
| 3 | 0,15 | short |
| 4 | 0,8 | tall |
| 5 | 0,5 | short |
| 6 | 0,55 | short |
| 7 | 0,85 | o/high |
| 8 | 0,2 | short |
| 9 | 0,35 | short |
| 10 | 0,35 | short |
Diagram 2. The results of the study of the level of communication skills (CS) of managers according to the CBS methodology
Diagram 3. The results of the study of the level of organizational skills (OS) of managers according to the CBS methodology
So, according to the results of this study, it can be seen that 40% of students have a very high level of communicative skills, 20% have a level of communicative skills below average, and 40% have a low level of skills.
Only 1 student-psychologist (10%) showed a high level of organizational skills, 60% of students demonstrated a low level, and 30% - a very high level of organizational skills.
To increase the level of development of sociability, communicative and organizational skills, we have developed a system of classes (APPENDIX 3) for the formation of students' communicative and communication skills and communication styles. The program was based on the work of A.S. Prutchenkov and F. Burnard.
The program is a development of classes to improve the level of communication, communication and organizational skills, communication style of students.
The system of classes is based on 10 lessons of 2 exercises for 1.5-2 hours a week on weekends. There are 10 people in the group.
Conclusion
In conclusion, after conducting theoretical and practical research, it is necessary to draw the following conclusions:
The problem of human communication and its place in the development of a person's ideas about himself is one of the most urgent among those that psychological science is working on.
Concepts consider communication as an independent category, which has its own internal patterns of development and acts as an interaction of subjects; as the basis of interpersonal relations and a condition for the development of personality; as an exchange of information. Communication unfolds in the presence of a communicative need, initiative and activity of the subject. Communication is a complex, multilevel and multifunctional social phenomenon. From positions modern concept we have characterized three interrelated aspects of communication: information (communication), interactive and perceptual.
In communication, as in the process of successive actions, behavioral acts (both verbal and non-verbal), information is exchanged, its interpretation, mutual perception, mutual understanding, mutual evaluation, empathy, the formation of likes and dislikes, the nature of relationships, psychological impact, conflict resolution, implementation and regulation joint activities. In business communication, people are united by the interests of business and joint activities aimed at achieving common goals. The main principle of business relationships is rationality, the search for ways to increase the effectiveness of cooperation.
Communicative activity, like any other activity, is characterized by a certain style. In the broad sense of the word, the style of activity (for example, managerial, industrial, pedagogical) is a stable system of methods and techniques that manifests itself in different conditions of its implementation.
It is determined by the specifics of the activity itself, the individual psychological characteristics of its subject.
In the strictly psychological, narrow sense, an individual style is “a stable system of methods determined by typological features that develops in a person striving for the best implementation of a given activity ... an individual-peculiar system of psychological means that a person consciously or spontaneously resorts to in order to best balancing one’s (typologically determined) individuality with objective ones. Communication styles are primarily divided into three general types: authoritarian, democratic, and liberal-permissive, at the same time being filled with the actual “pedagogical” content by the external conditions of activity”
An empirical study of communication was carried out on the example of a group of students, future psychologists. The general level of sociability, the level of development of communicative and organizational inclinations were determined.
For students, well-developed communication skills, the desire to expand the scope of contacts, the ability to convince and achieve their goals are of greater importance.
Analysis of results empirical research showed that students have a low level of sociability and a low level of communication and organizational skills.
40% of students have a very high level of communication skills, 20% have a below average level of communication skills, and 40% have a low level of skills.
Only 10% of the students showed a high level of organizational skills, 60% of students demonstrated a low level, and 30% showed a very high level of organizational skills.
To increase the level of development of sociability, communicative skills and style of communication, we have developed a system of classes for the formation of empathic, communicative and organizational skills of managers. The program was based on the work of A.S. Prutchenkov and F. Burnard. The program is a system of classes to improve the level of communication, empathy, communication and organizational skills of managers.
Passing training at the training contributes to the development of communication skills, the development of an optimal communication style, more effective communication with clients and partners, prompt resolution of issues and, ultimately, an increase in work efficiency.
Thus, the hypothesis is proved, the goals are achieved, the tasks are solved.
List of used literature
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/A.V. Batarshev, - M .: VLADOS, 1999. - 174 p.
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Attachment 1
Methodology "Determining the general level of sociability"
Instruction: "Your attention is invited to a few simple questions. Score answers: "yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.
The points obtained are summed up, and the classifier determines which category the subject belongs to.
Test classifier
30-31 points. You are clearly uncommunicative, and this is your misfortune, since you yourself suffer the most from this. But it is not easy for people close to you. You are difficult to rely on in a matter that requires group effort. Try to be more sociable, control yourself.
25-29 points. You are closed, taciturn, prefer solitude, so you have few friends. A new job and the need for new contacts, if they do not plunge you into a panic, then they unbalance you for a long time. You know this feature of your character and are dissatisfied with yourself. But do not limit yourself to such discontent only - it is in your power to reverse these character traits. Doesn't it happen that with some strong enthusiasm you suddenly acquire complete sociability? It just takes a shake.
19-24 points. You are sociable to a certain extent and feel quite confident in unfamiliar surroundings. New challenges don't scare you. And yet, with new people, converge with caution; they are reluctant to participate in disputes and disputes. There is sometimes too much sarcasm in your statements, without any basis. These shortcomings are correctable.
14-18 points. You have good communication skills. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in communication, defend your point of view without irascibility. Feel free to meet new people. At the same time, do not like noisy companies; extravagant antics and verbosity irritate you.
9-13 points. You are very sociable (sometimes, perhaps even beyond measure). Curious, talkative, like to speak out on various issues, which sometimes irritates others. Willingly meet new people. Love to be the center of attention, do not refuse requests to anyone, although you cannot always fulfill them. It happens, flare up, but quickly move away. What you lack is perseverance, patience and courage when faced with serious problems. If you wish, however, you can force yourself not to back down.
4-8 points. You must be the shirt guy. Sociability beats out of you. You are always aware of everything. You love to take part in all discussions, although serious topics can cause you a migraine or even a blues. Willingly take the floor on any issue, even if you have a superficial idea about it. Everywhere you feel at ease. You take on any business, although you can not always successfully bring it to the end. For this very reason, managers and colleagues treat you with some apprehension and doubts. Consider these facts.
3 points or less. Your communication skills are painful. You are talkative, verbose, interfering in matters that have nothing to do with you. Undertake to judge problems in which you are completely incompetent. Willingly or unwittingly, you are often the cause of all sorts of conflicts in your environment. Quick-tempered, touchy, often biased. Serious work is not for you. People - at work, at home, and in general everywhere - find it difficult to be with you. Yes, you need to work on yourself and your character! First of all, cultivate patience and restraint in yourself, treat people with respect, and finally, think about your health - this lifestyle does not go unnoticed.
Questionnaire text
You have an ordinary or business meeting. Does her anticipation unsettle you?
Do you feel embarrassed and dissatisfied with the assignment to make a report, message, information at any conference, meeting or similar event?
Do you put off a visit to the doctor until the last moment?
You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip?
Do you like to share your experiences with anyone?
Do you get annoyed if a stranger on the street turns to you with a request (show the way, name the time, answer some question)?
Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other?
Are you embarrassed to remind a friend that he forgot to pay you back the money he borrowed a few months ago?
In a restaurant or in the dining room, you were served an obviously poor-quality dish. Will you keep silent, only angrily pushing the plate away?
Being one on one with a stranger. You will not enter into a conversation with him and will be burdened if he speaks first. Is it so?
You are horrified by any long line, no matter where it is (in a store, library, cinema box office). Do you prefer to abandon your intention, or will you stand behind and languish in anticipation?
Are you afraid to participate in any commission to review conflict situations?
You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true?
When you hear somewhere on the sidelines an obviously erroneous point of view on a question well known to you, do you prefer to remain silent and not enter into a conversation?
Do you feel annoyed by someone's request to help you sort out a particular service issue or educational topic?
Are you more willing to express your point of view (opinion, assessment) in writing than orally?
Annex 2
Methodology for studying communication and organizational skills
Instruction: “The test offered to you contains 40 questions. Read them and answer all questions using the form. Question numbers are printed on the form. If your answer to the question is positive, that is, you agree with what is asked in the question, then circle the corresponding number on the form. If your answer is negative, that is, you do not agree, then cross out the corresponding number. Make sure that the question number and the number on the answer sheet match. Please note that the questions are general in nature and may not contain all the necessary details. Therefore, imagine typical situations and do not think about the details. Don't spend a lot of time thinking, answer quickly. Some questions may be difficult for you to answer. Then try to give the goth answer that you think is preferable. When answering any of these questions, pay attention to his first words and coordinate your answer with them. When answering questions, do not try to make a deliberately pleasant impression. Sincerity in the answer is important.
Choose "yes" or "no" answers to the questions below.
| No. p / p | Questions | Yes | Not |
| 1 | Do you have many friends with whom you constantly communicate? | ||
| 2 | Do you often manage to persuade the majority of classmates (colleagues) to accept your opinion? | ||
| 3 | How long have you been bothered by the feeling of resentment caused to you by one of your friends? | ||
| 4 | Do you always find it difficult to navigate in a critical situation? | ||
| 5 | Do you have a desire to establish new acquaintances with different people? | ||
| 6 | Do you enjoy social work | ||
| 7 | Is it true that you enjoy spending time with books or some business (occupation) than with people? | ||
| 8 | If there are some obstacles in the implementation of your intentions, do you easily retreat from them? | ||
| 9 | Do you easily connect with people who are much older than you? | ||
| 10 | Do you like to organize various entertainments with your friends? | ||
| 11 | Do you find it difficult to join new companies for you? | ||
| 12 | How often do you put things off for other days? What should have been done today? | ||
| 13 | Do you find it easy to connect with strangers? | ||
| 14 | Do you strive to ensure that your colleagues (classmates) act in accordance with your opinions? | ||
| 15 | Is it difficult for you to get used to the new team? | ||
| 16 | Is it true that you do not have conflicts with classmates because of their failure to fulfill their promises, obligations, duties? | ||
| 17 | Do you seek to get to know and talk with a new person if the opportunity is good? | ||
| 18 | How often do you take the initiative when dealing with important matters? | ||
| 19 | Do people around you annoy you and do you want to be alone? | ||
| 20 | Is it true that you are usually bad at navigating in unfamiliar surroundings? | ||
| 21 | Do you enjoy being around people all the time? | ||
| 22 | Do you get irritated if you can't finish what you started? | ||
| 23 | Do you feel embarrassed, uncomfortable, or embarrassed if you have to take the initiative to get to know a new person? | ||
| 24 | Is it true that you get tired of frequent communication with friends? | ||
| 25 | Do you like to participate in collective games? | ||
| 26 | Do you often take the initiative in dealing with issues that affect the interests of your friends? | ||
| 27 | Is it true that you feel insecure among people you don't know well? | ||
| 28 | Is it true that you rarely seek to prove your point? | ||
| 29 | Do you think that it will not be difficult for you to revive a company that is unfamiliar to you? | ||
| 30 | Are you involved in community work? | ||
| 31 | Do you strive to limit the circle of your acquaintances to not a large number of people? | ||
| 32 | Is it true that you strive to defend your opinion, decision, if it was not immediately accepted by your classmates (colleagues)? | ||
| 33 | Do you feel at ease. Getting into an unfamiliar company? | ||
| 34 | Are you willing to start organizing various events for your classmates (colleagues)? | ||
| 35 | Is it true that you feel confident and calm enough when you have to say something to a large group of people? | ||
| 36 | Are you often late for business meetings, dates? | ||
| 37 | Is it true that you have many friends? | ||
| 38 | Do you often find yourself in the center of attention of your classmates (colleagues) | ||
| 39 | Do you often feel embarrassed or uncomfortable when talking to strangers? | ||
| 40 | Is it true that you do not feel very confident surrounded by a large group of your acquaintances? |
Keys and processing of results.
The results are processed by comparing the answers with the key (separately for communicative (CS) and organizational (OS) skills).
The answer is "yes" to questions No. 1, 5, 9, 13, 17, 21, 25, 29, 33, 37
The answer is "no" to questions No. 3,7, 11, 15, 19, 23, 27, 31, 35, 39
The answer is "yes" to questions No. 2, 6, 10, 14, 18, 22, 26, 30, 34, 38
The answer is "no" to questions No. 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
The number of answers matching the key for each section of the methodology is counted, then the estimated coefficients are calculated separately for the KU and the OS according to the formula:
K \u003d 0.05 * C, where:
K - the value of the estimated coefficient
C is the number of answers matching the key.
Estimated coefficients can vary from 0 to 1
An indicator close to 1 indicates a high level of QU and OS, close to 0 - a low level. Primary indicators of CG and OE can be presented in the form of assessments indicating different levels of the studied skills
Communication skills:
| Indicator | Grade | Level |
| 0,10-0,45 | 1 | I- low |
| 0,46-0,55 | 2 | II- below average |
| 0,56-0,65 | 3 | III- medium |
| 0,66-0,75 | 4 | IV-high |
| 0,76-1 | 5 | V-very high |
Organizational skills:
| Indicator | Grade | Level |
| 0,20-0,55 | 1 | I- low |
| 0,56-0,65 | 2 | II- below average |
| 0,66-0,70 | 3 | III- medium |
| 0,71-0,80 | 4 | IV-high |
| 0,81-1 | 5 | V-very high |
Analysis of the obtained results.