Exercises to develop student leadership skills. Teachers' universities. Anxiety is a child of evolution

In order for a teenager to be successful and feel successful, he needs to have a number of personality traits that are completely new to him: to be able to communicate with different categories people, be able to work in a team, motivate others, be able to express what they feel.

The main principle of leadership training is work "here and now", that is, those psychological patterns that the group members demonstrate during the exercise.

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Leadership effectiveness training.

In order for a teenager to be successful and feel successful, he needs to have a number of completely new personality traits for him: to be able to communicate with different categories of people, to be able to work in a team, to motivate others, to be able to express what he feels.

Leaders are not born, they are made. The personality is brought up and formed throughout life, that adolescence is one of the important periods in the formation of a person's personality. A teenager is at a crossroads, many have the makings of a leader, but not everyone has the opportunities and abilities to develop and consolidate them on their own.

The main principle of leadership training is work “here and now”, that is, those psychological patterns that the group members demonstrate during the exercises.

The main features of the training:

The work is based on the experience of the group members;

Information blocks are combined with practical skills training;

The training takes 6 hours (3 days for 2 hours).

"Leadership training"

Goals 1. Expanding the concept of leadership as a way to organize and manage a small group. 2. Activation of leadership potential as a set of skills for self-government and management of other people. 3. Participants are given the opportunity to see their leadership inclinations from the outside, to feel the advantages and difficulties of leadership positions, to determine their strengths and weak sides regarding leadership in certain situations. 4. Mastering the techniques of leadership influence and group rallying, the development of leadership skills. Objectives: 1. Formation of ideas about leadership as a groupprocess based on their own empirical experience of interaction and teamwork; 2. Acquaintance with certain methods of assessing leadership positions and skills; 3. Self-analysis of one's own leadership potential and leadership skills; 4. Increased leadership motivation.

Lesson one. Target:Getting to know the group members from the perspective of their leadership skills and ambitions, labilizing the group, creating a trusting atmosphere. First module - each participant calls his name in a circle, official status, talks for 3 minutes about how often leadership behavior manifests itself, what contributes and what hinders this. Expresses an association with the word "leader" (Leader is ...).

Discussion of the rules for working in a group:

Activity;

Confidentiality;

Personal interest and importance (we only talk about our problems)

Relying on the experience of other people and looking for new approaches to solving your problems (do not try to defend what you already know, listen to others more, perhaps you will get acquainted with a new look at your problems).

Consideration of individuality (each of us is individual, what suits you may not suit another. Do not try to impose your point of view.)

Second module - theoretical, it discusses the role of leadership in an effective organization group work, basic theory of leadership.

1 leader trait theory.

Leader - the bearer of certain qualities and skills that contribute to the influence on others. Leader type: charismatic and transformational.Charismatica leader wins the trust of people and has a strong influence on them (acceptance of his goals, values, a desire to imitate and follow him).Transformationala leader builds relationships with followers based on transformation, beliefs, values, and needs.

2. Interactive theory.

The leader is the person who best meets the expectations of the group and who most consistently adheres to the ideals and values. The maximum status and prestige is diagnosed.

3. Situational theory.

Leadership is a function of the situation and depends on the situation. The main components of the situation are the composition and size of the group, the level of competence and the degree of accountability of the group members, the presence of other members of the group.

4. Probable leadership theories.

Based on the assumption that there is no best model Behavior that the manager could resort to all the time. Third module - discussion. Within 5 minutes, participants are invited to independently write 6-7 main qualities necessary for a leader. After that, a discussion is held in small groups (4-5 people), as a result of which a list of seven main leadership traits is drawn up. A delegate is selected, presenting a general list of leadership traits.

Who was the leader on the assignment?

How were the roles assigned?

Game "Exchange Fair". Within 10 minutes, each participant makes a list of their qualities and skills that contribute to leadership, -

“I am a leader,” assesses the degree of their severity on a scale from 0 to 100%. Then, in 15-20 minutes, the participants have the opportunity, during negotiations with each other, to exchange some of their strongly expressed leadership qualities for “missing” ones. What useful things did you get at the fair? Who managed to make more trades during the game?Exercise "We only say good things."

The group is divided into pairs. Each member of the couple tells each other only good and interesting things about himself. What good do others say. The listener's task is to find out as much good as possible about the interlocutor. The narrator and listener switch roles. After that, in the circle, everyone tells everything that he has learned good about his interlocutors. Questions: - How did you feel at the moment when your interlocutor talked about you? - Was it difficult to stop criticism in your address? - What useful things have you learned from this exercise?"Charismatic Leadership"

Charisma- psychological attractiveness of a person, the ability to evoke in people commitment to their goals and enthusiasm in achieving them.

Leader characteristics:

1. The leader emphasizes the importance of shared values.
2. The leader focuses on developing the relationship between and building a sense of who we are.
3. The leader models the desired behavior, shows a personal commitment to the values ​​and goals that he promotes.
4. The leader personifies strength, creates the impression of self-confidence, physical and social courage, determination, optimism.

The group is divided into micro-groups (the group is united by the time of birth: spring, summer, autumn, winter). Participants discuss what is typical for each of them.

Leader traits:

- High level self-confidence;

- Strongest conviction in the correctness of their ideas;

- High level of energy and enthusiasm;

- Developed communication and public speaking skills;

- Active role modeling and image formation;

- Physical attractiveness;

- Intelligence above average;

- Creation of a psychological field around oneself (the ability to suggest).

Exercise "Your Leadership Style"

Remember one of the plots from professional activity in which he had to be a leader, what personality traits influenced his behavior.

Leader orientation:

Focuses on the relationship between self and followers.

For others, the achievement of goals and objectives is significant, to a lesser extent, the relationship between people is of interest.

2. Democratic style (focus on achieving goals and maintaining relationships with people)

3. Situational style (the leader flexibly changes strategies of influence - this is based on taking into account his psychological characteristics).

Summarizing.

What new have you learned about yourself?

What part of the training was especially interesting for you?

Homework.

1. Formulate your objectives in the organization, for the implementation of which you need to show leadership.
2. Fill out the questionnaire "What kind of leader am I?"

Second lesson.

Purpose: 1. Development of leadership motivation by realizing the advantages of the position of "leadership" for personal and professional growth; 2. Awareness of the beginning of positive changes regarding their leadership behavior; 3. Development of a positive image "I am as a leader."

Warm up: Each of the participants in a circle talks about the person sitting next to him.

Exercises "How great I can do it."

In a circle, everyone talks about some business that he is especially good at. Questions: -How do you feel when everything works out?

Whose story touched you?Fourth module-motivation of leadership behavior, development of adequate ideas about the advantages and difficulties of leadership status. The objectives of the module are to increase the attractiveness of the “leader” position for personal and professional growth. The group is divided into 2 teams: team A - "optimists" and team B - "pessimists." Subgroup B formulates and writes down arguments against the leadership position: "It is good to be a leader because ...." The competition is then held: Subgroup A argues in favor; subgroup B is arguing against.

Exercise “Typical situations and concerns leadership ". It is held in small groups of 3-5 people. Everyone talks about typical or extraordinary situations from personal or someone else's experience, in which there are fears of being in the role of a leader, for example, the need to take responsibility for making decisions in the face of a lack of time or information. What and how should a leader do to work effectively in a group or to solve problem situations? What results or experiences can motivate leadership behavior? Module 5- Developing assertive behavior.

The game "Penetrate the circle»Promotes the training of leadership skills. Participants form a close circle, in every possible way preventing the driver from getting into it, who needs to get into the circle in 3-5 minutes using different tools of influence: persuasion, threats, promises, dexterity, persuasion. After that, strategies are discussed, which turned out to be more effective.

Professional communicationis the view interpersonal communication aimed at reaching an agreement.

Communication involves:

Ability to speak and listen; the ability to objectively perceive and correctly understand a partner; the ability to build relationships with any partner; to achieve effective interaction based on mutual interests;

Teamwork skills.

Reflection.

Lesson three.

Purpose: 1. Acquaintance with the techniques of opposing manipulators; 2. Expanding the understanding of organizational leadership; 3. Consolidation of knowledge about leadership patterns of behavior; 4. Development of superleadership - training of future leaders.

Warm up.

The task is to choose one of the group members and write which of literary heroes he reminds. After that, the sheet is attached with a pin on the back of the participant who does not see what is written on it. When everyone has a sheet on their back, the group begins to walk around the room, read what is written on the sheets. The task of everyone is to find out what is written on the sheet. The questions can be answered "yes", "no".

For example: Am I funny? I have many friends?

After the game, the following questions are discussed:

What new have I learned about myself?

What surprised me?

Was there anything unexpected about this exercise?

Exercise 1.

Each participant continues the sentence in a circle: “None of you know that I ... (I can, I can, I want, I do, I master, etc.)

Exercise 2.

The presenter asks the group members, upon his signal, to showthe same number of fingers on two hands (without prior agreement). The fewer attempts it took to complete the task, the more cohesive the group is.

Exercise 3.

The members of the group stand in a line. At the signal from the leader, everyone should turn in one direction (there may be several options for turns - right, left, around)

What was difficult?

How did the participants find a solution?

Command - a group of people that performs a specific task, in which there is the result of the efforts of team members.

Team characteristics:

Consistency of the composition;

Regularity of teamwork;

Subject of work;

Team rules;

Common cause. Eighth module- diagnostic.

"Are you a leader."

Reflection.

GAMES FOR IDENTIFYING TEENAGERS WITH LEADERSHIP, TEAM BUILDING, COLLECTIVE

1. The main types of games for identifying and developing leadership qualities.

Leader identification games... Socioadaptive games that allow each child to show individuality, creativity, personal leadership qualities, to get the attention of the group. They emphasize the importance and equal opportunities of each child in the team.

Team building games... They serve to form the ability to work in a team, synchronously with other people, to increase cohesion in a group, form a zone of common interests, support, a productive form of social behavior, the ability to listen to a leader ("Elephant", etc.).

Complex games, for example, elections of presidents, parliament, self-government bodies. The main requirement: reproduction of procedures in accordance with the real regulatory framework... The results of such games can be:

Teaching the basics of self-presentation and self-realization; identification of leadership and the formation of a social institution for the leaders of the detachments; developing the skill of independent decision-making and responsibility; the formation of socially productive forms of activity; the ability to organize independent activities.

Games aimed at manifesting the child's inner freedom, creativity and spontaneity help to eliminate psycho-emotional clamps, psychophysical complexes, improve communication skills, transform auto-aggressive and aggressive complexes, self-esteem and self-awareness (for example, mixers, etc.).

2. Psychological game "Adaptation".

The psychological game "Adaptation" is held to identify leaders, generators of ideas and performers, to create a creative atmosphere. To do this, at the beginning of the game, the squad is divided into microgroups. For completing tasks, tokens of three colors are awarded: red - to the one who submits ideas, green - to the one who implements them, yellow - to the one who does not participate (there may not be yellow ones).

The first task is a warm-up. Each represents a neighbor on the right after having talked for two minutes. The five most prominent representatives are determined, who become leaders. They receive five red tokens.

The second task - five microgroups gather around the five leaders, which are formed at will. Each group is given a task: to draw a friendly cartoon on any of those present. Whose idea is a red token, who drew a green one. The guys with red tokens move to another microgroup (clockwise).

The third task is to come up with a creative signature for the caricature (the presenter collects cartoons and distributes them to microgroups, taking into account that they do not fall into the same group). Whose idea is a red token, who did it - green.

The fourth task - "three" D "(friend for friend): come up with a task for the neighboring group. Whose idea is a red token, who did it - green. The guys with red tokens move to another group.

The fifth task - the leader for all microgroups gives the same task. The game ends with a collective discussion of what is happening and giving the leaders of the groups "explorers" signs.

3. “Big family photo”.

It is suggested that the guys imagine that they are all a big family and that they all need to be photographed together for a family album. It is necessary to choose a “photographer”. He should arrange for the whole family to take pictures. “Grandfather” is the first to be chosen from the family. He, too, can participate in the arrangement of the members of the "family". Children are not given any more instructions, they must decide for themselves who to be and where to stand. The counselor can only observe this entertaining picture. The roles of "photographer" and "grandfathers" are usually taken on by the guys striving for leadership. However, elements of leadership and other "family members" are not excluded. It will be very interesting for adults to observe the distribution of roles, activity-passivity in choosing a location.

This game can open up new leaders for the teacher-organizer or counselor and reveal the system of likes and dislikes in groups. After assigning roles and placing “family members”, the “photographer” counts to three. On the count of "three!" all together and very loudly shout the word "cheese" and simultaneously clap their hands.

4. "Begin!"

The guys are divided into two or three teams equal in terms of the number of team members. Each team chooses a name for itself. The moderator offers the conditions: “Now the teams will carry out tasks after I command“ Start! ”. The winner will be the team that completes the task faster and more accurately. " Thus, a competitive spirit is created, which is very important for the guys.

So, the first task. Now each team must say one word in unison. "Let's start!"

In order to complete this task, it is necessary for all team members to somehow agree. It is these functions that a person striving for leadership undertakes.

Second task. Here it is necessary that half of the teams get up quickly without negotiating anything. "Let's start!" The interpretation of this game is similar to the interpretation of the game "Karabas": the most active members of the group, including the leader, stand up.

Third task. Now all the teams are flying in a spaceship to Mars, but in order to fly, we need to organize the crews as quickly as possible. The crew includes: captain, navigator, passengers and "hare". "So who's faster ?!" Usually, the functions of the organizer are again taken over by the leader, but the distribution of roles often occurs in such a way that the leader chooses the role of a "rabbit". This can be explained by his desire to transfer the responsibility of the commander to the shoulders of someone else.

The fourth task. We flew to Mars and we need to somehow accommodate in a Martian hotel, but it only has a triple room, two double rooms and one single room. You need to distribute as soon as possible who will live in which room. "Let's start!" After playing this game, you can see the presence and composition of microgroups in your team. Single numbers usually go to either hidden, undetected leaders, or "outcasts." The proposed number of rooms and rooms in them is made for a team of 8 participants. If the team has more or less participants, then make up the number of rooms and rooms yourself, but with the proviso that there are triples, doubles and one single. This technique will give you a pretty complete team leadership system. You can end it with some kind of team-building game.

5. Exercises with ropes.

10 - 20 people stand in a circle, holding on to a common rope with both hands, after which the rope is pulled and tied so that the participants stand tightly to each other. Then follows the command: "Close your eyes and do not open them" - and the task: "Form a square." Everyone's eyes can be opened together only after the group decides that the square has turned out. After this exercise and a short break, it is proposed to again stand in a circle, close your eyes and (next task): form an equilateral triangle. Those who do open their eyes drop out of the game and may become observers to help the group discuss this exercise. The game can be continued, complicating the task, and invite the children to build a square, a star, a hexagon. This exercise demonstrates the importance of self-organizing the group, finding leaders, using the rope as a means of communication. During the discussion, the following questions are asked: “How did the leader get nominated? What was the most difficult part in solving the problem? What technique compensated for the lack of eye contact? "

6. "Karabas".

To play, children are seated in a circle, a counselor sits down with them, who offers the conditions for the game: “Guys, you all know the tale of Buratino and remember the bearded Karabas-Barabas, who had a theater. Now you are all dolls. I will pronounce the word "KA-RA-BAS" and show a certain number of fingers on outstretched arms. And you will have to get up from the chairs without negotiating, and as many people as I show my fingers. This game develops attention and responsiveness. "

This play test requires two leaders. The task of one is to conduct the game, the second is to carefully observe the behavior of the game. Most often, more sociable guys striving for leadership stand up. Those who get up later, at the end of the game, are less determined. There are those who first get up and then sit down. They make up the "happy" group. The group of the detachment that does not get up at all is inactive.

7. "Rope courses".

Currently, in connection with the need to master group methods of work, methods such as "Rope courses", "Team building" are widely used.

Rope courses are the creation of a special training environment in which rope ropes, platforms and other simple devices stretched over the ground play the main role. Rope courses are a coherent system of outdoor exercises that enable teenagers to learn and expand their spiritual and physical capabilities. These courses are structured in such a way that they allow to involve both active and passive children, as a result of which each member of the group and the whole group as a whole, in addition to their own expectations, participate in achieving the goal.

Rope courses help, on the one hand, to learn the spirit of collectivism based on benevolence and mutual assistance between team members, and on the other hand, to relieve the tension that sometimes arises in the group, and of course - again to identify leaders, those who are ready to take on coordination action.

The ropes form a system of obstacles, the passage of which does not require physical strength, but requires overcoming the fear of heights (3-5 meters) and, despite reliable belay, requires self-control. The task of the rope courses is to prove to each person that he can do much more than he imagines. Rope courses do not require special physical training, everyone can take them.

Other obstacles (swaying logs, carts sliding along a cable on a block, all kinds of "bungee", etc.), due to their apparent simplicity, also serve as the basis for tasks that can be completed only with the cooperation of all members of the group. Of course, to conduct such courses in full, it is necessary special training organizer. But the efficiency is great.

Here are some exercises:

1. Cobweb. The ropes are stretched between two trees at a distance of 2.5 - 3 meters. Two parallel ropes are intertwined in the form of a spider web. The whole group needs to get over to the opposite side of the web. Only one person can pass through one cell. You cannot bypass the cobweb. If someone touches the rope, the whole group will return to their starting position.

After completing the exercise, the group members sit in a circle on the grass and share their impressions, talk about what happened.

2. Log. The whole group stands on the log in a specific order. Group members need to swap places: 1st should be in the place of the last member of the group, 2nd - in the place of the penultimate, etc. During the execution of the task, you cannot stand on the ground. Otherwise, the group returns to its original position. After completing the exercise, you should analyze the actions of the children.

3. Electric circuit. They all sat in a circle. Closed the circuit with hands and feet. "Letting on the current" - everyone needs to stand up at the same time.

4. Prize. Any prize is attached to a tree branch at a height of three meters. The group needs to reach it without leaning on a tree, using itself as a building material.

8. "Feast of Disobedience."

A holiday of disobedience: providing complete freedom of choice of activity, up to doing nothing. It is in this situation that an active life position manifests itself.

9. "Guinness Book of Records".

Guinness World Records Day: A Situation for Creating Success. The set of competitions contains tasks that would allow everyone to excel. Competitions should be not only serious, but also humorous. The most important thing is the insignia for the winners (diplomas, certificates, etc.). See the book by S.A. Shmakova "Vacations" M .: " graduate School", 1997.

10. Game cycle "Leader-organizer".

The collective game "Elephant" (from matches within a minute to lay out the "elephant"), the game "cobweb" (to go with an object constructed from branches), etc., contributes to the identification of a tendency to organizational activity.

After a series of similar games has been held, the leaders are identified by the entire team. The form of the assessment can be different. The easiest one is to vote. Those who get the most votes are considered the winners of the competition.

Competition one: The facilitator gives the task to come up with the most interesting (useful) business. Each participant chooses the one for which he gives his vote.

Second competition: "Agitator". The presenter gives the task to persuade everyone to participate in the case invented by the candidate. The competition is evaluated in the same way as the previous ones.

Third competition: "Organizer". The candidate offers to acquaint the children with a plan for organizing a case they have invented. The ability to make a plan is assessed.

The fourth competition: "People". Applicants are encouraged to select assistants and justify their choice. The ability to select people and evaluate them correctly is assessed.

Fifth competition: "Program". Everyone should continue the phrase: "If I am elected ... then I ...".

11. Microgame "Birthday".

The presenter, referring to the participants in the game, suggests identifying the guys who are most popular in the team.

To do this, everyone must write down the names of those whom he would invite to his birthday. A maximum of three guests can be invited.

Three or four people who received the largest number of proposals become the main "birthday people". They invite all the participants of the game to visit. The presenter suggests that everyone should choose the “birthday boy” to whom he wants to go on his birthday. At the same time, the host of the game clarifies that if someone does not want to go to any of the "birthday people", then he has the right to do so.

Microgroups, different in number, are created. For certain intergroup connections, the game participants are asked, after a short meeting, to determine which group they would like to unite with. As a result of this micro-game, the emotional leaders of the organization are identified, and for the children there is an opportunity to clearly define the difference between a business leader and an emotional leader.

12. Using play methods in teaching adolescents leadership skills "Leadership Styles".

Purpose: teaching children different styles of team management and analysis of the practice of the team organizer, analysis of their own position in the structure of relationships. A game called Leadership Styles serves this purpose.

Content of the game: to live three styles of management: democratic, authoritarian, conniving. Any of these styles has a vivid type of relationship: democratic - collegial decision-making, correlating one's own point of view and the collective one, searching for a compromise; authoritarian - one-man decision-making, ignoring other points of view; conniving - formal leadership, lack of control.

The game can be played in two ways:

Option 1: Children are encouraged to play these leadership styles. The group is divided into three teams (three management styles). Each team is tasked with preparing the event in a specific way. Tasks should be of equal value (there can be only one case, the main focus is on relationships). Before the game, a group of experts is selected, which gives a characteristic to each style, monitors the following of the leader in the game. A group of analysts and sociologists can also be selected, the purpose of which is to collect the opinion of the children. In the process of analyzing the game, it is important to pay attention to the positive and negative aspects of a certain leadership style, to note the situations where these styles take place.

Option 2: the guys are not aware of the beginning of the game. All three leadership styles are demonstrated by educational organizers (counselors), or existing group leaders. The game should be played in a small group at a certain time interval (for example, three hours). After this period, the children are invited to analyze what they liked, which of the leaders took their opinion into account, in which case the best result was achieved. Attention! When interpreting the results of the game, review the section on Leadership as a Factor of Group Functioning again.

13. Games for preschoolers and younger students.

Conscious formation of a leadership position begins in adolescence when "I am the concept" is formed. However, work can also be written at an earlier age through cooperation games, conversations, classes. One of the options for the lesson on the formation of ideas about leadership, leadership and subordination is to discuss, play, experience these concepts (VA Sitarov. Nonviolent interaction of a teacher with students, - Moscow: Moscow State Pedagogical University, 1998).

I. Formation of perceptions of leadership and subordination What does it mean to be in charge (to lead)? What does it mean to obey? Who do we call the main (leader)? Whom - to subordinates? How does the chief (leader) behave in some business? How does he behave, how does he walk, how he smiles, how does he speak, etc.?

The same, but how does the subordinate behave? Who is in charge in a kindergarten (in a group of children), at school, in a hospital, in a store, at home, etc.? Why?

What is the name of the main thing among adults at work, in the service (leader, boss, director, commander, manager, etc.)? Is there a boss in a child's game? Various children's role-playing games are sorted out: who is in charge here, who is subordinate. Remember what games you played recently? Who was each of you, main or subordinate? Explain.

Who would you like to always be in the game, master or subordinate? Can everyone be in charge in the game? (If children prefer the position of the "main", then gradually bring them to the conclusion that everyone should learn to be both the main and the subordinate). Why should adults in any business, as well as children, be in charge? Why is it needed? What is he doing? Is it possible to do without the main thing (without organization and leadership)? Analysis of leadership and subordination in fairy tales, stories, poems? Who is the boss here, who is the subordinate, how the boss behaves, how the subordinates behave, who is the boss in this tale. Good or bad, other heroes obey him with pleasure or are forced to because of fear, fear, etc.

Demonstration of pictures with various plots, where there are pictures that can be interpreted from the standpoint of "leadership-obedience" (the child organizes others for the game "Grandfather Telling Children a Fairy Tale"). It is necessary to find such a picture among others (with a different plot), to characterize the posture of the main person, his gestures, facial expression. Do the same with respect to subordinate postures, gestures, facial expressions.

Demonstration of pictures, where the attitudes of people attributed to leadership (domination) and subordination are clearly expressed, both in negative and positive aspects (for example, to disassemble the picture of V. Serov "Peter I"). It is important to bring children to the idea of ​​initiative as one of the signs of domination, domination, leadership; forms of its expression - positive and negative (request, order, suppression, demand, etc.).

Demonstration of schematic faces (masks), their interpretation from the standpoint of dominance, subordination, equality. A passing instruction is possible: "What kind of person do you more often look at ...", "What kind of face do you more often look at ...". That is, at the same time, a diagnosis of the child's self-perception in a particular position and the perception of others through a specific position is carried out. Similar work is carried out with schematic poses of stick men, expressing various shades of domination, submission and equality. Questions are asked: “Who is in charge here?”, “Who is the subordinate here? Why?"

II. The feeling of leadership and submission, the expression of this state by artistic means.

What words come to mind when we say lead (be in charge) ... obey? What color is the word chief… subordinate? How do they sound (what kind of music does it sound)? How do they smell? How do they feel? What do they taste like? What weather (season) is associated with the words chief ..., subordinate? Who can be called the main (king) of animals, birds, trees, flowers, insects?

Draw kings: monkeys, cats, elephants, snakes, as well as the king of the forest, the king of the underworld, etc. Show and tell.

Draw a children's game, where there is a chief, an organizer of the game, and subordinates. Show everyone and tell.

Draw leadership and submission as you see it. Show the drawings to everyone and tell them what they represent.

III. Emotional experience of states of leadership and obedience, the expression of this state in behavior.

Show with facial expressions, gestures, body movements, the voice of kings: monkeys, elephants, flowers, trees, cats, etc. The same, but depict the subordinates of these kings. Show with gestures, facial expressions, the voice of an educator, teacher, mother, grandmother, when they "command", order, ask to do something.

Image in pairs of poses: dominance - dominance; dominance - submission; submission - submission; equal (partnership) relations, when neither dominance nor subordination prevails.

Learning to cooperate: organize other children to play and assign roles independently (order); the same, but together with the children to distribute the roles (ask, organize); with pleasure (with joy) to agree with the initiative of another child (the main one); express disagreement with the plan of another child (main) in a sharp form, then in a benevolent, persuasive (persuasive) form; in a group game, three or four children must express full agreement with the fact that some child plays the role of the main one; the same, but children must disagree that a certain child will play the main role; the latter plays two forms of behavior: takes offense and leaves the game, agrees with the proposals of partners; the teacher organizes the children's play, jointly chooses a role that can be considered the main one, discusses what the main one should do and what the subordinates should do, after which the children are selected for different roles, all this is played, followed by a discussion of the behavior of the main and secondary characters.

Learning how to get out of conflict situations: Vitya and Petya argued in the game, which of them will be the driver, who will be the passenger. You are Vitya, and you are Petya, how will you agree on who will be whom; Natasha and Zhenya argued over which of them would be a mother and who would be a daughter. How can you help them negotiate? In this situation, you can play roles.

14. Reflection.

The main and basic requirement when conducting various games is regular reflection. Empirical cognition occurs when the adolescent returns to the exercise done, analyzes how he felt, what was happening in the group, how this experience can be connected with other aspects of his life and, finally, as a result, concludes what he will do differently in the future.

15. "Mixers".

These are games (exercises) that serve to raise the mood, remove the psychological barrier, and get to know each other.

Caterpillar: the group is placed in a line. Each of the group passes his hand to the one who stands behind. To do this, the players spread their feet shoulder-width apart and extend their hand back between their legs. At the same time, everyone also takes the hand of the one standing in front. The group begins to move backward until everyone is on the floor. The group is then asked to return to the starting position in reverse order.

Shoe Factory: Everyone takes off their shoes and puts them in the center of the circle, each participant puts on two different shoes and tries to put his foot next to the foot in a pair of shoes.

This is my nose: what will you answer to a person who points to his elbow and says: "Is this my nose?" Well, you can point to your head and say, "Is that my elbow?" Then he may show me his foot and say: "This is my head!" This is a new game and test for hand-eye coordination that shows how long you can last by naming the body parts your partner has just shown while pointing to another part of your body.

Ha-ha-ha: Everyone lies down, putting their head on the stomach of the other participant and, thus forming a long chain, the first player says: "Ha", the second: "Ha-ha", etc. The game starts over if anyone laughs.

Shadow Leader: One of the players leaves the room. The rest of the team members choose a "leader" who sets any movements for the group and changes them after a while. The task of the entered person is to determine the "leader". If successful, the "leader" goes out the door himself and the game is repeated with a new "leader".

Never: Group members open their palms and take turns saying, "I've never ... (done anything)." The one who did the proposed action bends his finger. The game is good for meeting people.

Zoo: Group members stand in a circle and hold each other's arms. The leader tells everyone the name of the animal. After that, the presenter loudly calls out one of the names. Guys with this name should curl their legs. The rest must hold them back. The best effect is achieved with a large amount of one of them.

Knots: the group stands in a circle and extends their arms to the center. After accidentally clasping hands, the group is invited to turn in a circle so that people with clasped hands are standing nearby.

Fruit: the group is placed in a circle. Everyone chooses the name of the fruit for the first letter of his name. An exchange of phrases like: "An apple loves an orange" is proposed. After that, "orange" should name the new pair. If this does not happen and the presenter manages to touch the "orange", then they change places.

Tutti-frutti: The team splits into two or more fronts and chooses a name for itself - a fruit. One person stands in the center and tells a story. As soon as he uses one of the front names, the members of that front must switch places with each other. If "Tutti-frutti" is pronounced, then all members of all fronts must switch places.

Wand: the team sits in a circle and begins to pass an object in a circle, holding it with various parts of the body, changing them. If you fall, the game starts from the beginning.

Drums: the group sits in a circle. Group members put their palms on the lap of neighbors on both sides. The group starts clapping in a certain side- hand by hand, in the order they lie on your knees. With a double blow, the direction is reversed. The one who made a mistake removes his hand.

Assassin: The group is standing in a circle. Hands are clasped behind the back. In this case, the left arm is bent at the elbow and holds the right hand of the neighbor on the left. The leader, walking around the circle from the outside, discreetly chooses the "killer", touching his shoulder. The "killer" shakes the neighbor's hand N times. The neighbor presses the next N-1 times, etc. Anyone who receives one last handshake is considered killed and leaves the circle. In case of an unsuccessful attempt, the "killer" sends a new "impulse".

Monster: “Your task is to ferry the entire team from this line to that one. In this case, everyone starts at the same time, but at the command of the leader. And at the same time the whole group can have five points of contact with the ground. "

Feet to Hand: the group is in a line. Each puts one hand on the shoulder of the person in front and raises one leg. With the second hand, the hind ones grab the leg of the front ones. The task is to jump a certain distance without breaking.

“Hee-hee, ha-ha”: the group stands in a circle and simultaneously makes movements with their hands and says: “Hee-hee-hee-hee-hee, ha-ha-ha-ha-ha”, decreasing the score from 5 to 1 ...

The success of each of us depends only on how much we ourselves want it. Our standard of living directly depends on the qualities that we "cultivate" in ourselves, on our dedication and knowledge. If understanding alone is not enough, it is necessary to educate in ourselves who we want to become.

You should start, first of all, with a change in your attitude to the world around you. This is one of the fundamental conditions for achieving success. You can deduce several fundamental principles, working with which will help to build self-confidence, increase your own motivation and thereby lead to the success and recognition that is so necessary for a leader.

Principle # 1. Everything that happens in my life is my handiwork. The fact that we did not succeed in something or that something did not work out for us is, first of all, we are to blame. What should be understood by people with an exaggerated sense of pride and dignity.

Principle number 2. Ability to take risks. Taking risks consciously and justifiably. The essence of the principle is - take risks! Water does not flow under a lying stone.

Principle number 3. Stability. Resilience is one of the main qualities of a leader. Thanks to his stability, he is not afraid of the black streaks of life, uncertainty and uncertainty. It is important not to confuse stubbornness or tenacity with resilience. Stubbornness is akin to blindness and deafness, while stability is inherent in calculation and action.

Principle number 4. Energy and charge. It is difficult to become a leader without having enough energy and stamina. Radiating confidence, cheerfulness and energy, we suppress those around us on a psychological level, drawing our own superiority and leadership in their subconsciousness.

Principle number 5. Purposefulness. An obligatory attribute of a person who really wants to succeed. Among other things, purposefulness qualitatively distinguishes a leader from everyone else. He identifies with his own goal, completely devoting himself to the process of achieving it.

Principle number 6. Elasticity. By no means does it mean “bending under changeable world". Elasticity is actually nothing more than an understanding that one's own preferences and hobbies sometimes grow into frames and limitations.

Principle # 7. Sociability. Comprehensive quality, including the ability to negotiate, the ability to communicate with subordinates and management, the presence of a sense of humor, the ability to correctly ask for a favor or give an order.

Principle number 8. Initiative. The last but most important principle of any kind of leadership. It is the proactive personality that first draws attention to itself and looms among the gray crowd. People of this kind are primarily assigned the role of a leader.

A competent specialist can conduct a seminar in a work collective with a detailed explanation of all the principles, and a list with the principles can be drawn up and placed in a prominent place so that everyone, looking at it, will certainly remember that he is a leader and develop his compliance with these points.

Since our main task is to draw up a project for the development of leadership qualities in accordance with the requirements of professional activity, let us recall the qualities that we set the goal to develop:

motivation;

emotional intelligence;

I would like to replenish this list with the quality I noted in principle 7. This is sociability. Quality is considered key in the look of a HR manager and does not need to be explained in detail.

Let's move on to the main part of the project.

So motivation.

I believe that the strongest motivation for work is the feeling that it is you who should be engaged in it, and no one else. If such a feeling is not observed, I think it is worth either changing the profile of the work, or trying to find this very motivation for yourself - after all, it is you who will have to find it for the staff in the future. And to achieve effective results in this direction, trainings are suitable. So, for example, there is a training called "Personnel Motivation Management".

The training allows you to understand the reasons for the passivity of your own and the employee, will increase the knowledge of all stages production process and the end result, as a powerful motivator, will help develop the qualities of an effective leader, master the skills and abilities that will increase the effectiveness of motivation.

Now let's turn to charisma. In the theoretical part of my term paper charisma was noted as one of the main, integral features of leadership.

Powerful natural charisma does not require any additional supports. Even inattention to their appearance and public opinion can become an element of it. If it is not there, you can try to "grow" it. Ways to develop charisma are necessary:

1. Set clear, understandable goals for yourself. Charge from them and charge others with them. Desire to achieve what you set out to achieve. Become a fanatical expert and don't give up.

2. Appreciate those who share your views and understand you. In any business, a charismatic is strong with a team that stands behind him.

3. Do not be afraid to express your thoughts out loud, reasonably criticize authorities and question any dogmas.

4. Work on the image, take care of your appearance, train your voice.

5. Do not be contradictory, be ambiguous. People are intrigued by the combination of polar properties. Doing unexpected things and making unexpected, but not stupid decisions.

6. Never open your thoughts fully to anyone. Create an atmosphere of some mystery around yourself. Do not advertise your actions or exalt yourself. People with charisma just do their job - but so that later someone would tell someone about it.

7. Be as free and open as possible to new experiences.

8. Learn to pause and be meaningfully silent.

9. Don't be like everyone else. To be well-read, to know what almost no one knows. Get unusual habits, hobbies, and interests.

10. Do not show excessive emotions, do not complain and do not play novels in the service - all this kills charisma on the spot.

These principles can also be brought up for discussion and consideration at a seminar, and trainings can be conducted.

Now about emotional intelligence. In the theoretical part of my work, the importance of emotional intelligence in professional activities was noted. Emotional leadership implies the presence of certain character traits (the ability to listen, empathize, understand). If they are not inherent in the leader by nature, the question arises, how can he learn this? Of course, these are trainings again. But it is impossible to learn this in 1-2 trainings. But you can realize the need to develop your emotional intelligence and take the first steps towards managing your emotions and understanding the emotions of other people. By and large, emotional intelligence develops throughout a person's life, and this is the hardest job.

It is necessary to learn to use emotions in communication to improve business efficiency. But one should be prepared for the fact that the process of development of emotional intelligence is complex and lengthy, since it affects not only the neocortex - new areas of the cerebral cortex, but also the deep brain centers.

There are two possible approaches to the development of emotional intelligence: you can work with it directly, or you can indirectly, through the development of the qualities associated with it. Today it has already been proven that the development of personal characteristics such as emotional stability, a positive attitude towards oneself, an internal locus of control (the willingness to see the cause of events in oneself, and not in the surrounding people and random factors) and empathy affects the formation of emotional intelligence. Thus, by developing these qualities, you can increase the level of emotional intelligence.

For the development of emotional competence and mastery of emotions, it is very important to improve the process of perception and emotional assessment of reality. There are two main ways of perceiving the surrounding reality and recreating its image - associated and dissociated. The associated approach means that a person is inside the experienced situation, looks at it with his own eyes and has direct access to his own emotions. The dissociated method allows one to evaluate the event from the outside, as a result of which a person loses touch with feelings and experiences that took place in a real situation.

To stop experiencing negative emotions and discomfort, many experts recommend disassociating from a disturbing, unpleasant memory. To do this, you need to mentally get out of the experiencing situation and look at this event from the outside. Viewing a film about yourself in your imagination, you can reduce the brightness of the image, replace color images with black and white. As a result of such actions, an unpleasant situation gradually ceases to worry a person, which allows him to subsequently return to it and calmly analyze all his actions.

The reverse procedure for associating with fond memories is also very effective. Everyone can remember many events that were associated with positive emotions and high spirits. In order to regain the freshness of joyful memories, it is enough to re-enter "inside" the once pleasant event, see it with your own eyes and try to experience the same emotions as then (visualization technique).

Association can also help when communicating with other people. Since in the process of communication, many are associated only with unpleasant details, interaction with communication partners sometimes causes rejection. If you carry out the opposite action and associate in communication with pleasant feelings, you can find a number of pleasant interlocutors.

Thus, emotions are in direct proportion to thinking. Thanks to thinking and imagination, a person can have various images of the past and the future, as well as associated emotional experiences. Therefore, the one who controls his imagination is also good at controlling his emotions.

And of course, trainings contribute to the development of emotional intelligence. I can suggest: "The emotional intelligence of the leader." The training will teach you to quickly and efficiently perform work tasks facing managers different levels; will increase personal efficiency in personnel management. What is important, in the learning process, situations will be created, during the passage of which the skills of controlling anxiety and fears, managing one's emotional state, as well as keeping the inner and external states confidence. In addition to the development of emotional intelligence, the training participants will acquire and work out the qualities that are also noted in the theory of my work as leadership:

Concentration of attention when performing complex tasks, especially in working time pressure (one of the consequences is improved memory and organization);

Competence in the field of crisis management and adequate adaptation to changes and changes in the organization;

Ability to take a punch in difficult and extreme situations;

confident and calm behavior in situations of public speaking, negotiations, conflicts, in difficult situations when communicating with management, with subordinates, with difficult clients;

Development of communication skills and skills in business communication, increasing their effectiveness, expanding the behavioral repertoire of participants.

And finally, communication skills. What will help develop communication skills? I can offer several trainings.

Communication training - role-playing game"Taciturn interlocutor."

Training objectives: development of communication skills, emotional stability in situations social interaction, training of skills in the interview genre, the ability to correctly pose questions.

Description of the training: One of the participants becomes the interviewee, the other players become journalists. The situation of the press conference is being played out. The interviewee is asked questions by journalists. The task of the interviewee is to answer the questions of the correspondents as monosyllabic as possible, who should "talk" their interlocutor.

A similar communication training is the "Chatty Interlocutor" role-playing game.

Description of the training: One of the game participants becomes the interviewee, the other players become journalists. The situation of the press conference is being played out. The interviewee is asked questions by journalists. The task of the interviewee is to answer the questions of the correspondents as verbosely as possible, who must be able to direct the conversation in the direction they need and learn to “filter” the information received from their interlocutor.

The psychological meaning of the trainings "interlocutor": to learn how to behave correctly with a "taciturn" or "chatty" interlocutor, skills of verbal and non-verbal communication, the ability to correctly pose a question and get an answer to it.

We must not forget that each training should be accompanied by a discussion of emerging issues.

And finally - the training "Business Communication", which also contributes to the development of communication skills and abilities in business communication, increasing their effectiveness. The training includes: active learning based on the practical development of skills and abilities business communication; role-playing and situational games; group and individual exercises; brief theoretical and methodological materials; interactive mini-lectures; audio and video feedback.

His help will be noticeable in that he allows you to know:

Ways to establish and maintain contact;

Techniques and techniques of conducting a conversation, contributing to the understanding of the interlocutor;

Methods for avoiding loss of information during a conversation;

Usage different types questions. Using question traps;

Overcoming psychological barriers in communication;

Definition and features of interaction with people of different types;

Methods for relieving emotional stress. Techniques for translating aggression into a constructive channel;

Understanding and using non-verbal signals in communication: intonation, posture, gestures, facial expressions;

Fast self-healing techniques.

I believe that the advice I have given will be effective in relation to future HR managers, and maybe even those who have already found their vocation in this profession.

Prepared by an educational psychologist

I categories

MBOU "Petrovskaya School No. 1"

Koval Inna Viktorovna

2016 Nov.

Training lesson "Formation of leadership qualities in adolescents"

Target: . Expanding the concept of leadership as a way to organize and manage a small group.

Activation of leadership potential as a set of skills for self-government and management of other people. Participants are given the opportunity to see their leadership inclinations from the outside, to determine for themselves their strengths and weaknesses in relation to leadership in certain situations.

Mastering the techniques of leadership influence and group rallying, the development of leadership skills.

Be a leader.

For some, this phrase contains all the sweetness of the possession of power, the influence on people, the feeling of the infinity of possibilities, nonexistent - because everything is within the power of boundaries ... A kind of superhuman, hypnotic, super-strong miraculous ability to feel not a "rag", but "the right to have "...

To be a leader ... For thousands, these two words are associated with a sticky fear of responsibility for something or someone, with insomnia, a hysterical expectation that someone will call to account, make them lead, lead, conform, when it is impossible to sit on the sidelines.

To be a leader means to learn to be one, becauseleaders are not born, they are made. The personality is nurtured and formed throughout life.

The natural prerequisites of mind, character, and the influence of the environment are only a starting point for a run. Otherwise, this mara von assumes long breathing and remarkable moral and physical strength for training, which will leadv as a result, to achieve the set goal.

Discussion of rules for working in a group

Warm up. Acquaintance of the participants.

Exercise "You and your name"

Goals:

Develop independence, a creative approach to the task, leadership skills among the training participants;

Practice self-esteem and self-presentation.

Band size: not important.

Resources: paper and pen for each player.Time: 15 minutes.

Exercise progress

Place a piece of paper in front of you and write your name vertically on it. Focus! You have 5-10 minutes to write against each letter the quality of your character that you know and value in yourself.

Example:

M - to dream (I can)

And - intelligence

X- charisma

A - an active position in communication

And - intelligence

L - love of life

After completing the individual work, have the participants present their results to their group mates by writing them down on the chalkboard.

Diagnostic exercise. Test "Are you a Leader" Proposition 1

Exercise "What character traits a leader should have"

On the figure of a person, write the character traits that the leader should have.

Discussion. Then, in front of each definition, put "+" or "-" in accordance with whether the participant has this quality. This exercise helps participants analyze their personal qualities and encourages self-education.

Now let's move on to the next task.

We ask the participants of the training to sit down more comfortably, concentrate and imagine how they would continue the sentence "When I think about a leader, then I imagine ...". Whom does memory draw? Whose personality comes to mind? Tell about this leader, his style of communication with other people, and determine which style of leadership your character belongs to.

Styles: 1. Authoritarian style (tough demeanor, the leader takes responsibility for what is happening)

2. Democratic style (focus on achieving goals and maintaining relationships with people)

3. Situational style (the leader flexibly changes the strategies of influence - this is based on taking into account his psychological characteristics).

Exercise "Guess the Hero" Appendix 2

Goal: development of communication skills, consolidation of leadership styles

The task is to select 10 members of the group and write or attach a picture of one of the cartoon characters. After that, the sheet is attached with a pin on the back of the participant, who does not see who is depicted on it. When everyone has a sheet attached to their backs, the group begins to walk around the room, trying to guess the hero. The task of everyone is to find out which hero is attached to his back. The questions can be answered "yes", "no."

If .. then

If you put on a lion's skin, then feel like a lion!

Eastern wisdom

Goals:

- help mobilize creative imagination participants in the course of solving the problem related to effective negotiations;

To reinforce in the members of the training group a sense of focus on success;

To train the ability to use experience to solve urgent problems.

The main idea of ​​this exercise is to develop the skills of the training participants to use the "anchor" - one of the tools in the practice of neuro-linguistic programming. Its meaning is that people initially have the necessary resources for effective activity. The task of the trainer is to actualize these possibilities, to pull them out of the "store", turning them into a practically used tool. "Anchor" is a way of establishing a connection between emotional states and some objective or subjective signs. “For example, actors, presenting themselves in the proposed circumstances, are able to create a convincing dramatic image, placing themselves in a situation (place, event, season, color of furniture, message received, etc.) that will cause this or that emotional state. in the memory of the sensations arising, say, when visiting a dentist's office, can cause us absolutely similar reactions when we only imagine a real action. honor after winning the competition. This "anchor" will give him the mood for victory. "Anchors" can be visual, auditory, associated with tactile, olfactory or gustatory sensations, once experienced and settled in memory. Their use indicates a developed ability to establish and to fix certain associative connections in the brain that form behavioral responses.

Band size: preferably not very large. Otherwise, it is worth breaking up a large team into subgroups of four to five people each.

Resources: board, markers, paper, pens for each player.

Time: 15-40 minutes.

Exercise progress

Each of the participants within five minutes must remember and write down on a piece of paper the logical continuation of the formula "If .., then ...". Naturally, you can associate this sentence with absolutely any event or fact of a person's emotional and mental reactions. In this case, we will deal with a specific topic: willingness to negotiate, science to persuade. Therefore, we ask the training participants to focus on their experience and write down observations that are related to the indicator of successful negotiations, for example: "If the partner looks me in the eyes, I feel that he is focused on my arguments" the friendliness of the interlocutor, I believe that the meeting will end successfully "," If I entered the negotiation room with my right foot, then this is a sign of success "," If on the way to the client with whom I have to sign a contract, I meet on the street blonde, I'm sure I'll end up with a successful sale. "

Everyone should have at least five such signs of success. It is imperative that each point is based not on some global ideas, but on their own, albeit very subjective, experience of success of each of the team members.

After the end of the individual work, we unite the players into fours-fives and ask them to exchange their "anchors", to tell our comrades about the signs of success.

The third stage of the exercise is a group discussion. We invite you to express yourself in a free form and write on the board / flip chart especially vivid, unexpected, extravagant signs of victory, which are associated with the success of the group members in negotiations.

Reflection. Binding Thread Exercise

Band size: not important

Resources: ball of thread

Time: 5 minutes

Exercise progress :

Stand in a circle and picking up a ball of thread, leaving the thread in your hands, talk about what the group liked and wishes, and pass the ball on.

ANNEXES

Test "Are you a leader?"

1.​ Even as a child, the need to obey other people was a problem for me.

2.​ I think that progress in science and culture is unthinkable without people with developed needs to rule over others.

3.​ I think that a real man knows how to subordinate women to his will.

4.​ To be honest, I do not like it when loved ones take care of.

5.​ I agree with the statement that the true nature of a woman is obedience.

6.​ Not everyone, perhaps, realizes that I have to take on everything because of constant fears for the well-being of my relatives.

7.​ In my opinion, most of the problems arise from the lack of leaders with an "iron hand".

8.​ In difficult situations that require quick solutions, I usually do not take long to do the right thing.

9.​ I know that I love and can lead other people.

10.​ I do not know how and do not want to open up to the end to no one.

11.​ I enjoy dreams of a "quiet haven".

12.​ I think that the subordinate needs to be able to carry out any orders of the boss.

13.​ Perhaps this is strange, but in relationships with people close to me I experience internal resistance when I have to ask for something.

14.​ There are often situations when someone expects an explanation from me, although, in my opinion, everything is clear anyway.

15.​ It seems to me that my character is similar to the character of my father (mother), who was (a) support in the family.

For every answer

"Yes"- 10 points
"Do not know"- 5 points
"No"- 0 points.

150-100 points: Your answers paint the image of a great dictator who believes that he knows how it is and how it should be. And you can easily find an excuse for such behavior. You know how to convince and lead others, make them do the job on time. But sometimes something in the tone, look, gesture of your "subordinates" says: give me a break!

99-50 points: Harmony and decisiveness, wisdom and calculation, the ability to give wise advice - these are your main advantages. If necessary - lead, if necessary - yield, always taking into account other people's opinion and desire. But only you know if you always achieve your goal with worthy means.

49-0 points: Your answers are characteristic of a "psychological snake". You are able to swallow any reproach, even if it is not necessary, to sacrifice everything, although no one demands it. Often, feeling your own powerlessness, you are capable of ... decisive action. Feeling helpless, look for traits in others that you lack. And in this you find meaning and hope for a better life for you.

Anxiety is a child of evolution

Anxiety is a sensation that is familiar to absolutely every person. Anxiety is based on the instinct of self-preservation, which we inherited from our distant ancestors and which manifests itself in the form of a defensive reaction "Run or fight". In other words, anxiety does not arise from scratch, but has an evolutionary basis. If at a time when a person was constantly threatened with danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, today we live in the safest time in the history of mankind. But our instincts continue to operate at a prehistoric level, creating many problems. Therefore, it is important to understand that anxiety is not your personal flaw, but an evolutionary mechanism that is no longer relevant in modern conditions... Anxiety impulses, once necessary for survival, have now lost their expediency, turning into neurotic manifestations that significantly limit the life of anxious people.