Anxiety is a child of evolution

Anxiety is a feeling familiar to absolutely everyone. Anxiety is based on the instinct of self-preservation, which we inherited from distant ancestors and which manifests itself in the form of a defensive reaction “Flight or fight”. In other words, anxiety does not arise from scratch, but has evolutionary grounds. If at a time when a person was constantly in danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, then 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 personality flaw, but an evolutionary mechanism that is no longer relevant in modern conditions. Anxious impulses, once necessary for survival, have now lost their purpose, turning into neurotic manifestations that significantly limit the life of anxious people.

Trainings and exercises for identification and development leadership qualities high school students.

Circle and me

To enable trainees to demonstrate leadership qualities;

To teach the ability to recognize the nature of the situation, to act adequately to the existing conditions;

Practice the ability to persuade as a skill necessary for a leader;

To study the influence of rivalry on group interaction.

Group size: the optimal number of participants is 8-15 people.

Resources: not required. The exercise can be done both indoors and outdoors.

Time: 20 minutes.

Exercise progress:

This exercise will require a daredevil volunteer, ready to be the first to enter the game. The participants form a tight circle, which will in every possible way prevent our valiant hero from getting into it. He is given only three minutes to convince the circle and its individual representatives to let him into the center by the power of persuasion (by persuasion, threats, promises), dexterity (to sneak, slip, break through, in the end), cunning (promises, compliments), sincerity.

Our hero moves away from the circle by two or three meters. All participants stand with their backs to him, huddled in a close and close-knit circle, holding hands ...

Thank you for your courage. Who is next ready to measure the circle of intellectual and physical strength? On your marks. Started!

Completion

At the end of the exercise, be sure to discuss the strategy of the players' behavior. How did they behave here, and how - in ordinary everyday conditions? Is there a difference between simulated and real behavior? If yes, why?

Now let's go back to the exercise, slightly changing the task. Anyone who decides to play against the circle will be required to choose and demonstrate a behavior strategy that is absolutely not characteristic of him. After all, we are in the theater, so the shy person will need to play the role of self-confident, even impudent, proud - "to beat for pity", and for those who are used to aggressive behavior, to convince the circle quietly and absolutely intelligently ... Try to get used to it as much as possible new role.

Conclusion: discussion of the exercise.

Is it easy to play someone else's scenario? What gives us the entry into the role, into the behavioral stereotype of another person? What new have I discovered in myself, in my comrades?

Without a commander

Explore cooperation as an alternative to conflict in group activities;

Explore the advantages and disadvantages of collective responsibility;

To develop the ability and willingness to take responsibility, to develop the ability to act productively in a non-directive environment in conditions of uncertainty.

Group size: optimal - up to 20 people.

Time: about 20 minutes.

Often we have to meet people who seem to be just waiting to be led. Someone is obliged to organize and direct them, since people of this type are afraid to show their own initiative (and then be responsible for their decisions and actions).

There is another type - indefatigable leaders. They always know who should do what. Without their intervention and care, the world will surely perish! It is clear that you and I belong either to the followers, or to the leaders, or to some kind of mixed - between one and the other type - group.

In the task that you will now try to complete, it will be difficult for both overt activists and extreme passivists, because no one will lead anyone. Absolutely! The whole point of the exercise is that when performing a particular task, each of the participants will be able to rely solely on their ingenuity, initiative, and their own strength. The success of each will be the key to common success.

So, from now on, everyone is responsible only for himself! We listen to the tasks and try to cope with them as best as possible. Any contact between the participants is prohibited: no conversations, no signs, no grabbing hands, no indignant hissing - nothing! We work in silence, maximum - a glance towards partners: we learn to understand each other at a telepathic level!

I ask the group to form a circle! Everyone hears the task, analyzes it and tries to decide what he personally has to do, so that in the end the group will quickly and accurately stand in a circle.

Very well! You noticed that some of them itched their hands, so much they wanted to control someone. And a large part of you stood in complete confusion, not knowing what to do and where to start. Let's continue to practice personal responsibility.

Line up please:

In a column by height;

two circles;

Triangle;

A line in which all participants line up in height;

A line in which all participants are arranged in accordance with the color of their hair: from the lightest on one edge to the darkest on the other;

Living sculpture "Star", "Medusa", "Turtle ...

Completion: discussion of the game.

Which one of you is a natural leader?

Was it easy to abandon the leadership style of behavior?

What did you feel? Did the group's apparent success in trying to organize itself reassure you? Now you rely more on your comrades, don't you? Do not forget that each of you contributed to the overall victory!

What were the feelings of people who are used to being led? Is it hard to suddenly be left without someone else's assessments, advice, instructions?

How did you know if your actions were right or wrong? Did you enjoy taking responsibility for yourself and making decisions on your own?

Leadership styles

Master an active style of communication and develop partnership relations in the group;

Practice in identifying clear signs of leadership behavior, awareness of leadership qualities;

Practice in joint work over a group task, analyzing the impact of various leadership styles on the result;

To demonstrate in practice the differences inherent in the approach of different types of leaders to solving a problem and performing their own leadership functions, as well as the influence of the leader's position on the result of group activity.

Group size: up to 25 people.

First, we ask the participants of the training to sit comfortably, concentrate and imagine how they would continue the sentence "When I think of a leader, I imagine ...". Who draws memory? Whose personality comes to mind? Let's exchange the results: we will tell our comrades about the leaders whose images we have imagined. What are the most striking features of these personalities?

What is a leader? Do you think the following definition is correct: "The leader is the one who is at the head of the group, who determines the main directions of its activities and influences the behavior of its members"? What could you add/change in the proposed wording?

There are formal and informal leaders. Who is your leader?

Leaders can be of two types: business leader (encourages the group to work to achieve goals) and socio-emotional (in joint activities is concerned with how the personal and social needs of team members are taken into account when solving a group problem). To which of the two (or - to mixed) types does the person you have guessed belong to?

What is the leadership style of the individuals you mentioned - democratic, authoritarian, conniving?

Second phase

We divide the group into three subgroups, in each we ask you to choose one representative to lead the group. After the elections are completed, we agree with the candidate of the first subgroup and determine for him the role of a leader working in a democratic style. We also agree with the candidacy of the leader of the second group. His leadership style is defined as conniving. And we do not approve the decision of the third subgroup. The coach himself appoints an autocratic leader prone to an authoritarian, dictatorial leadership style to the subgroup.

Then we announce a group task (the same for all participating groups): tie the longest possible chain of shoelaces from the shoes of the subgroup members. The groups are given five minutes to complete this activity.

Completion

First of all, we check which group coped with the task better than others, which - in second, and which - in third place?

We discuss the course of the game. How did the group react to the democratic/accommodating/authoritarian leader?

How and in what way was the role of the leader of the subgroup manifested? What type and style of leadership do you prefer? Roles:

The captain of a ship wrecked in the ocean?

The leader of the student party in preparation for the festival?

Headmaster of the school, placed in crisis situation due to staff turnover?

Teachers in the course of experiments related to electrical appliances?

The head of the literary studio in the selection and discussion of stories that will be included in the next issue of the almanac?

What was your choice based on in each case?

Large family photo.

It is proposed that the guys imagine that they are all a big family and everyone needs to take a picture together for family album. You must select a "photographer". He should arrange the whole family for photographing. The first of the family is selected "grandfather". He, too, can participate in the arrangement of members of the "family". No more settings are given to children, they must decide for themselves who to be and where to stand. The teacher can only watch this entertaining picture. The role of "photographer" and "grandfathers" is usually taken by guys striving for leadership. However, elements of leadership and other "family members" are not ruled out. 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 and reveal the system of likes and dislikes in groups. After the distribution of roles and arrangement of "family members", the "photographer" counts to three. On the count of "three!" everyone together and very loudly shout the word "cheese" and make a simultaneous clap of their hands.

Started!

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

So, the first task. Now each team should say a single word in unison. "Started!"

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 takes on.

Second task. Here it is necessary that half the team quickly stand up without agreeing on anything. "Started!" The interpretation of this game is similar to the interpretation of the Karabas game: the most active members of the group stand up, including the leader.

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

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

Karabas

To conduct the game, children are seated in a circle, a teacher sits with them, who offers the conditions for the game: “Guys, you all know the tale of Pinocchio and remember the bearded Karabas-Barabas, who had a theater. Now you are all puppets. I will say the word "KA-RA-BAS" and show a certain number of fingers on outstretched hands. And you will have to, without agreeing, get up from your chairs, and as many people as I show my fingers. This game develops attention and speed of reaction.

This game test requires the participation of two leaders. The task of one is to conduct the game, the second is to carefully observe the behavior of the children. Most often, more sociable, striving for leadership guys get 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 that does not get up at all is the one without initiative.

Rays of the sun

Purpose: Relaxation, equalization of the emotional background.

Instructions: Children are invited to build a long narrow corridor in pairs. The leader becomes the sun. Children turn into rays: they stretch their arms forward, and one of the participants passes inside the row with their eyes closed towards the leader. Children - rays caress, stroke it with their hands. The host all the time quietly repeats to the participants, setting them up in a friendly way: “We are affectionate, warm, kind rays.” When the child reaches the sun, it hugs him and the child himself becomes the sun.

TRAINING FOR IDENTIFICATION OF LEADERSHIP QUALITIES

17.03.2016 9147 524 Penkovskaya Anzhela Valerievna

TRAINING FOR IDENTIFICATION OF LEADERSHIP QUALITIES
Description
Training goals:
1. Disclosure of the personal potential of the group members.
2. Formation of ideas about leadership, awareness and manifestation of one's own strengths.
Training objectives:
1. Formation of mutual understanding and a sense of responsibility towards each other.
2. Formation of skills of understanding each other.
3. Acquiring the skills of taking responsibility for each other.
4. Identification and development of ideas about leadership.
5. Acquisition of skills in planning activities and organizing teamwork.
Materials and equipment: whatman paper, pencils, felt-tip pens, glue, magazines and newspapers, a candle, scissors, A4 sheets, role cards, test forms.
Time: 2 hours.
HEAT-UP
Fizminutka
"Funny boys"
Purpose: formation of a positive favorable climate in the group.
Materials: drawing paper, pencils (felt-tip pens), glue, A4 sheets, scissors.
1. Exercise "Aquarium"
Purpose: acquaintance.
Tasks: energize the group.
Time: 15 – 20 min.
Materials: drawing paper, A4 sheets, scissors, pencils (felt-tip pens), glue.
Exercise progress:
The group members are given sheets, scissors, felt-tip pens. Within 15 - 20 minutes, they must decide what breed of fish they will be in this lesson, draw, cut, color the fish, write on it the name of the participant, the breed of the fish.
At the next stage, each of the participants must attach their fish to the wall (paper sheet), which is the image of the aquarium. Where to glue the fish - everyone decides for himself (someone deeper, someone near the surface), someone in algae, someone among the stones. Also, participants must give their name and tell what this fish is looking for in the aquarium, how it imagines its existence among other fish.
Issues for discussion:
2. Did you have any difficulties in telling the story?
3. What feelings did you experience at the same time?
2. Exercise "I'm glad to see you ..."
Purpose: to determine the positive aspects of the participants.
Time: 15 min.
Materials: no.
Exercise progress:
Each of the participants turns to his neighbor with the words: "I'm glad to see you, because ...". This statement needs to be continued. external descriptions person, and personal qualities participants.
Issues for discussion:
1. Was it easy for you to do the exercise?
2. How did you feel when your neighbor approached you?
3. What did you experience when you had to turn to another person with the words "I'm glad to see you ..."?
4. Was it easy for you to determine why you are glad to see your neighbor?
5. Do you often have to compliment people in your life?
MAIN PART
Purpose: identifying leadership qualities.
Materials: sheets of paper, markers, pencils, newspapers, magazines, scissors, glue.
1. The game "Leader is..."
Purpose: to master an active style of communication and develop partnership relations in a group.
Objectives: to practice in identifying clear and distinct signs of leadership behavior, awareness of leadership qualities.
Time: 40 min.
Materials: paper sheets, scissors, glue, markers, pencils, many brochures, magazines, newspapers.
Game progress:
All players are provided with a variety of stationery, newspapers, magazines, advertising brochures. Within 30 - 40 minutes they prepare (singly or in pairs) a kind of collage using newspaper headlines, photographs, drawings by hand or found in advertising publications, magazines, newspapers.
Theme of work: "Leader is" . In the work, you need to try to visually present the qualities that characterize a leader, talk about the ability to lead people, lead them. While the group is working, energetic, rhythmic music plays in the background, creating a working mood, supporting the creative mood of the participants.
When the preparation time is over, the music is mixed - this is a sign for the participants to start cleaning the workplaces, freeing the room from scraps and debris. At this time, the trainer numbers the anonymous sheets received from the participants and hangs them up. After the “subbotnik” is completed and the place is freed up for the continuation of work, we begin the “leadership promenade”. All leaders walk around the room, on the walls of which advertising posters are fixed with tape, and make notes for themselves who, in their opinion, are the authors of the works they see.
Completion
We get together and discuss what we see. Participants read out their opinions about the authorship of the works, tell what they thought was the most attractive, bright in the work of their comrades.
Issues for discussion:
1. Was it easy for you to perform this exercise?
2. What feelings did you experience while doing this task?
3. What difficulties did you encounter in completing the assignment?
4. Who do you think is a leader?
In conclusion, on the board or flip chart, we write down a set of leadership qualities.
So a leader is... (poster defense)
2. Test "Am I a leader?"
Instructions for the test: “Carefully read each of the ten judgments and choose the answer that best suits you in letter form. When working with the questionnaire, remember that there are no bad or good answers. An important factor is the fact that in your answers you must strive for objectivity and write down the answer that comes to mind first.
test material
1. What is more important for you in the game?
A) win.
B) entertainment.
2. What do you prefer in general conversation?
A) Show initiative, propose something.
B) Listen and criticize what others have to offer.
3. Are you able to withstand criticism, not get involved in private disputes, not make excuses?
A) Yes.
B) No.
4. Do you like being praised in public?
A) Yes.
B) No.
5. Do you defend your opinion if the circumstances (the opinion of the majority) are against you?
A) Yes.
B) No.
6.In the company, in common cause do you always act as a ringleader, come up with something that is interesting to others?
A) Yes.
B) No
7. Do you know how to hide your mood from others?
A) Yes.
B) No.
8. Do you always immediately and resignedly do what your elders tell you?
A) No.
B) Yes.
9. Do you succeed in a conversation, discussion, to convince, to win over those who previously disagreed with you?
A) Yes.
B) No.
10. Do you like to teach (teach, educate, educate, give advice) to others?
A) Yes.
B) No.
Processing and interpretation of test results:
Count the total number of "A" and "B" responses.
High level leadership - A = 7-10 points.
Average level leadership - A = 4-6 points.
Low level of leadership - A = 1-3 points.
A preponderance of “B” responses indicates very low or destructive leadership.
Issues for discussion:
1. Are you satisfied with the result?
2. Have you learned something new for yourself?
3. The game "Penetrate the circle"
Purpose of the game: promotes the training of leadership skills.
Time: 10 min.
Materials: no.
Game progress:
The participants form a tight circle, in every possible way preventing the driver from getting into it, who needs to get into the circle in 3-5 minutes, using various tools of influence: persuasion, threats, promises, dexterity, cunning, persuasion, etc. Lose with three to five drivers.
Issues for discussion:
1. What feelings did you experience while performing the game?
2. Was it easy for you to complete the task?
3. What strategies were most often used by the drivers?
4. What did they have in common that turned out to be more effective?
4. The game "TV show host"
Purpose of the game: To develop the ability to take responsibility.
Objectives: to learn how to plan and implement goals, working in a group. Self-disclosure through creative activity.
Time: 20 – 30 min.
Materials: no.
Game progress:
Presenter: Now we will go to an unusual TV studio, where you can try yourself as a TV presenter of various programs.
We remain in the same subgroups as in the "Choice of the King of Beasts" (5-6 people each). You will be in several gears. For each program, the team must choose a TV presenter, without repetition of participants.
First broadcast "News"
The selected TV presenter will need to think over and show the news story with his entire group (the story can be anything). Preparation time (5 minutes).
Second gear "Sport"
The TV presenter will need to think over and show the morning workout for 3 to 5 minutes. The host can be himself in the role of a group coach, or maybe in the role of a commentator. The warm-up should include at least five different exercises. Preparation time (5 minutes).
Showing invented stories (3 - 5 minutes for each group).
Third gear "The smartest"
The TV presenters go to the center, and the remaining participants are a support group that can help their leader get extra points.
Within 3 minutes, write as many simple three-word sentences as you can, with each word starting with the letter "L" (for example: "Swallows love summer"). After the proposals are announced, the support group can add their options.
Fourth program "About animals"
The TV presenter will need to think over and show with his entire Group a pantomime from the life of animals. Preparation time (5 minutes).
Showing invented stories (3 - 5 minutes for each group).
Fifth gear "Culture"
The TV presenter will need to think over and show with his entire group a story on any topic of music. architecture, painting. Preparation time (5 minutes).
Showing invented stories (3 - 5 minutes for each group).
Issues for discussion:
1. Was it difficult as a TV presenter (to think through, organize and implement your scenarios)?
2. Which of the TV presenters did you like the most, why?
H. When discussing and planning the scenario, was it difficult to agree among themselves?
4. What did you do in order to come to cooperation and mutual understanding in the group?
COMPLETION
Goal: maintaining a positive climate in the group at the end of the training.
Materials: candle, blanks with dough.
1. Exercise - joke "Test with subtext"
Purpose: to cheer up the group.
Time: 5 min.
Exercise progress:
Participants are given the following test forms and announced: “Now we will check how attentive you are and how ready you are to follow the instructions.
You need to quickly complete a small test.
You have only three minutes at your disposal.
Mindfulness Test
Name ______________________________________ Date ____________
Instructions: Before doing anything, read everything carefully and follow the instructions. The execution time is three minutes.
1. Enter your last name, first name and patronymic in the space provided and put today's date.
2. Enter your contact phone number. If you do not have it, then write the number 100.
3. Circle this number.
4. Put a cross in the lower left corner of the sheet.
5. Circle this sign with a triangle.
6. Say the number you wrote in step 2 loudly so that everyone can hear.
7. Enclose in a rectangle the word "angle" in sentence number 4.
8. In the upper part of the sheet, make three small holes with the tip of a pencil or pen.
9. Try to look at the world through these holes.
10. In your normal voice, count backwards aloud from 10 to 1.
11. Shout loudly: "I'm almost done."
12. Now that you have read everything carefully, complete only tasks 1 and 2.
2. Exercise "Tree of Success"
Purpose: getting feedback.
Time: 10 min.
Materials: a painted tree and painted apples in three colors.
Exercise progress:
Participants take turns going out and choosing the color of the apple that they like and broadcasting to the tree layout. They say a few words about the training.

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GAMES- EXERCISES FOR DETECTION LEADERS, ON THE COOPERATION

"Direction"

The group members stand in a line, facing in one direction. At the signal of the facilitator, the participants must turn 90 °. The task is for everyone to turn their faces in one direction and try to do it as quickly as possible. The task should be performed silently, without talking to each other.

The facilitator stops giving commands when all group members are facing the same direction. An exercise

unites the group, improves mood, reduces tension, eliminates stiffness, reveals leaders, in addition, it gives the experience of participating in joint activities, during which group members must “agree”, come to a common decision.

Questions:“What helped the group to cope with the task?”, “What prevented them from completing the task faster?”, “What could help?” etc. make it possible to identify moments in behavior that are important in a situation where the need is revealed to be guided by each other, to coordinate one's actions with the actions of others, to delve into the logic, into the position of others.

"Karabas"

For the game, the participants are arranged in a circle. The leader pronounces the number and the participants must, without agreeing, get up from their chairs, and the number of people must correspond to the leader's number. They sit down after the leader said: "thank you." You must complete the task in silence. The participants develop tactics for completing the task in the process of work, focusing on each other.

In the beginning it is better to call the numbers 5-7, in the middle - 1-2. The facilitator blocks the attempts of the group members to discuss and accept any form of work algorithmization.

This game develops attention and speed of reaction. Discussing the game allows group members to realize that in order to perform common task it is necessary to quickly navigate the intentions, tactics, state of other participants, coordinate their actions with the actions of others. Most often, more sociable, striving for leadership guys get up. Those who get up later are less determined. There are those who first get up and then sit down. This is the "conscience" of the group. The group that does not get up at all is the one without initiative. When discussing, one can talk about the manifestation of initiative and the problem of taking responsibility for what happens in the group.

"Fingers"

This exercise is a variant of the previous game, but the participants do not stand up, but “throw out” the required number of fingers (the sum of the fingers of the whole group is considered).

The exercise is much more difficult than the previous one. It can take place in different ways. Sometimes up to 30 repetitions are required. In any case, the exercise provides rich material for discussion that can be used during the training, as well as in socio-psychological workshops.

"Talking Through Glass"

The exercise is performed in pairs, or when the participants sit in a general circle, choosing a partner for negotiations opposite. The task of the participants is to agree on something with the help of gestures. When working in a general circle, participants will need not only the ability to communicate using gestures, but also focus only on their partner. Based on the results of the game, the methods of transmitting the necessary information, methods of attracting the attention of the interlocutor, as well as factors that hinder the understanding of non-verbal language are analyzed.

"Herehe, me"

Each participant is given 3-5 minutes to attract the attention of the group. The difficulty lies in the fact that participants must complete this task all at the same time.

The exercise is lively. After the set time has elapsed, a survey of participants is conducted on the subject of “whom did they notice during these 3-5 minutes of group work”. Then the methods and techniques used by the "seen" participants to attract attention are analyzed.

"Rope"

Participants stand in a circle, holding on to each other with both hands.

a common rope, after which the rope is tightened and tied so that the participants stand close to each other. The host asks you to close your eyes. The task for the participants is to form a square. Eyes can be opened all together only after the group decides that the square has turned out. Whoever opens their eyes first is out of the game and can become an observer to help the group discuss the exercise. Next, you can build a circle, an equilateral triangle, a rhombus, a trapezoid, a polyhedron, a star, etc.

The exercise shows the importance of group self-organization, allows you to find leaders. Answers to the questions “What was the most difficult in solving the problem?”, “What technique compensated for the lack of eye contact?”, “How did the leader appear?” will provide an opportunity to assess the ability of the group to coordinate their actions.

As we said earlier, the leader needs to actively work on himself. Therefore, we offer a block of tests that will allow you to better know yourself, your capabilities and abilities, to realize yourself as a person with its inherent individual characteristics. Understand what character traits you need to work on.

You can use some of the tests in your work with your team.

TESTS

"YOU LEADER? »

Read questions 1-10. Circle points "a", "b" or "c".

1. You discuss a problem in a group. How will you behave
feel if someone's idea is better than yours?

a) get worried

b) be embarrassed;

c) you are interested.

2. You are developing a scenario for a school party as a group.
chera. How do you rate your ideas versus ideas

a) yours are worse;

b) yours is better;

c) yours are not worse, but not necessarily better.

3. What happens when you try to suggest something
important to others?

a) they don't listen to you;

b) they listen to you, but they “poorly understand”;

c) you are usually listened to and understood.

4. You didn't spend a lot of time doing something. But you
no one has yet praised, and in general you have not received any
what a return. What will you do?

a) you will be discouraged and abandon everything;

b) leave this business and move on to another;

c) finish this business because you think it is necessary.

5. You were assigned a completely non-leadership task when under
preparing for a big event. How will you react to this?

a) normal, because in any case in the role of leader
you feel uncomfortable;

b) will not participate unless you are appointed chief;

c) you do not mind sometimes being an ordinary teacher
steward.

6. What happens when you fail at what you try
want to do?

a) you quit because failure proves that
you are good for nothing;

b) you quit because others do not understand you;

c) you learn from failure a lesson that will help you in boo
shower.

7. If you are responsible for the performance of a group of
tasks, how will you conduct business?

a) leave most of the work to others;

b) do everything yourself;

c) distribute individual orders among everyone in the co
according to the interests and skills of each.

8. How do you feel when working with people whose training

different from yours?

a) embarrassment

b) a feeling of superiority or inferiority;

c) interest in and respect for other approaches and points of view.

9. Honest criticism of you makes you...

a) dissatisfaction with oneself;

c) the desire to move forward.

10. What do you do if things go wrong due to various obstacles
not the way you would like it?

a) think about your past mistakes and what happened
would, if...;

b) blame others for everything;

7 or more "a" means that you need to develop self-confidence in order to become a good leader.

7 or more b's show that you need to learn to trust others more.

7 or more "c"s indicate that you most likely have a healthy view of yourself and others. Your attitude towards yourself and others allows you to be a good leader.

If your leadership score is not what you expected, try to find out why.

"ORGANIZED LI YOU HUMAN? »

An organized person is distinguished by a certain system of work, respect for time, a clear organization of work, he knows how to manage both time and affairs. His principle of work, the results of his work show that self-organization is a huge force. An unorganized person follows the lead of time and affairs.

The test will help you not only determine the level of personal organization, but also help you take the first steps towards comprehending the secrets of self-organization and developing organizational skills and habits.

After reading each question, choose only one answer. Then, using the key placed at the end of the test, find the quantitative estimates of the answer options you have chosen. Next, add up all the points and correlate the resulting amount with the results that you will find after the key to the test.

1. Do you have the main, main goals in life, to
what you want to achieve:

a) I have such goals;

b) Is it necessary to have some goals? After all, life is so different
chiva...;

c) I have main goals, and I subordinate my life to them
achievement;

d) I have goals, but my activity is a little way
conducive to their achievement.

2. Do you make a weekly work plan using
for this weekly?

c) I can’t say either “yes” or “no”, because I outline the main
affairs in the head, and the plan for the current day in the head or on paper;

d) tried to make a plan using a weekly planner. Then I realized that it does nothing.

3. Do you chastise yourself for not doing what you set out to do?
for a week, for a day?

a) I scold in cases where the reason is laziness or not
agility;

b) I chastise, in spite of any subjective or
objective reasons;

c) now everyone is scolding each other, why else
poke oneself;

d) I adhere to this principle: what has been done
Today is good, but what didn’t work out, I’ll do later.

4. How do you manage your notebook with those numbers?
lefonov relatives, acquaintances, friends?

a) I am the owner (owner) of my notebook. As I want, I keep records. If you need someone's phone number

on, then I will definitely find it;

b) change often notebooks, because mercilessly "exploit
I hate" them. In correspondence, I try to do everything “according to science”,
however, in the future I again stray into an arbitrary
writing;

c) the main thing is that the phone number, full name, and
which page, straight or crooked, doesn't really matter.
cheniya;

d) I use the generally accepted system: in accordance with
alphabetically write down the full name, phone number, if necessary, then
and more information;

5. You are surrounded by various things that you often
use. What are your principles for arranging things:

a) each thing lies / de have;

b) I adhere to the principle: each thing has its place;

c) periodically put things in order and put things and
marks in their places;

d) I think that this question has nothing to do
solutions to self-organization.

6. Can you tell me at the end of the day where, how much,
Why did you have to waste your time?

a) I can tell about the lost time;

b) if Lost time turned into money, then
Yes, I would consider (count) him;

c) I always have a good idea where, how much and why it was
time wasted in vain;

d) not only have a good idea, but also seek
ways to reduce these losses.

7. What are your actions when at a gathering, meeting at
begins "transfusion from empty to empty":

a) I propose to pay attention to an important issue;

b) any collection or assembly is a combination
both “full” and “empty”, one has to come to terms with
this;

c) I plunge into “non-existence”;

d) I begin to do what I took (a) with me in the calculation

to "transfusion from empty to empty".

8. Suppose you have to make a presentation.
Will you pay attention not only to the content of the report
yes, but also its duration?

a) I will pay the most serious attention to the content
report. I think that its duration should be determined
only approximately. If the report is interesting, then all
when they give time to finish it;

b) pay equal attention to the content and about
duration of the report, as well as its options depending on
sti from time.

9. Do you try to use literally every mi
chickpeas to fulfill the plan?

a) I try, but I don’t always succeed due to personal
reasons;

b) I do not aspire to this, because I think that it is not necessary to be
petty in relation to time;

c) why strive if you still can’t overtake time;

d) I try and try, no matter what.

10. What system of fixing orders, tasks and requests
you are using?

a) I write down in my weekly journal what to do and in
what terms;

b) I fix the most important assignments, requests in my
eat weekly. "Little things" I try to remember. If you forget
I know about “little things”, I don’t consider this a disadvantage.

c) I try to remember instructions, tasks and requests,
because it trains the memory. However, my memory often fails me.

d) adhere to the principle of "reverse memory": let
the one who gives them thinks about assignments and tasks.

11. Do you arrive on time for a gathering, a meeting with friends,
to classes?

a) I arrive 5-7 minutes earlier;

b) I arrive on time, at the very beginning of classes, meetings,
collection;

c) as a rule, I am late;

d) I am always late, although I try to arrive earlier or
in time.

12. What importance do you attach to the timeliness
assignments, assignments, requests?

a) timeliness of execution is one of the indicators
lei the ability to work, but it is not always possible to do everything
in time;

b) it is better to delay the execution a little. It's safer;

c) I prefer to talk less and do the task
nia and instructions on time;

d) if you complete the task on time, you will get a new one.
Performance is always punished.

13. Suppose you promised to do something or in something-
to help another person. But circumstances have changed
in such a way that it is quite difficult to fulfill the promise
importantly. How will you act in this situation?

a) inform the person of a change in circumstances and
the ability to fulfill the promise;

b) I will inform the person about a change in circumstances and about
rudnenie in the fulfillment of the promised;

c) I will try to keep my promise. If I do -
well, I won’t do it - it doesn’t matter, because I rarely fail to
I live my promises;

d) I will not tell the person anything. I will keep my promise
no matter what.

Now determine the scores according to the table:

	Answer option and score

72-78 points. You are an organized person. The only thing I can advise you is not to rest on your laurels, to further develop the ability to self-organize. Don't feel like you've reached your limit.

63-71 points. You see organization as an essential part of your job. This gives you an undeniable advantage over those people who remember the organization in case of emergency. But you should take a closer look at yourself, find reserves for improving the process of self-organization.

63 points or less. Your lifestyle, your environment has taught you to be organized. But organization is manifested in your actions, then it disappears. This is a sign of the absence of a clear system of self-organization. There are objective organizational laws and principles. try

analyze your actions, time consumption, work technique. And you will learn about the reasons for your lack of organization. To become an organized person, one must overcome oneself, show will and perseverance.

"DYNAMIC LI YOU? »

There are very dynamic people: they are constantly in a hurry somewhere, doing several things at the same time, the day seems too short for them. Others - live slowly, and at the end of the day they still have time to take a walk. They are happy in their peace. And you? Are you dynamic or contemplative? The game test will help you understand this. Answer the questions provided with “yes” or “no”.

1. Do you get bored when you have nothing to do?

2. Do you need more than half an hour to get ready in the morning (wash, dress)?

3. Do you often rearrange the furniture in your apartment (room)?

4. Do you refuse to do something if you are not sure of its success?

5. Do you like to spend your holidays (vacation) quietly and calmly, without making new trips?

6. Would you like to take a trip to the jungle?

7. Do you put off your important decisions (cases) until the morning (according to the principle “the morning is wiser than the evening”)?

8. Do you get up easily in the morning?

9. Do you speak fast?

10. If you have a lot of work to do and you are afraid of "blockage", do you start with the most difficult or unpleasant task?

11. Do you enjoy at least three of the following activities: cycling, skating, shorthand, swimming, skiing?

12. Do you enjoy quiet activities such as walking, reading, philately, fishing?

13. Do you like to experiment?

14. Do you think that the one who "makes a move" wins?
you m"?

15. Does victory belong to the one who lasts the longest?

16. Do you find books or movies boring if they move too slowly?

17. Do you ever start a business with the thought that you won't be able to finish it?

Record your score for each affirmative answer to questions 1, 3, 6, 8, 10, 11, 13, 14, 16, 17 and for each negative answer to questions 2, 4, 5, 7, 9, 12, 15. Calculate all points.

The sum is more than 12 points - you are too dynamic. In your desire to "embrace the immensity" you forget about a relaxing holiday.

The sum of points is between 6 and 12. You are dynamic in moderation. You know how to provide yourself with saving moments of calm rest.

The sum of points is less than 6. You would be better off getting turned on. Know how to hurry up, and you will quickly come to the intended goal.

"DO YOU KNOW LI YOU OWN YOURSELF? »

We are all different. One will not be broken by the most difficult test, and the other will be put on the shoulder blades by a mere trifle. What type of personality do you consider yourself to be? Choose your options.

1. Can you speak openly about your difficulties?
venno:

a) no, it won't help me;

b) of course, if there is a friendly interlocutor;

c) not always, sometimes I experience them hard myself.

2. To what extent do you experience resentment and failure:

a) I experience my own failures hard;

b) it depends on their cause;

c) I try to treat them philosophically, because
any troubles come to an end.

3. What do you do when you feel like something is wrong with you?
side offended:

a) do something nice for yourself that you couldn’t for a long time-
la) afford;

b) go to dinner with good friends;

c) you will sit at home and get angry.

4. In the arms of happiness you:

a) do not think about the old sadness;

b) you are afraid that these minutes will end;

c) do not forget about the shadow sides of life.

5. When a loved one offends you, you:

a) withdraw into yourself;

b) ask for an explanation;

c) tell about it to everyone who wishes you high
listen.

a) would not want to fall into their hands;

b) many people can be helped;

c) they are not omnipotent, a person must help himself.

7. People's opinion:

a) is stalking you

b) unfair to you;

c) favors you;

8. What do you think about after a serious fight with someone
friends when the first anger has passed:

a) the friendship was still good;

b) secret revenge;

c) that now you have heard everything that people think about you.
Rate your answers against the table and summarize the results.

Answer options

7-15 points. You easily cope with your failures, you know how to give them correct assessment. In addition, you do not know anger at yourself. Your peace of mind is astonishing.

16-26 points. From time to time you judge yourself. But you have an enviable "valve": "shout out" your problems to others - and it's easier for you. It is desirable that you have more control over yourself and do not rely only on this way of overcoming difficulties.

27-31 points. You have not yet learned to cope with your difficulties, which is why they oppress you so much. Shut yourself in and powerlessly get angry at yourself. Gather your will without fail. You have a lot good qualities that will help you overcome even more difficult life trials.

"SURE LI YOU AT YOURSELF? »

To determine how confident you are, this test will help you. Answer the questions with "yes" or "no".

1. Can a series of successive failures make you doubt your abilities?

2. Do you feel fear when you are in a dense crowd?

3. Do you follow fashion?

4. Do you often look in the mirror?

5. Do you slouch?

6. Do you think that people speak evil of you?

7. Do you get nervous when you have to visit institutions, settling any unpleasant issues?

8. Do you sometimes feel like someone is watching you?

9. Is it easy for you to decide to spend your vacation in a new place for you?

10. Do you feel at ease when you are in an unfamiliar company?

11. Do you have nightmares?

12. Do you prefer to solve your problems on your own?

problems without discussing them with people close to you?

13^ Do you save money for a rainy day?

14. Are you sure that your friends love you?

15. Do you find that every day you can learn something new for yourself?

16. Having determined that the purchased item does not suit you, will you return to the store to change it?

17. Do you have doubts about whether you will be able to achieve your goals?

18. Do people often turn to you for advice?

For each match of your answer with the result, write down 2 points for yourself: 1 - no, 2 - no, 3 - no, 4 - no, 5 - no, 6 - no, 7 - no, 8 no, 9 - no, 10 yes , 11 - no, 12 - yes, 13 - yes, 14 - yes, 15 - yes, 16 - no, 17 - no, 18 - yes. Now add up the scores.

2 points. You have never had a chance to doubt yourself or your abilities. People around you turn to you for advice. Some people think that you are conceited and behave arrogantly.

16-24 points. You are confident in yourself, although sometimes you show indecision. This test provides you with the opportunity to give yourself a more accurate self-assessment.

6-14 points. It can be argued that you are not confident in yourself, you do not manage to hide it from others. You try not to get into a position that would force you to make an important decision on your own.

0-4 points. Such a score in this test is, fortunately, very rare. And if you sincerely answered all the questions, then you should talk with a therapist who will help you gain self-confidence.

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, our determination and knowledge. If understanding alone is not enough, it is necessary to educate in ourselves what 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 fundamental conditions achieving success. Several fundamental principles can be deduced, working with which will help to gain self-confidence, strengthen own motivation and thereby lead to success and recognition, which is so necessary for a leader.

Principle #1. Everything that happens in my life is my doing. We are primarily to blame for the fact that we didn’t manage to do something or something didn’t work out for us. What should be understood by people with an inflated sense of pride and dignity.

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

Principle number 3. Sustainability. Resilience is one of the main qualities of a leader. Thanks to his stability, he is not afraid of the black stripes of life, the unknown and uncertainty. It is important not to confuse the concepts of stubbornness or perseverance with the concept of resilience. Stubbornness is akin to blindness and deafness, while stability is characterized by calculation and action.

Principle number 4. Energy and charge. It is difficult to become a leader without having sufficient reserves of energy and stamina. Radiating confidence, vivacity and energy, we suppress others on a psychological level, depicting our own superiority and leadership in their subconscious.

Principle number 5. Purposefulness. Mandatory attribute of a person who really wants to succeed. Among other things, purposefulness qualitatively distinguishes a leader from all others. He is identified with own purpose devoting himself entirely to the process of achieving it.

Principle number 6. Elasticity. By no means does it mean "bending under a changing world." Elasticity is in fact nothing more than an understanding that one's own preferences and hobbies sometimes develop into limits and limitations.

Principle number 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 the most important principle of any kind of leadership. It is the initiative personality that first draws attention to itself and emerges among the gray crowd. This kind of people in the first place and assigned the role of leader.

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

Since our main task is to draw up a leadership development project in accordance with the requirement professional activity, remember the qualities that we set out to develop:

motivation;

emotional intellect;

I would like to add to this list the quality that I noted in principle 7. This is sociability. Quality is considered key in the ethos of an 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 to work is the feeling that it is you who should be doing it, and no one else. If such a feeling is not observed, I think it is worth either changing the profile of 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 training in this direction. So, for example, there is a training, which is 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 those skills 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 props. Even inattention to one's appearance and public opinion can become its element. If it is not there, you can try to "grow" it. Ways to develop charisma are necessary:

1. Set clear, understandable goals. Charge from them and charge others with them. Passionately desire to achieve the intended. Become a fanatical expert in your field and do not give up.

2. Appreciate those who share your views and understand you. In any case, the charismatic is strong with the team behind him.

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

4. Work on the image, monitor your own appearance, train your voice.

5. Don't be controversial, be ambiguous. People are intrigued by combinations of polar properties. Do unexpected things and make unexpected, but not stupid decisions.

6. Never fully reveal your thoughts to anyone. Create an atmosphere of some mystery around you. Do not advertise your actions and do not extol yourself. People with charisma just do their job - but in such a way that someone later tells someone about it.

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

8. Learn to pause and be meaningfully silent.

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

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

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

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, this is training 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 work.

You need to learn how to use emotions in communication to improve business performance. But one should be prepared for the fact that the process of developing 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 indirectly, through the development of qualities associated with it. Today it has already been proven that the formation of emotional intelligence is influenced by the development of such personal properties as emotional stability, positive attitude to oneself, an internal locus of control (willingness to see the cause of events in oneself, and not in other people and random factors) and empathy. Thus, by developing these qualities, one can increase the level of emotional intelligence.

To develop 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 you to evaluate the event as if from the outside, as a result of which a person loses touch with the feelings and experiences that took place in a real situation.

To stop experiencing negative emotions and discomfort, many experts recommend dissociating from a disturbing, unpleasant memory. To do this, you need to mentally get out of the situation of experience and look at this event from the outside. Watching a movie 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 excite a person, which allows you to later return to it and calmly analyze all your actions.

The reverse procedure of associating with pleasant 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).

Associating 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 perform the opposite action and associate in communication with pleasant feelings, you can find a number of pleasant interlocutors.

Thus, emotions are directly dependent on thinking. Thanks to thinking and imagination, a person can have various images of the past and future, as well as emotional experiences associated with them. Therefore, the one who controls his imagination is also in control of his emotions.

And of course, training contributes to the development of emotional intelligence. I can offer: "The emotional intelligence of the leader." The training will teach you to perform the work tasks facing managers of various levels faster and better; increase personal effectiveness in personnel management. What is important, in the process of training, situations will be created, during the passage of which the skills of controlling anxiety and fears, managing one's emotional state, as well as maintaining internal and external states of confidence are superbly consolidated. In addition to the development of emotional intelligence, the participants of the training will acquire and work out the qualities that are also noted in the theory of my work as leaders:

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 handling crises and adequate adaptation to changes and changes in the organization;

Ability to take a hit in difficult and extreme situations;

confident and calm behavior in situations 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. What will help develop communication skills? I can offer several tutorials.

Communication training - role-playing game"Untalkative Interlocutor"

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

Description of the training: One of the participants becomes an interviewee, the other players become journalists. The situation of the press conference is played out. The interviewee is asked questions by journalists. The task of the interviewee is to answer the questions of correspondents as monosyllabically as possible, who must “talk” their interlocutor.

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

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

The psychological meaning of the "interlocutor" trainings: to learn how to behave correctly with a "taciturn" or "chatty" interlocutor, develop verbal and non-verbal communication skills, 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 skills 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 find out:

Ways to establish and maintain contact;

Techniques and techniques for conducting a conversation that contribute to the understanding of the interlocutor;

Methods for avoiding information loss during a conversation;

Usage various kinds questions. The use of 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;

Rapid 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 calling in this profession.