Mechanisms of regulation of social behavior. Volitional regulation of behavior and activity Regulation of behavior and

The main functions of the psyche are the reflection and regulation of behavior and activity. Mental reflection ensures the appropriateness of behavior and activity. At the same time, the mental image itself is formed in the process of objective activity.

Psyche is a property of the brain. Mental activity is carried out through many special physiological mechanisms. Some of them provide the perception of influences, others - their transformation into signals, others - planning and regulation of behavior, etc.

A person’s capabilities for self-management of behavior and psychological states, on the one hand, are quite large, but, on the other hand, limited. They are great in the sense that any reasonable, experienced and sufficiently intellectually developed person is able, with desire and persistent work on himself, to change a lot both in his psychology and in his behavior. However, this requires long and quite intense efforts, as well as a very significant investment of time. Not every person has the luxury of devoting almost all of their time for many months (and this requires months, not days or weeks) to work on themselves, especially these days. That's why real problem A person’s active psychological remaking of himself does not lie in the potential impossibility of doing this, but in the purely practical difficulty of solving this problem, taking into account real life conditions.

What in human psychology can be corrected based on capabilities? The answer to this question is clear: a person is quite capable of managing everything that is conscious of him and is under the control of his will. Self-control of psychology and behavior can be carried out exclusively on a conscious basis.

Wanting to get rid of your negative qualities, you set a goal, plan and control the steps towards achieving it. All of these are conscious processes. As a rule, a person is aware of his certain abilities and interests, character traits, thoughts and feelings, reactions to life circumstances. In principle, he can control all this.

If not all the features are realized on your own, you need to consult a psychologist. After conducting a comprehensive psychodiagnostics, he will inform you about those properties that you possess, but which you are not aware of.

In order to change yourself, your own efforts are not enough. We need the help of others, since it is easier to control the changes that are taking place from the outside.

Naturally, something that is not recognized at all or is not accepted as one’s own (due to the action of defense mechanisms) is not subject to psychocorrection. This is, as a rule, something that is sharply condemned by people around, or something that relates to a deeply personal sphere. We are talking, in particular, about the psychological content of the unconscious. And even if, with the help of a psychoanalyst or self-conducted psychoanalysis, it is partially possible to penetrate into the contents of the unconscious, the most unpleasant things in it are still automatically repressed under the influence of so-called censorship or defense mechanisms.

Nevertheless, despite all the difficulties, a person can and must learn to manage his psychology and his behavior. First of all, you need to learn to regulate your emotions and direct actions in response to the emotions and actions of other people, since your own well-being, as well as the normal existence of other people and relationships with them, depends on this. You need to learn to influence your moods and feelings, even when they have already arisen. As for affects, passions and stress, it is advisable to prevent them, since it is very difficult to practically influence them once they have already arisen. But you can learn to restrain your emotions and behavioral reactions, for example, through special exercises such as auto-training.

To implement normal behavior, it is necessary to ensure the implementation of planned actions in real time and in a real environment.

The role of emotions in this process is extremely important, since emotions are one of the main mechanisms for regulating the motivational activity of living organisms.

Emotions (from the Latin emovere - to worry) are understood as psychological processes and states associated with direct experiences. Positive and negative emotions: joy, delight, surprise, pleasure, sadness, anger, shame, disgust, contempt, etc. – are inseparable from any human activity. In modular terms, a block of emotions can be presented as a link in the circuit of mental regulation of behavior and mental activity.

Emotions, as expedient adaptive life reactions of a person, serve several purposes simultaneously: they allow one to judge the state of satisfaction of needs; stimulate and regulate its activities; play a certain role in the communication of people, signaling them about each other’s psychological states. Emotions reflect both the state of the body and the state of the psyche or consciousness of a person.

The main thing in regulating emotions is the ability to prevent their occurrence. To do this you need to know:

When and under what circumstances do unwanted emotions most often arise;

What precedes these emotions (images and thoughts that accompany the emergence of the corresponding emotion in typical cases);

How can you prevent the occurrence of a corresponding emotional reaction?

Let's consider each of these factors separately, along with possible ways to manage them.

Different people depending on their personality and personal experience react differently to certain life circumstances. Cholerics, for example, are generally more emotional than phlegmatic people. They react violently to relatively minor life events, their emotional reaction is clearly expressed. This kind of emotionality, caused by individual differences in temperament, is most often naturally conditioned, i.e. depends on the innate characteristics of the human nervous system. Therefore, such an internal emotional reaction of some people to circumstances must be taken for granted and simply get used to it as inevitable.

But there is another kind of emotionality, which represents bad habits that have developed during a person’s life. In principle, he is able to control such reactions, but for this he needs to know their cause, having developed a new, more adequate form of emotional response to the same life circumstances.

The first step on the path to getting rid of this kind of emotion is to find out and feel when, under what circumstances, the corresponding inadequate emotional reactions arise and how they develop, going beyond the limits of reason. In this regard, you must answer the following questions:

1. Do I have inappropriate emotional reactions?

2. Under what circumstances do they occur?

3. How do these reactions manifest themselves?

4. How can you practically influence these reactions?

You can answer these questions by analyzing your behavior in various life situations, talking with loved ones, listening to recordings of your own voice, or watching videos of your own behavior in a number of emotional situations. It would be nice if a professional psychologist joined in your self-analysis.

Having collected the necessary information, you can make specific decisions about how to act in emotional situations in order to prevent, block or weaken the strength of the emotion that has already arisen.

The external manifestation of emotions is usually preceded by certain images and thoughts that must be known. They tend to vary from person to person. It is easier to influence them than the emotions themselves, using, for example, auto-training techniques.

Ways to prevent emotions are purely individual. You can find them only by constantly experimenting on yourself. In particular, develop the good habits mentioned in famous book D. Carnegie “How to stop worrying and start living normally,” or use the tips and recommendations contained in other books on practical psychology.

But in any case, success does not come immediately. It requires a lot of systematic and persistent work by a person on himself, since unwanted emotional reactions that one wants to get rid of are fairly stable life habits, psychological attitudes that automatically arise at the subconscious level and are implemented outside the direct conscious and volitional control of a person.

Unfortunately, we often have to deal with our own emotions not when they arise, but only when they exist and act, and we are in their power. However, it is necessary to learn to restrain, block them, and prevent them from developing further. This requires a different tactic of behavior.

When an emotion arises, you need to try to distract yourself from the reasons that cause it and focus your attention on the emotion itself, setting yourself the goal of containing it, preventing it from growing and manifesting itself outside. A good distraction technique can be switching attention to some object or matter related to another, no less pressing need. If, for example, you received a bad grade and are very worried, remember that you have long been planning to meet with a childhood friend or buy some thing. Switch to these activities, it will distract you from the unpleasant event and calm you down.

There are measures aimed at stopping and fading an emotion that has already arisen. This is, first of all, internal relaxation and self-suggestion of a calming nature. Here, special exercises may well be useful, for example, relaxing individual muscle groups and the body as a whole, repeating self-soothing phrases: “I am calm,” “I am restraining my emotions,” “I am relaxed,” “I am getting better,” and some others.

An emotion that has already arisen does not disappear immediately, and complete emotional self-soothing requires from 10-15 minutes to several hours. At first, when an emotion grips a person and he tries to restrain it, it seems that muscle relaxation and self-hypnosis do not help. But actually it is not. It’s just that emotions are associated with muscles that contract and relax extremely slowly. At the moment of self-suggestion there is usually a long internal struggle between factors that preserve (strengthen) emotion and factors that hinder it. This fight requires at least several minutes. Usually it ends in a person’s victory if he, without diverting his attention from the emotion, persistently tries to extinguish it.

A person’s internal victory over his own emotions is manifested, in particular, in the fact that he begins to feel calmer, physically and psychologically relaxed. Further, in order to completely extinguish an emotion, you only need to maintain it and the states associated with it for a certain time, and such time is usually equal to that which is necessary to psychologically achieve an important turning point in the dynamic development of the emotional state discussed above.

Figure 4 – Scheme of relationships between motivations, emotions and will in the process of behavior

Emotions in their manifestations are closely related to human behavior, and this connection is two-way. On the one hand, emotions manifest themselves in behavior and actually control it; on the other hand, behavior influences emotions, weakening or strengthening them. It is almost impossible to learn to effectively manage emotions without simultaneously learning to consciously regulate your behavior. The opposite is also true: a person who is unable to control his emotions cannot control his own behavior.

What in human behavior is and is not amenable to conscious self-regulation? The answer will basically be the same as regarding emotions: conscious, volitional self-control in a person’s behavior is subject to what they are aware of and has not yet reached such a strength, beyond which volitional self-control is practically lost. This usually occurs when an emerging mood, emotion and feeling turns into affect, passion or stress.

In real human behavior, as well as in the sphere of his emotions, not everything is controlled by consciousness. For example, almost all processes occurring in internal organs, as well as processes controlled by the body, are not subject to consciousness. We cannot, for example, be aware of nerve impulses arising in the central nervous system, i.e. in fact, we cannot consciously control what, at the level of the brain, precedes a certain human action or regulates his behavior as a whole. We are also not given the ability to sense the passage of impulses through the nervous system or the automated contractions of internal muscles associated with normally occurring metabolic processes. Often we are aware only of those physical tensions that have arisen in the skeletal muscles, but at the same time we have no idea why they appeared. But even if we are aware of the physical tension that has arisen, we often cannot control it, since we are not subject to the underlying internal organic processes. In most cases of life, we cannot completely control our physical states, just like our emotions.

But still, the possibilities for self-management of behavior are greater than the possibilities for self-regulation of emotions, since, unlike emotions, we can be better aware of our behavior.

The behavior of a person who is in the grip of strong, destructive emotions is called inadequate or socially maladaptive. Inappropriate behavior can be caused by emotional situations or inappropriate actions (destructive actions) of other people.

As a rule, it has a character and can manifest itself in uncontrolled human reactions. You need to learn how to prevent such reactions, but, first of all, you need to realize that they exist. To do this, it is useful to observe yourself for several weeks or months or ask other people with whom you communicate frequently to do this. Good results are obtained by video recording of one’s own behavior and its subsequent analysis.

Having collected a variety of information, you can analyze those behavioral reactions that are inadequate and set yourself the task of getting rid of them. It is also important to try to find out what situations cause exactly these reactions in order to prevent their occurrence in the future.

An inadequate response to a given situation is usually a habit that needs to be broken. This can be done by developing another, opposite habit, which automatically arises in response to a given situation and blocks the manifestation of a bad habit.

In much the same way, you can get rid of inappropriate reactions to certain people. However, reactions to people tend to be more stable than reactions to circumstances. Therefore, before changing an inappropriate reaction to a person, it is necessary to find out how inappropriate it is. Often with such an analysis it is discovered that this reaction causes harm, first of all, to the person who reproduces it.

You can change the reaction to a more adequate one by making sure that it is necessary to get rid of the previous, inadequate form of behavior; having found in another person such properties and character traits that should cause a reaction that is directly opposite or incompatible with the previous one.

Let's say that when you meet someone, your mood deteriorates and you become irritable. This is a typical example of an inadequate reaction, which you can get rid of by constantly monitoring yourself and remembering that In a similar way You can't react to other people. Next, you need to set yourself the task of finding in this person something that can cause the exact opposite reaction in you. Then, in the course of subsequent meetings, it remains invariably to set oneself the task of responding to it differently. By doing this, you quickly discover that, if you wish, you can develop and consolidate a new, more adequate reaction.

It is more difficult for a person to control his thoughts and images, unlike emotions and open behavior. This is due to the fact that images and thoughts first arise, and only after that we can be aware of them. But even awareness of your own thoughts and images does not allow you to determine why they appeared at a given moment in time. Life experience and common sense in this case will be of little help, and only, probably, a good knowledge of those areas of psychology that are associated with the scientific study of the origin of human thoughts and images will help us not only anticipate, but to some extent regulate them.

Both images and thoughts of a person do not arise for no reason, spontaneously, by themselves, with the exception, probably, of those few cases when, as a result of illness or a serious disorder of the brain, a person develops delusions and hallucinations. In all other cases, thoughts and images are determined, i.e. due to reasons that can be identified and described.

There may be several such reasons.

Firstly, the thoughts and images that arise unconsciously depend on the needs that are currently relevant to you. Under the influence of these needs, processes directly related to their satisfaction are activated in the body. There is a desire to satisfy this need.

The corresponding desire, in turn, gives rise to images of very specific objects that can satisfy the need that has arisen, as well as thoughts related to their achievement. Therefore, one of the effective ways to control a person’s images and thoughts is direct or indirect influence aimed at the needs that are relevant to him.

Secondly, a person’s images and thoughts can be consciously generated by himself through special volitional efforts. A person who is able to control himself, in particular his psychological states, can, at his own request, evoke the necessary images or thoughts in his imagination, force himself to think about something, without being distracted by extraneous stimuli. For example, everyone does this creative people- scientists, writers, artists, design engineers, etc., working to solve a problem, to create something new, original, unique.

Therefore, in order to learn to manage your thoughts and images, you need to become a strong-willed person, i.e. work on improving the will.

Thirdly, our thoughts and images are influenced by the situation, the situation into which we accidentally find ourselves. By reflex, the objects and people around us evoke corresponding images and thoughts. If, for example, our experience of dealing with a particular person is associated with certain thoughts and images, then they will inevitably arise during repeated meetings. The same applies to various things and objects.

Therefore, by introducing certain people into a situation, surrounding ourselves with certain objects, through them we can influence our thinking and imagination. If, for example, we really want to get rid of unpleasant images and thoughts, it is useful to be among people or surrounded by objects that generate pleasant thoughts and images.

Let us note in conclusion that in managing thoughts and images, the best results can be achieved if you try to influence them comprehensively, both from the inside and from the outside, since not a single thought born in our head and not a single image that arises in our consciousness can be determined solely by the needs of a person or only by the situation in which a person finds himself, consciously or accidentally.

Lecture 12.

Seminar No. 2.

1) The concept of the psyche

Even in ancient times

physical form of reflection consciousness.

2) Structure of the psyche.

1. Mental processes

A) educational

b) emotional(emotions and feelings);

V) strong-willed(will).

2. Mental states

3. Mental properties

4. Mental formations

Functions of the psyche.

.

Seminar No. 2.

1) The concept of the psyche

Even in ancient times it was discovered that along with the material, objective, external, objective world, there are immaterial, internal, subjective phenomena - human feelings, desires, memories, etc. Every person is endowed with mental life.

Psyche is the property of highly organized matter to reflect objective reality, create mental images and regulate human activity and behavior.

The psyche is a subjective, signal, socially conditioned reflection of reality in a system of ideal images, on the basis of which a person’s active interaction with the environment is carried out.

Reflection expresses the ability of material objects in the process of interaction to reproduce in their changes the features and traits of the objects influencing them. The form of reflection depends on the form of existence of matter.

In nature, three main forms of reflection can be distinguished. The lowest level of life organization corresponds to physical form of reflection, characteristic of the interaction of inanimate objects. Corresponds to a higher level physiological form of reflection. The next level takes the form of the most complex and developed mental reflection with the highest level of reflection specific to the human psyche - consciousness.

The human psyche is formed and manifested in his activities. Human activity serves both as the driving force of socio-historical progress and as a means of human mental development. In the process of formation of the human psyche, his external actions with material objects are transformed into mental actions. Thanks to the ability to act in the mind, a person has learned to model various relationships between objects and to foresee the results of his actions.

The human psyche is a socially determined phenomenon, and not a natural product of the brain. However, it is realized by the brain. The psyche cannot be separated from the work of the brain, but it cannot be reduced to neurophysiological processes.

The specificity of the work of the human brain consists in a special way of encoding information coming from outside. The mental reflection of reality by a person is a reflection mediated by a verbal sign, a human concept formed in socio-historical practice.

The psyche is a very complex system, consisting of separate subsystems; its elements are hierarchically organized and very changeable.

2) Structure of the psyche.

All the diversity of forms of mental existence is usually combined into the following groups:

1. Mental processes - these are elementary mental phenomena that provide a person’s primary reflection and awareness of the influences of the surrounding reality (lasting from a fraction of seconds to tens of minutes or more). As a rule, they have a clear beginning, a definite course and a clearly defined end.

Mental processes are divided into:

A) educational(sensation, perception, attention, representation, imagination, memory, thinking, speech);

b) emotional(emotions and feelings);

V) strong-willed(will).

2. Mental states longer compared to mental processes (can last for several hours, days or even weeks) and more complex in structure and formation.

They are expressed in a certain level, performance and quality of functioning of the human psyche, characteristic of him at a certain point in time. These include states of activity or passivity, vigor or depression, efficiency or fatigue, irritability, absent-mindedness, good or bad mood.

3. Mental properties - the most stable and constantly manifested personality traits, providing a certain qualitative and quantitative level of behavior and activity, typical for a given person. These include orientation (what does a person want?), temperament and character (how does a person manifest?), and abilities (what can a person do?).

4. Mental formations - this is what becomes the result of the work of the human psyche, its development and self-development; These are mental phenomena that are formed in the process of a person acquiring life and professional experience. These should include acquired knowledge, skills and abilities, habits, attitudes, attitudes, beliefs, etc.

5. Social and psychological phenomena - these are psychological phenomena caused by interaction, communication, mutual influence of people on each other and their belonging to certain social communities (classes, ethnic groups, small and large groups, religious denominations, etc.).

Mental regulation of behavior and activity.

Under behavior In psychology, it is customary to understand the external manifestations of human mental activity. Behavioral facts include:

• individual movements and gestures (for example, bowing, nodding, squeezing a hand);
• external manifestations of physiological processes associated with the state, activity, communication of people (for example, posture, facial expressions, glances, redness of the face, trembling, etc.);
• actions that have certain meaning;
• actions that have social significance and are associated with norms of behavior.

Deed- an action, performing which a person realizes its significance for other people, that is, its social meaning.

Activity is a dynamic system of interaction between the subject and the world. In the process of this interaction, a mental image arises and is embodied in an object, as well as the subject’s realization of his relationship with the surrounding reality.

The main characteristic of activity is its objectivity. By object we mean not just a natural object, but a cultural object in which a certain socially developed way of acting with it is recorded. This method is reproduced whenever objective activity is carried out. Another characteristic of activity is its social, socio-historical nature. A person cannot independently discover forms of activity with objects. This is done with the help of other people who demonstrate patterns of activity and include the person in joint activities. The transition from activity divided between people and carried out in external (material) form to individual (internal) activity constitutes the main direction of the formation of psychological new formations (knowledge, skills, abilities, motives, attitudes, and so on).

Activity is always indirect. The means are tools, material objects, signs, symbols and communication with other people. Carrying out any act of activity, we realize in it a certain attitude towards other people, even if they are not actually present at the time of the activity.

Human activity is always purposeful, subordinated to a goal as a consciously presented planned result, the achievement of which it serves. The goal directs the activity and corrects its course.

Activity is always productive in nature, that is, its result is transformations both in the external world and in the person himself: his knowledge, motives, abilities. Depending on which changes play the main role or have the greatest share, different types of activity are distinguished: labor, cognitive, communicative and others.

Functions of the psyche.

The psyche performs certain functions: reflecting the influences of the surrounding reality; regulation of people's behavior and activities; their awareness of their place in the world around them.

1. Reflection of the influences of the surrounding reality . The mental reflection of reality has its own characteristics:

This is not a dead, mirror, one-act reflection, but a process that is constantly developing and improving, creating and overcoming its contradictions;

External influence is always refracted through previously established characteristics of the psyche and specific states of a person (therefore, the same external influence can be reflected differently by different people and even by one person);

This is a correct, true reflection of reality (the emerging images of the material world are snapshots, casts, copies of existing objects, phenomena, events).

2. Regulation of behavior and activity. The human psyche and consciousness, on the one hand, reflect the influences of the external environment, adapt to it, and on the other hand, regulate this process, constituting the internal content of activity and behavior.

3. A person’s awareness of his place in the world around him. This function of the psyche, on the one hand, ensures the correct adaptation and orientation of a person in the objective world, guaranteeing him an understanding of this world and an adequate attitude towards it. On the other hand, with the help of the psyche, a person realizes himself as a person, endowed with certain individual and socio-psychological characteristics, as a representative of a particular society, social group, different from other people and having unique interpersonal relationships with them. A person’s correct awareness of his personal characteristics helps him adapt to other people, properly build communication and interaction with them, achieve common goals of joint activities, and maintain harmony in society as a whole.

The psyche arose at a certain stage of the development of matter - the stage of the appearance of animal organisms and represents a reflective-regulatory mechanism of their adaptive behavior. As animals evolved, their psyche also developed. The human psyche, consciousness is the highest stage of mental development; its occurrence is due to human labor activity in conditions of collective communication.

Mental regulation of human behavior and activity.

Characteristics of the motivational sphere of human activity.

Types and development of human activity.

Activity structure.

Topic No. 5. Psychological characteristics of activity

1. The concept of “activity”. Specificity of human activity.

1. Activity - This is a specific type of human activity aimed at understanding and creatively transforming the surrounding world, including oneself and the conditions of one’s existence. Activity - This is a set of human actions aimed at satisfying his needs and interests.

The most important function of the psyche is regulation, control of the behavior and activity of a living being. The psyche is cognized and manifested in activity. A person acts in life primarily as a doer, creator and creator, regardless of what type of work he is engaged in. The activity reveals the wealth of the spiritual and mental world of the individual: the depth of the mind and experiences, the power of imagination and will, abilities and character traits.

Activity is a social category; it has a public character.
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Animals have access only to life activity, which manifests itself as a biological adaptation of the body to the demands of the environment. Man is characterized by a conscious separation of himself from nature. He sets himself goals, realizes motives, encouraging him to be active.

The problem of activity is organically connected with the problem of personality development. Personality is formed, manifested, and improved in activity. The formation of consciousness also occurs here. At the same time, activity is a process of human interaction with the outside world, but the process is not passive, but active and consciously regulated.

Human activities are extremely diverse. This includes work aimed at creating material values, and the organization of joint efforts and activity of many social groups, and education and training (pedagogical activities), and research activities. Human activity is multifaceted. In the process of it, a person not only carries out actions and movements, but also spends a lot of energy, performs a large volume of operations, thinks in a variety of ways, expends numerous efforts, showing will and experiencing his actions and their results.

Finally, human activity is not always straightforward. It can both pursue socially significant goals and be aimed at those whose achievement is not approved by other people.

The main distinctive feature of the human psyche is the presence of consciousness, and conscious reflection is such a reflection of objective reality in which its objective stable properties are highlighted, regardless of the subject’s relationship to it (A. N. Leontyev).

Domestic psychologists A. N. Leontiev, L. S. Vygotsky, P. Ya. Galperin and others made a great contribution to the study of the patterns of human activity.
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They developed an activity approach in psychology, within which certain operating principles.

1. The principle of the unity of consciousness and activity (consciousness should not be closed in itself and manifests itself only in activity).

2. The principle of activity (activity is an active, purposeful process of transforming reality; in this case, part of human activity is supra-situational in nature - that is, not caused by direct stimuli of the external environment).

3. The principle of objectivity (human actions are objectivity).

4. The principle of social conditionality (the goals of the activity are social in nature).

5. The principle of unity in the construction of external and internal activities (before beginning to transform the external world, a person first performs these actions in his consciousness).

6. The principle of development (any human activity takes shape and develops gradually in the process of ontogenesis and learning processes).

7. The principle of historicism (activities must be adequately explained only in the context of the historical development of society).

Human actions and activity differ significantly from the actions and behavior of animals.

The main differences between human activity and animal activity are as follows:

1. Human activity is productive, creative, creative in nature.
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Animal activity has a consumer basis; as a result, it does not produce or create anything new compared to what is given by nature.

2. Human activity is connected with objects of material and spiritual culture, which are used by him either as tools, or as objects to satisfy needs, or as means of his own development. For animals, human tools and means of satisfying needs do not exist as such.

3. Human activity transforms himself, his abilities, needs, and living conditions. The activity of animals changes practically nothing either in themselves or in the external conditions of life.

4. Human activity in its various forms and means of implementation is a product of history. The activity of animals appears as a result of their biological evolution.

The objective activity of people is not given to them from birth. It is “given” in the cultural purpose and way of using surrounding objects. Such activities need to be formed and developed in training and education. The same applies to internal, neurophysiological and psychological structures, managing the external side of practical activities. The activity of animals is initially given, genotypically determined and unfolds as the natural anatomical and physiological maturation of the organism occurs.

2. Human activity has a complex hierarchical structure. It consists of several levels: the top level is the level of special types of activities, then the level of actions, the next is the level of operations, and finally, the lowest is the level of psychophysiological functions. IN structure activities include goal, motives, means, actions, results, evaluation.

Action - basic unit of performance analysis. Action is a process aimed at achieving a goal. Action includes, as an extremely important component, an act of consciousness in the form of setting a goal, and at the same time, action is at the same time an act of behavior, which is realized through external actions in inextricable unity with consciousness. Through actions, a person shows his activity, trying to achieve his goal, taking into account external conditions.

Action has a structure similar to activity: goal - motive, method - result. There are actions: sensory (actions to perceive an object), motor (motor actions), volitional, mental, mnemonic (memory actions), external objective (actions aimed at changing the state or properties of objects in the external world) and mental (actions performed in the internal plane consciousness). The following components of action are distinguished: sensory (sensory), central (mental) and motor (motor).

All sorts of things action is a complex system consisting of several parts: indicative (management), executive (working) and control and adjustment. The indicative part of the action provides a reflection of the totality of objective conditions necessary for the successful implementation of this action. The executive part carries out the specified transformations in the action object. The control part monitors the progress of the action, compares the results obtained with given samples and, if extremely important, ensures correction of both the indicative and executive parts of the action.

Operation It is customary to name a specific way of performing an action. The nature of the operations used depends on the conditions in which the action is performed and the experience of the person. Operations are usually little or not realized by a person, i.e. this is the level of automatic skills.

Speaking about the fact that a person carries out some kind of activity, we must not forget that a person is an organism with a highly organized nervous system, developed sensory organs, a complex musculoskeletal system, and psychophysiological functions, which are both prerequisites and means of activity. For example, when a person sets a goal to remember something, he can use different actions and memorization techniques, but this activity is based on the existing mnemonic psychophysiological function: none of the memorization actions would lead to the desired result if the person did not have a mnemonic function. Psychophysiological functions constitute the organic foundation of activity processes.

Sensorimotor processes are processes in which perception and movement are connected. In these processes, four mental acts are distinguished: 1) the sensory moment of reaction - the process of perception; 2) the central moment of the reaction - more or less complex processes associated with the processing of what is perceived, sometimes distinction, recognition, evaluation and choice; 3) motor moment of reaction - processes that determine the beginning and course of movement; 4) sensory movement corrections (feedback).

Ideomotor processes link the idea of ​​movement with the execution of the movement. The problem of the image and its role in the regulation of motor acts is the central problem of the psychology of correct human movements.

Emotional-motor processes are processes that connect the execution of movements with emotions, feelings, and mental states experienced by a person.

Interiorization is the process of transition from external, material action to internal, ideal action.

Exheriorization is the process of transforming internal mental action into external action.

3. There are a huge variety of human activities. But among their diversity there are the most important ones, ensuring the existence of a person and his formation as an individual. These main types of activities include: communication, play, learning and work.

Communication is perceived as a type of activity aimed at exchanging information between communicating people. It also pursues the goals of establishing mutual understanding, good personal business relationships, providing mutual assistance and the educational influence of people on each other. Communication must be direct and indirect, verbal and non-verbal. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal and non-verbal information, without using any auxiliary means. With mediated communication there are no direct contacts between people. They exchange information either through other people, or through means of recording and reproducing information (books, newspapers, telephone, radio, etc.).

A game- this is a type of activity the result of which is not the production of any material or ideal product. Games are often of an entertainment nature and serve the purpose of relaxation. Sometimes games serve as a means of symbolic release of tensions that have arisen under the influence of the actual needs of a person, which he is unable to weaken in any other way. However, games are of great importance in people's lives. For children, games have primarily educational value. Some forms of gaming activity take on the character of rituals, educational and training sessions, and sports hobbies.

Teaching acts as a type of activity, the purpose of which is to acquire knowledge, skills and abilities by a person. The teaching must be organized and carried out in special educational institutions. It should be unorganized and occur along the way, in other activities as their secondary additional result. In adults, learning can take on the character of self-education. Peculiarities educational activities are that it directly serves as a means psychological development individual.

A special place in the system of human activity is occupied by work. It was thanks to labor that man built modern society, created objects of material and spiritual culture, transformed the conditions of his life in such a way that he opened up prospects for further, almost unlimited development. Labor, first of all, is associated with the creation and improvement of tools. Οʜᴎ, in turn, were a factor in increasing labor productivity, developing science, industrial production, technical and artistic creativity.

The transformation of the system of human activities essentially coincides with the history of socio-economic development of society. Integration and differentiation of social structures were accompanied by the emergence of new types of activities among people. The same thing happened as the economy grew, cooperation and division of labor developed. People of new generations, joining the life of their contemporary society, assimilated and developed those types of activities that are characteristic of this society.

In the process of development of activity, its internal transformations occur. First of all, the activity is enriched with new subject content. Its object and, accordingly, the means of satisfying the needs associated with it, become new objects of material and spiritual culture. Secondly, activities have new means of implementation that speed up their progress and improve results. So, for example, mastering a new language expands the possibilities for recording and reproducing information, familiarity with higher mathematics improves the ability for quantitative calculations.

Thirdly, in the process of development of activity, automation of individual operations and other components of activity occurs, they turn into skills and abilities. Finally, fourthly, as a result of the development of activity, new types of activity can be separated from it, isolated and further develop independently. This mechanism for the development of activity is described by A.N. Leontiev and was called the shift of motive to goal. The action of this mechanism seems to be as follows. A certain fragment of activity - an action - may initially have a goal recognized by the individual, which in turn acts as a means of achieving another goal that serves to satisfy a need. This action and the corresponding goal are attractive to the individual insofar as they serve the process of satisfying a need, and only for this reason. In the future, the goal of this action may acquire independent value and become a need or motive. In this case, they say that in the course of the development of activity, a shift of motive to goal occurred and a new activity was born.

In developmental psychology there is a concept ʼʼleading activityʼʼ- this is the activity of the child within the framework of the social situation of development, the implementation of which determines the emergence and formation of his basic psychological formations at a given stage of development. Each age has its own leading activity. In infancy - direct emotional communication, in early childhood- object-manipulative activity, for preschoolers - play (role-playing), for younger schoolchildren - study, for teenagers - communication with peers, in youth - professional self-determination, etc.

4. IN structure The motivational sphere of human activity usually includes needs, motives and goals. Needs are a person's need for something. In turn, motives are the internal motivating forces of a person that force him to engage in one or another activity. The goal of an activity is an image of the result that a person strives for when carrying out it. The term “motivation” is a broader concept than the term “motive”. Most often in the scientific literature, motivation is perceived as a set of reasons psychological nature, explaining human behavior, its beginning, direction and activity. Motivation must be presented as internal (dispositional) and external (situational), acting simultaneously; in this regard, any human action is considered as doubly determined.

In turn, a motive, in contrast to motivation, is something that belongs to the subject of behavior himself, is his stable personal property, which internally encourages him to perform certain actions. There are motives conscious or unconscious. It should be noted that the motives themselves are formed from needs person. Need is the state of a person’s need for certain conditions of life and activity or material objects. A need, like any state of personality, is always associated with a person’s feeling of satisfaction or dissatisfaction. All living beings have needs, and this is what distinguishes living nature from inanimate nature. Need activates the body, stimulates its behavior aimed at finding what is required.

The problem of motivation of human behavior has attracted scientists since time immemorial. Numerous theories of motivation began to appear in the works of ancient philosophers, and currently there are already several dozen of them (K. Levin, G. Murray, A. Maslow, G. Allport, K. Rogers, etc.).

One of the most famous behavioral motivation concepts person, belongs to Abraham Maslow. According to this concept, seven classes of needs consistently appear in a person from birth and accompany his maturation: physiological (organic) needs; security needs (to feel protected, to get rid of fear and failure and aggressiveness); needs for belonging and love (belonging to a community, being close to people, being recognized and accepted by them); respect needs (respect, competence, achievement of success, approval, recognition of authority), cognitive needs (know, be able to, understand, explore); aesthetic needs (harmony, symmetry, order, beauty); the need for self-actualization (realization of one’s goals, abilities, development of one’s own personality).

Basic characteristics of human needs - strength, frequency of occurrence And way of satisfaction. An additional, but very significant characteristic, especially when it comes to personality, is subject content needs, i.e. the totality of those objects of material and spiritual culture with the help of which a given need must be satisfied. The motivating factor is target.

The motivational sphere of a person, from the point of view of its development, can be assessed according to the following parameters: breadth, flexibility And hierarchy. The breadth of the motivational sphere is usually understood as the qualitative diversity of motivational factors - dispositions (motives), needs and goals. The more diverse motives, needs and goals a person has, the more developed his motivational sphere is.

The flexibility of the motivational sphere is expressed in the fact that in order to satisfy the motivational impulse, more general(higher level) more diverse motivational incentives of lower levels should be used. The hierarchy of motives is due to the fact that some motives and goals are stronger than others and arise more often; others are weaker and are updated less frequently. The greater the differences in the strength and frequency of actualization of motivational formations at a certain level, the higher the hierarchization of the motivational sphere.

It should be noted that the problem of studying motivation has always attracted the attention of researchers. For this reason, there are many different concepts and theories dedicated to motives, motivation and personality orientation. Let's look at some of them in general terms.

5. Activity - this is the active interaction of a person with the environment in which he achieves a consciously set goal that arose as a result of the emergence of a certain need or motive in him. Motives and goals may not coincide. Why a person acts in a certain way is often not the same as why he acts. When we are dealing with activity in which there is no conscious goal, then there is no activity in the human sense of the word, but impulsive behavior takes place, which is controlled directly by needs and emotions.

Behavior in psychology is usually understood as the external manifestations of a person’s mental activity. Facts of behavior include: 1) individual movements and gestures (for example, bowing, nodding, squeezing a hand); 2) external manifestations of physiological processes associated with the state, activity, communication of people (for example, posture, facial expressions, glances, redness of the face, trembling, etc.); 3) actions that have a certain meaning, and, finally, 4) actions that have social significance and are associated with norms of behavior. An act is an action; when performing a task, a person realizes its meaning for other people, i.e. social meaning.

Making changes aimed at reducing the discrepancy between the planned (or required) and the actual course of action is usually called regulation.

There are internal and external conditions for the implementation of actions and operations. TO internal conditions include all the characteristics of a person and his behavior that contribute to or oppose the achievement of a goal. This is the state of a person’s health (physical and neuropsychic), his experience (knowledge, skills, abilities, level of education), stable personal qualities (hard work or laziness; diligence or self-will; attentiveness or absent-mindedness); temporary mental states (fatigue, interest, boredom); beliefs. TO external conditions include all objects and actions of third-party people that contribute to or oppose the achievement of a goal. Subject conditions: objects of action (material objects, information, living beings, including people) and instruments of action (material and functional). Social conditions (social norms) are the requirements of society for human behavior, as well as the characteristics corporate culture; socio-communicative requirements for the socio-psychological climate in the team.

Mental regulation of human behavior and activity. - concept and types. Classification and features of the category "Mental regulation of human behavior and activity." 2017, 2018.

communication, but also thinking is a function of speech, and therefore the latter is the mechanism of mental activity. For example, in experiments conducted by students and followers of Rubinstein, it was shown that an external reason (the experimenter’s hint) helps the subject solve a mental problem only to the extent

the formation of the internal conditions of his thinking, i.e., depending on how much he independently moved forward in the process of analysis and synthesis of the problem being solved. If this advancement is insignificant, the subject will not be able to adequately use outside help from another person. And vice versa, if he analyzes the problematic situation and task more deeply and correctly, he becomes more prepared to understand and accept the hint given from the outside.

So, the active role of internal conditions clearly appears, mediating all external influences and thereby determining which of the external causes participate in the single process of determining the entire life of the subject. In this sense, the external, acting through the internal, essentially depends on it. Consequently, for Rubinstein and his school there is no opposition and alternative between the two formulas of determinism: 1) external through internal and 2) internal through external.

This reveals a peculiar dialectic of the subject’s mental development, and his self-determination in general: the closer the individual himself comes to successfully solving the problem, the less it would seem that he needs outside help, but the easier it is to implement it; and vice versa, the further it is from the right decision, the more he needs outside help, but the more difficult it is for him to use it. This paradox of self-development is explained and resolved through the continuous interaction of the social and the individual during the formation of the human psyche. For example, outside help (in the form of tips, etc.) opens up the opportunity for an individual to answer a question that he has already to himself put. This is one of the manifestations of those internal conditions as the basis of development through which all external influences are refracted.

When explaining any mental phenomena, the personality acts as an integral system of internal conditions that necessarily and significantly mediate all external causes (pedagogical, propaganda, etc.). In other words, don't

4.1. Psychology of the subject and his activities

personality is reduced to the level of supposedly passive internal conditions (as is sometimes thought), but, on the contrary, the latter are increasingly formed and developed as a single multi-level system - a personality, a subject in general. Forming and changing in the process of development, internal conditions determine the specific range of external influences to which a given phenomenon, process, etc. can be subjected. Hence the most important role of one’s own activity, and in general the activity of all people in the process of their upbringing and training.

Many psychologists now specify the problem of learning through the concept zones of proximal development, developed by Vygotsky. In his opinion, being in this zone, schoolchildren receive pedagogical help from adults and therefore, in collaboration with them, learn and develop much better. For example, they successfully master scientific concepts that are fundamentally different from everyday ones, that is, those that are formed spontaneously in preschoolers, without the help of adults.

The concept of such a zone means that all children and students in general are divided into two groups - those who receive and those who do not receive pedagogical assistance from teachers. This implies that those to whom this assistance is provided will certainly and successfully use it (regardless of the internal conditions that mediate its use). Here, sociality is understood - consciously or unconsciously - only as the unidirectional and unconditional influence of society on a child, on an individual in general, a defenseless and passive object of such external influences. / But from the standpoint of Rubinstein’s principle of determinism, “the external is only through the internal” (i.e., through basis for development) a child is a genuine subject, mediating through his activity any pedagogical influences, and therefore is purely selectively receptive to them, open to them, but not “omnivorous” and not defenseless. Consequently, it is not enough to divide students into 1) those who receive and 2) those who do not receive external help. Further differentiation is needed

the focus of the first of them on those who a) wants and can and, conversely, b) does not want, cannot, etc., use outside help (hints, advice, etc.) in the process of self-development, since it does not work certainly not directly and directly, but only through internal conditions, generally through the subject being taught. Any personality can be an object of genuine education only insofar as it is at the same time the subject of this education, which is increasingly becoming self-education. Of course, the formation of personality is carried out in the process of assimilation of the entire human culture, but such assimilation does not deny, but, on the contrary, presupposes the independent and increasingly active activity (play, study, work, etc.) of every child, teenager, youth, adult.

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4.2. Motivation and emotions?v n^?

Introduction

Motivation in psychology is understood as a set of factors energizing and guiding behavior. The problem of motivation, therefore, comes down to the creation of some theory that allows us to determine the initial causes, as well as a group of variables (both external and internal) that set one direction or another, the trajectory of an individual’s behavior.

Emotions, in turn, are the subjective side, the experience of satisfaction/dissatisfaction of a need, an internal indicator of the degree of goal achievement.

Motivational and emotional processes are classified as regulatory components of mental functioning, to what initiates a behavioral act and gives it an internal, subjective coloring.

This section will discuss the main psychological theories of motivation and emotions, along with the theoretical and empirical results obtained within each approach - effects and patterns.

4.2.2. Theories of motivation

Behaviorism: theories of learning. One of the classical approaches to the problems of motivation in psychology is the approach from the perspective of learning theories, presented in the works of behaviorists and neobehaviorists. The basis of an individual’s activity from the point of view of behaviorism is a certain need, a need of the body, caused by a deviation of physiological parameters from the optimal level. This need, in turn, creates an impulse that brings the body into a state of activity.

If we are talking about innate, fixed forms of behavior such as simple reflexes, then this activity has a fairly specific, definite character.

character: we blink when a foreign body enters the eye, we withdraw our hand from a hot one, relatively independently of our life experience, nature of education, etc.

At the same time, in cases where the reflex response is insufficient to satisfy the need that has arisen, to eliminate the urgent need, the activity of the body initially has a nonspecific, undirected character. In such cases, need provides only a general energization of behavior. At the same time, in order to form a specific reaction, teaching or training is necessary, and the nature of the behavior itself, its direction already depends on external factors.

It is necessary to clarify that the main mechanism of the functioning of motivation, from the point of view of most behaviorists (see, for example:), is the body’s desire to relieve, reduce the tension caused by the need that has arisen. If one or another form of behavior led to the release of tension, to the satisfaction of a certain need, then the likelihood of reproducing this form of behavior in the future (if a corresponding need arises) increases ""law of effect").

The body strives to get rid of the tension associated with the emergence of need, to bring the values ​​of physiological indicators back to normal, and this is precisely what is the main and essentially the only driving force of behavior. This functioning mechanism is called principle of homeostasis: When deviating from the norm, the system tends to return to its original state.

The process of learning, or developing a non-second variant of behavior, is possible in the presence of two main conditions: the presence of a need and reinforcement, i.e., the fact that this need is capable of satisfying. A hungry rat rushes around the cage in search of food, accidentally presses the pedal, after which the cage opens and the hungry animal gets food. In the future, when a food need arises, the probability of this rat pressing the pedal, provided that it receives

after this there will be more and more reinforcement (food). Eventually the animal will develop stable behavior: when it wants to eat, the rat runs to the pedal and presses it. It is easy to see that the specificity of behavior is determined not by the need itself, but by the characteristics of the environment, reinforcement: if in order to get food it was necessary to stand on its hind legs, the rat would eventually learn to do this too. Thus, the method of behavior is not uniquely connected with the need to satisfy which it is aimed: behavior is formed under the influence of environmental factors, the structure of reinforcements, and is initiated by the emergence of a physiological need such as thirst, hunger, sexual deprivation, etc.

A very natural question arises: how can we explain such forms of behavior as helping others, writing novels, or doing theoretical physics? Is it really the same physiological needs? Yes, the same, according to behaviorists. Physiological needs are primary motivations, on top of which secondary ones are built. The term “secondary” is rather arbitrary: the chain can be as long as desired. A person helps others because in this case they are most likely to help him in a similar situation, which will undoubtedly contribute to his survival, and therefore the satisfaction of his basic physiological need. Or - more complicated: a person helps others because this contributes to the goodwill of others, which will allow him in the future to occupy a higher social position, enjoy various types of benefits relatively unhindered, and therefore easily satisfy emerging physiological needs. (This interpretation of motivation goes back to the views of I.P. Pavlov, who believed that most forms of behavior can be explained based on the mechanism of the conditioned reflex. Conditioned reflexes of higher orders are built on top of the conditioned reflex of the first order.)

Another fundamental feature of behaviorism in general and motivational learning theories in particular is that.

Introduction

Currently, no one doubts that the most important resource of any company is its employees. However, not all managers understand how difficult it is to manage this resource. The success of any company depends on how effective the work of employees is. The task of managers is to use the capabilities of their staff as efficiently as possible. No matter how strong the decisions of managers are, the effect from them can only be obtained when they are successfully implemented by the company’s employees. And this can only happen if employees are interested in the results of their work. To do this, it is necessary to somehow motivate a person, to encourage him to act. It is clear that the main motivating factor is wage However, there are many other factors that force a person to work and regulate his behavior.

Members of an organization are not tools, not cogs, and not machines. They have goals, feelings, hopes, fears. They feel unwell, angry, hopeless, rude, happy. Each of them is a person with individual traits and qualities inherent to her and only to her.

The behavior of a subordinate in an organization is the result of a complex combination of various influences. Some influences are conscious and others are not; some are rational and some are irrational; some are consistent with the organization's goals and others are not. That is why, in order to predict and successfully regulate the behavior and activities of subordinates, the manager must know what the personality of an individual member of the organization is, why he acts in typical situations exactly as he does, and how (by means of which) it is advisable to regulate his behavior and activities.

Human economic activity ultimately aims to create a material base for improving living conditions. Since people are closely interconnected with each other in their economic activities, a change in the living conditions of an individual cannot occur in isolation from changes in these conditions for other individuals. In turn, this requires coordination of activities to ensure favorable living conditions. This activity is called social policy. Social policy expresses the ultimate goals and results of economic growth.

As historical experience shows, when implementing economic transformations, problems of social policy come to the fore, being both the stimulus for these transformations and the factor that determines the boundaries of radicalism. That's why social problems have special significance in the life of society.

The subordinate, as a rule, is a fully formed personality, bound by prevailing social norms, owns his own individual traits, and has experienced significant influence from many previous groups (and this influence is not always positive).

The behavior of a subordinate in certain situations is formed on the basis of the experience of his entire previous life. A person’s attitude towards certain people, phenomena, situations, processes leads to the emergence of corresponding behavior.

Based on the above, the purpose of this course work is the study and analysis of the psychological aspects of regulating the behavior and activities of a subordinate.

The object of the study is social regulation as a socio-psychological phenomenon, the subject of the study is the features of social processes and phenomena in labor organizations.

To achieve the research goal, it is necessary to solve the following problems:

reveal the concept of the system of regulation of the behavior and activities of subordinates in the organization;

characterize the elements of the social regulation system;

study the basic methods of social regulation of activity and behavior;

determine the role of organizational values, rituals and traditions in regulating the behavior and activities of a subordinate;

conduct an analysis of the level of social regulation in NovStroy LLC “Evening Novocherkassk”.

1 Theoretical part

1 The concept of the system for regulating the behavior and activities of a subordinate in an organization

Social behavior of an individual is a complex social and socio-psychological phenomenon. Its emergence and development is determined by certain factors and is carried out according to certain patterns. In relation to social behavior, the concept of conditionality and determination is replaced, as a rule, by the concept of regulation. In its ordinary meaning, the concept of “regulation” means ordering, arranging something in accordance with certain rules, developing something in order to bring it into a system, balance it, establish order. Personal behavior is included in a broad system of social regulation. The functions of social regulation are: formation, assessment, maintenance, protection and reproduction of the norms, rules, mechanisms, and means necessary for the subjects of regulation that ensure the existence and reproduction of the type of interaction, relationships, communication, activity, consciousness and behavior of the individual as a member of society. The subjects of regulation of the social behavior of an individual in the broad sense of the word are society, small groups and the individual himself.

In the broad sense of the word, the regulators of individual behavior are the “world of things,” “the world of people,” and the “world of ideas.” By belonging to the subjects of regulation, one can distinguish social (in a broad sense), socio-psychological and personal factors of regulation. In addition, the division can also be based on the objective (external) - subjective (internal) parameter.

There is an age-old question in management science: who or what should a leader manage? To whom does it direct its impact - the individual or the organization? Until recently, most scientists decided this issue in favor of the organization. The new approach to management is increasingly based on recognizing the priority of the individual over production, profit, and the organization as a whole. It is precisely this formulation of the question that constitutes the culture of modern management.

A subordinate, as a rule, is a fully developed personality, bound by prevailing social norms, possessing his own individual traits, who has experienced significant influence from many previous groups (and not always a positive influence).

The behavior of a subordinate in certain situations is formed on the basis of the experience of his entire previous life. A person’s attitude towards certain people, phenomena, situations, processes leads to the emergence of corresponding behavior. In general, the nature of our behavior is constantly influenced by various internal and external factors.

The main internal factors include:

fulfillment of a certain social role;

appropriate status in the organization;

degree of emotional closeness with others;

previous life and professional experience;

belonging to a certain culture and subculture;

specific situation and topic of conversation;

mood at the moment.

Along with internal factors, a number of external factors have a significant impact on employee behavior:

social environment represented by specific employees both “vertically” and “horizontally”;

expecting certain behavior from an employee;

orientation towards certain behavioral stereotypes approved in the organization.

It would be wrong to imagine that external and internal regulators exist relatively independently of each other. Here they are considered separately not for reasons of principle, but rather for didactic purposes. In reality, there is a constant interdependence between objective (external) and subjective (internal) regulators. It is important to note two circumstances. Firstly, the creator of the predominant number of external regulators, including the transformed surrounding reality, is a person with his subjective, inner world. This means that the “human factor” is initially included in the system of determinants of an individual’s social behavior. Secondly, in understanding the dialectic of external and internal regulators, the dialectical-materialistic principle of determinism, formulated by S.L., is clearly realized. Rubinstein. According to this principle, external causes act by refracting through internal conditions. External regulators act as external causes of an individual’s social behavior, and internal regulators serve as the prism through which the action of these external determinants is refracted.

A person’s assimilation of norms developed by society is most effective when these norms are included in the complex inner world of the individual as its organic component. However, a person not only assimilates externally given ones, but also develops personal norms. With their help, he prescribes, normatively sets himself his personal position in the world of social relations and interactions, develops forms of social behavior in which the process of formation and the dynamics of his personality are realized. Personality feeds correspond to a person’s ideas about himself. Violation of these norms causes feelings of discomfort, guilt, self-condemnation, and loss of self-respect. Developing and following these behavioral norms is associated with a sense of pride, high self-esteem, self-respect, and confidence in the correctness of one’s actions.

To Contents inner world personality includes feelings associated with the implementation of external determinants, adherence to norms, as well as attitudes towards external regulators assigned to a person, their assessment. As a result of the dialectical interaction of external and internal regulators, a complex psychological process is carried out in the development of consciousness, moral beliefs, value orientations of the individual, the development of social behavior skills, the restructuring of the motivational system, the system of personal meanings and meanings, attitudes and relationships, the formation of the necessary socio-psychological properties and a special structure personality.

In the dialectic of external and internal determinants, the personality acts in its unity as an object and subject of social regulation of behavior.

2 Elements of the social regulation system

The socialization of the individual, the regulation of his social behavior is carried out through a system of social regulation of behavior and activity. It includes the following main components: regulators:

social position;

social role;

social norms;

social expectations (expectations);

social values ​​expressed in the value orientations of the individual;

social attitudes; techniques and methods:

· direct or immediate (persuasion, coercion, suggestion, requirement of modeled behavior based on imitation, that is, the implementation of the principle “Do as ...");

· indirect or mediated (“personal example”, “orienting situation”, “change or preservation of role elements”, “use of symbols and rituals”, “stimulation”).

Let's take a closer look at the elements of the social regulation system. The mentality inherent in a given social group has a serious influence on the formation of certain regulators. The concept of “mentality” is a set of basic and fairly stable psychological guidelines, traditions, habits, life attitudes, patterns of behavior that are inherited from past generations and inherent in a given society, group, nation and a certain cultural tradition; this is a certain stereotype of perception and assessment of reality and behavioral self-regulation. Based on the group mentality, an individual mentality is formed. In fact, individual mentality includes the main regulators of social behavior and is their integrated expression.

Let us now take a closer look at the regulators themselves. An important regulator of an individual’s behavior is the social position he occupies, that is social status an individual with whom his certain rights and obligations are associated, generally independent of individual qualities. Positions placed in a hierarchy on some basis (property, power, competence) have different status and prestige in public opinion. Each position prescribes a number of objective requirements for the persons occupying them and requires their compliance. In other words, through its requirements, a position regulates the behavior of everyone who occupies it.

The requirements of the position determine a unique model of behavior. It receives its complete expression in the concept of “social role”, that is social function, model of behavior, objectively specified social position personality. The word "role" is borrowed from the theater and, as there, it means prescribed actions for those who occupy a certain social position.

When we reach a new step on the career ladder, we are forced to behave in accordance with our new position, even if we feel out of place. And then, one day, something amazing happens. We notice that new behavior is not difficult for us. Thus, we entered into the role, and it became as familiar to us as slippers.

About the same thing happens to our subordinate. When he joins an organization, he becomes involved in a system of complex relationships, occupying several positions in it. Each position corresponds to a set of requirements, norms, rules and behavior patterns that define a social role in a given organization as a subordinate, partner, participant in various events, etc. A member of the organization occupying each of these positions is expected to behave accordingly. The adaptation process will be the more successful the more the norms and values ​​of the organization are or become the norms or values ​​of its individual member, the faster and more successfully he accepts and assimilates his social roles in the organization.

The social role regulates the behavior of the individual in the main, fundamental issues, determines the model of behavior as a whole. This, however, does not deny the personal, subjective coloring of the role, which is manifested in the styles of role behavior and the level of activity of performance.

The concept of “social role” is changeable. It is enough to compare the content of the concept “entrepreneur” in the pre-October period and now. The greatest changes occur in the process of intensive social development. The fulfillment of a social role must comply with accepted social norms and the expectations of others, regardless of the individual characteristics of the individual.

Each culture has its own ideas about generally accepted behavior. Most often, these ideas are united by the concept of “social norm”. Norms guide our behavior so subtly that we hardly recognize their existence. Norms as ideas of members of society about what is proper, acceptable, possible, desirable or about what is unacceptable, impossible, undesirable, etc. are an important means of social regulation of the behavior of individuals and groups.

Norms play the role of integration, ordering, and ensuring the functioning of society as a system. With the help of norms, the requirements and attitudes of society and social groups are translated into standards, models, and standards of behavior for representatives of these groups and in this form are addressed to individuals. The assimilation and use of norms is a condition for the formation of a person as a representative of a particular social group. By observing them, a person becomes included in a group, in society.

At the same time, an individual’s behavior is also regulated by the attitude of others towards us, their expectation from us of certain actions appropriate to a given situation. Social, role expectations (expectations) are usually unformalized requirements, prescriptions for models of social behavior, relationships, etc. and take the form of expectations of certain behavior (for example, an employee must work well, a specialist must know his job well). Expectations reflect the degree of commitment, the need for members of a group, society, a prescribed model of behavior, relationships, without which the group cannot function. Among the main functions of expectations, one can highlight the streamlining of interaction, increasing the reliability of the system of social connections, consistency of actions and relationships, increasing the efficiency of the adaptation process (primarily regulation and forecast).

Social values, that is, significant phenomena and objects of reality that meet the needs of society, a social group and an individual, have a serious influence on an individual’s behavior.

The values ​​of society and the group, refracted through the perception and experience of each individual, become value orientations of the individual (VOL), that is, values ​​from purely “social” become “mine”. Thus, the value orientations of an individual are the social values ​​shared by this individual, which act as goals of life and the main means of achieving these goals. Being a reflection of the fundamental social interests of the individual, COLs express the subjective social position of individuals, their worldview and moral principles.

Of greatest importance for the regulation of social behavior are the formed social attitudes of a given individual, that is, a person’s general orientation towards a certain social object, phenomenon, predisposition to act in a certain way regarding a given object, phenomenon. Social attitudes include a number of phases: cognitive, that is, perception and awareness of the object (goal); emotional, that is, emotional assessment of the object (mood and internal mobilization); and finally, behavioral, that is, the readiness to carry out a series of sequential actions in relation to the object (behavioral readiness).

These are the main regulators of an individual’s social behavior. The first four (position, role, norms and expectations) are relatively static in nature and are the simplest. Sometimes in psychological literature They are united by the concept of “external motivation of a subordinate.”

COL and social attitude are the most complex regulators and provide for the active interaction of the individual with objective reality. They are united by the concept of “internal motivation of subordinates.” Intrinsic motivation is decisive for the success of a person’s activity; it reveals the reason for a person’s desire to do their work efficiently. Let us remember the well-known rule: in order to force a person to do something, he must want to do it. The value orientations of the individual and the social attitudes of the subordinate form this “want.”

3 Basic methods of social regulation of activity and behavior

Of particular interest is the question of techniques and methods of influence that make it possible to transfer the requirements of the external environment to the level of internal regulators.

Orienting situation. The essence of this method is that conditions are created under which subordinates begin to act on their own, without coercion or reminders, according to the logic of the designed circumstances. In other words, a person himself chooses a method of behavior, but his choice is consciously directed by a leader who organizes the appropriate conditions.

What are the advantages of this method? Firstly, a person included in an orienting situation, although he acts according to the logic of circumstances and conditions, nevertheless chooses specific methods of action and behavior himself. This increases independence and responsibility. Secondly, the opportunity for creativity of the individual and the team always remains. The situation directs actions, but does not dictate how they are performed. Thirdly, the method allows everyone to take the place of the other, that is, change roles.

Changing role characteristics. This method is based on the use of the role and the expectations associated with it as factors regulating a person’s activities and behavior. Changing some elements of a role causes changes in the behavior of individuals and entire groups. For example, you can assign a subordinate the duties of a temporarily absent immediate supervisor. In most cases, this stimulates a different attitude towards business, increases responsibility and diligence in one’s area of ​​work. In another case, a subordinate is entrusted with a responsible task. Moreover, it is emphasized that the result of this task is very important for the organization, for each of its members. Thanks to the use of this method, the subordinate, in addition to high-quality performance of the task, begins to fulfill his official duties more responsibly.

Stimulation. The main rule when using this method is that it must be deserved and at the same time some kind of “advance”. When summing up, it is advisable to first talk about the positive, and then about the shortcomings. Incentives should be structured in such a way that the individual is aware of the prospects for career and professional growth. The most important incentives for a subordinate’s activity include:

creating opportunities for distinction, prestige and personal influence;

maintaining good working conditions (cleanliness, a calm, friendly environment or the presence of a separate office, computer, etc.);

pride in the profession, in belonging to a given organization, in the status position occupied in this organization;

satisfaction with relationships with colleagues in the organization;

feeling of belonging to big and important matters organizations.

Based on a number of psychological studies, we point out that monetary reward will achieve its goal if its amount is no less than 15 - 20% of the official salary. Otherwise, the reward will be perceived indifferently, as something taken for granted. Well, if the amount of the remuneration does not exceed 5% of the salary, it is perceived negatively (“It would be better not to have this remuneration”).

Use of rituals and symbols. Time-tested forms of work include the ritual of introducing young employees into a specialty, dedicating them to members of the organization, the ritual of rewarding advanced employees, birthday greetings, joint holding of sporting events and recreation, etc. This will be discussed in more detail in the next paragraph.

In addition to the above methods of social regulation, they are based on the employee’s aspirations:

satisfy the need for livelihoods for yourself and your family members;

implement the learned values, standards and patterns of functional behavior that encourage the individual to choose and implement personally and publicly recognized Forms of professional self-affirmation that are acceptable to him;

connect their professional activity with legal institutionalized means and institutions based on the social division of labor.

The enterprise provides the employee with the necessary conditions for the objectification of his professional abilities, creates a social mechanism for connecting a person’s functional capabilities with real production and a specific type of work activity, and gives the employee responsibility, rights and powers, and a set of specific responsibilities. Thus, the mechanism and methods for regulating the social and labor behavior of an individual include both the listed elements and the supposed ones, the organization of work of production processes and the workplace, systems of motivation and stimulation of labor behavior, and other socio-economic institutions that ensure labor activity. The employee receives the official right to occupy a certain workplace, after which he is included in the production organization as its functional element. Constitutional guarantees and civil rights are the basic prerequisites for labor activity, realized through employment. Therefore, the processes and methods of hiring, firing, training, advanced training, and retraining of employees serve as tools not only for personnel management, but also for the regulation of social behavior. The individual goes through the necessary phases of civic, social, educational and vocational training, acquires the necessary set of qualities that characterize him as a trained and capable worker who bears conscious responsibility for his professional actions and actions. In this case, he is endowed with a certain social status (professional, official), which provides him with a certain freedom of labor activity in the areas of strictly prescribed norms and standards - the institutional requirements of the production organization.” Freedom means that the individual;

can exhibit a variety of forms of professional activity in a particular workplace;

has sufficient rights, powers, responsibilities and specific responsibilities that are protected, promoted and guaranteed by the organization;

capable within a given status, i.e. production position or socio-economic affiliation to carry out proactive forms and types of labor behavior;

acts as an active subject of social, organizational, managerial, and economic regulation;

according to certain characteristics, he stands out and differs from other people, and is also included in a social group of individuals equal to him in status.

Status - professional, qualification, official, economic - is a real indicator of a worker’s place in the system of a specific production organization, where, through a set of regulations and norms, relatively strict Forms of labor behavior are established, therefore, status is one of the objects of regulation of the social and labor behavior of an employee.

All types of individual behavior are within the scope of appropriate mechanisms of social control. Behavior is recorded by its deviations from prescribed norms.

The dynamic, or functional, projection of social status is the social role, which is revealed in the totality of norms, regulations and reference patterns of behavior acquired by the individual.

Social status has three projections:

Verbal, visual and behavioral characteristics of personality.

Social status (functional state of the individual).

Personal status (reflections of expectations and reactions from a person’s social environment).

Regulation of an employee's social behavior is carried out through status functions.

The regulatory function of status ensures the process of communication and institutional interaction of individuals at any level of the production system in order to develop personal and socially expedient lines of joint behavior. The stratification function of status distributes individuals among the levels and layers of social differentiation of society as a whole, social groups and production organizations.

The normative function of status provides a specific set of instructions and settings for functional-role behavior, or algorithms of the behavioral matrix, which is specified by the environment.

The attributive function of status fixes the socio-professional affiliation of the individual, his place and role in the system of functional relations.

The orienting function of status allows an individual to stand out in the system of social behavior, distinguish himself from others and, in accordance with this, determine sustainable forms of his behavior in the organization.

The instrumental function of status gives an individual the opportunity to use his social position to solve everyday and professional problems, but within the limits of the advantages and privileges secured by a given status.

The identifying function of status ensures the identification of an individual with a certain set of norms and regulations, socially defined patterns of behavior and, through them, with the corresponding social group.

4 The role of organizational values, rituals and traditions in regulating the behavior and activities of a subordinate

4.1 Organizational values

Spiritual values ​​are an indicator organizational culture and a key category that determines success, job satisfaction and professional prestige. For any manager, attempting to manage an organization without knowledge of the value system and value orientations of his subordinates will end in failure. Values ​​attach personnel to the organization’s main goals, objectives, means, symbols and signs of prestige.

The formation of any organization begins with the definition of basic, initial values. They are designed to combine the ideas of the founders of the organization with the individual interests and needs of employees. Often, the choice of one or another value system made at the very beginning is fixed on a subconscious level among the organization’s personnel and determines all its activities.

The global experience of most organizations shows that they are dominated by the following values:

we are the best in our business (or we strive to become the best);

the quality of our activities can only be excellent;

in our activities every little thing is important (or - there are no little things in our activities);

in order not to fall behind, we must win every day (to win not just someone, but to win together with all the complexities and problems of the surrounding reality);

we cannot afford either arrogance from success or despondency from failure;

everyone around you should be treated as individuals, and not as cogs in a complex machine;

We recognize the most important is the informal encouragement of success and the development of intra-organizational connections and contacts.

As we see, there is a clear tendency to establish such relationships both within the organization and outside it, which in no case will lead to the loss of honor, dignity, health and safety of people (clients, employees, partners, competitors), but will always contribute good and harmonious regulation of business relations.

Among the leading individual values ​​of the organization's employees are respect for colleagues, creative satisfaction, hard work, responsiveness, fairness, modesty, tolerance, initiative, competitiveness, professional pride and professional honor. Individual professions also have their own specific values. For example, in medicine - compassion, maintaining medical confidentiality; in jurisprudence - integrity and loyalty to the laws; in a military organization - patriotism, duty, honor, loyalty to the word; in journalism, the pursuit of truth and its public disclosure.

According to S.I. Samygina and L.D. Stolyarenko (1997), organizational values ​​can be divided into conservative and liberal. The criteria for such differentiation are such “touchstones” as:

attitude towards the new and the old;

willingness to take risks;

degree of trust in delegation of authority;

specifics of intra-organizational communications, etc.

To avoid negative assessments of conservative values, we immediately emphasize that the most important aspect of any conservatism is continuity. Continuity presupposes reliance on experience, rationality, and foresight. Research shows that in organizations with a conservative value system, morality, planning, consistency, and safety are highly valued. Conservative values ​​are oriented toward stereotypical rather than transformative principles, because by their nature they gravitate towards everything that is known, reliable, well-tested and safe. The meaning of conservatism (and, in moderate proportions, its benefits) is that it is to the maximum extent born and dictated by experience, many years of practice, traditions and rationalism, as a unique philosophy of life.

The exponents of conservative values ​​are mainly the most experienced employees of the organization and representatives of the older generation.

They feel at ease, receiving clear and strict instructions from their immediate superior, when they are given obvious, clear and understandable tasks. They do not seek any special “meaning” in their work.

The system of conservative values ​​is most clearly manifested in the relationship between the boss and subordinates. Most often, this is a “bent-touching”, servile attitude of subordinates, devoid of any criticism. An idea of ​​the essence of this relationship is given by the “Code of Rules” given in the appendix, created by institutional folklore and still circulating in various organizations. A leader who affirms conservative values ​​prefers to strengthen his control functions to the limit, rather than using the potential capabilities of the entrusted organization. He will always strive to solve a problem that is immediate and well known to him, and not to a distant future, progress towards which requires risk. A conservative leader will choose routine methods to overcome a crisis instead of using modern approaches and avant-garde technologies.

The dangers of overindulging in conservative values ​​in an organization are:

in modern economic conditions that require dynamism, innovative approaches and innovative technologies, a conservative approach may turn out to be ineffective and even disastrous;

in conditions of a change in the system of spiritual coordinates, fundamental changes in the consciousness and thinking of people, in their attitude to work, not taking these changes into account and attempts to directly put pressure on staff are ineffective;

Conservative values ​​(for all the positive things in them) suppress such qualities inherent in every full-fledged person as courage, openness, initiative, and energy. This, in turn, demotivates the individual, leads to a decline in work activity and a breakdown in business relationships in general.

Liberal values ​​reflect a change in mass social consciousness in relation to work and professional self-realization. They are distinguished by a clear emphasis on the human, and not just the technological, aspects of activity. Relying on these values ​​allows each employee to demonstrate their creative potential and provides full motivation and moral satisfaction. Effective and free intra-organizational communications horizontally and vertically, positive attitudes towards innovation, and the opportunity to freely express one’s opinion are most indicative of liberal values. Their entirety can be reduced to three groups.

The first group of values ​​includes a system of beliefs, attitudes and expectations regarding the work itself. Strengthening it creative nature, new opportunities in the choice of means and approaches allow us to form a qualitatively new attitude towards work as the most important value, as a genuine phenomenon of human life.

The values ​​of the second group cover interpersonal communications in an organizational environment. What comes to the fore is the balance of vertical and horizontal communications (and for a number of problems, the dominance of horizontal communications), respect and consideration of the opinions of individual employees, a high degree of delegation of authority and trust. All this creates a special corporate spirit (spirit of solidarity) in modern organizations, the basis of the third group is individual values ​​that have the greatest impact on the well-being of the individual, his confidence in the correctness of his chosen path. The spirit of liberalism is especially manifested in such values ​​as professional competence, awareness of the development of all processes in the organization, the importance of each employee’s own “I,” optimization of organizational goals with the personal plans and goals of each employee.

1.4.2 Rituals and traditions in the activities of the organization

Rituals are usually understood as a system of symbolic behavioral acts, a specific form of interaction designed to satisfy the need for recognition and consolidate values ​​in the organization.

With the help of various ritual forms of interaction, it is possible to introduce all employees to the main organizational values ​​and traditions, to form a corporate spirit and unity of all personnel. Rituals are designed to ensure continuity between different generations in a particular organization, to transmit organizational traditions and accumulated experience through symbols.

In addition, rituals often become a holiday, a kind of break in the flow of everyday life; a holiday that introduces and introduces employees to values. The magical effect of ritual symbolism turns out to be stronger than pragmatism and purely rational attitudes. That is why the organization of rituals must be taken seriously, sparing no time for their quality preparation.

Among the many rituals, several groups are distinguished. Thus, rituals when entering a job are designed to acquaint a newcomer with the history and traditions of the organization, with its basic values. The features of such a ritual are reflected in one of the appendices to this chapter. Integrating rituals are carried out in the form of gala evenings, meetings, festive dinners dedicated to a significant event in the life of the organization, rewarding an employee or division of the organization for labor success, retirement, birthdays, etc. They allow you to create a spirit of a single team and a relationship of solidarity between employees, help to get to know each other better. Rituals associated with rest help the employee to fully relax and restore his strength at recreation centers, sanatoriums and sports camps.

Particularly successful and productive are ceremonies that are associated with something deeply personal, sentimental and informal. This personal moment, personal respect and specific targeted attention when presenting a gift or award adds additional value to the entire ceremony and enhances its uniqueness and originality.

Thus, the more closely the values, rituals and traditions of an organization are connected with individual interests, needs and attitudes, the more likely the organization is to achieve success in today's difficult conditions.

2 Experimental part

social regulation behavior subordinate

The purpose of the experimental work within the framework of this study was to study value orientations and the level of self-esteem using the example of employees of the HR Department of NovStroy LLC.

To achieve the goal of the study, the following tasks were formulated:

select diagnostic methods that correspond to the purpose of the study;

select a group to participate in the experiment;

conduct a confirmatory experiment, give a qualitative and quantitative analysis of its results;

2 Methodological support for experimental work

To solve the problems of the experimental work, two diagnostic techniques: test “Self-esteem” and methodology for measuring value orientations by M. Rokeach.

2.1 Methodology “Self-assessment”

The proposed version contains four blocks of qualities, each of which reflects one of the levels of personality activity. The first block contains the qualities necessary to communicate with other people. The second block focuses on character traits that are directly related to behavior. The third block presents qualities associated with the subject’s activities, and the fourth block presents signs of subjective experiences.

Instructions:

1. Divide a sheet of blank paper into four equal parts, labeling each part with Roman numerals I, II, III, IV.

I 1. Politeness 2. Caring 3. Sincerity 4. Collectivism 5. Responsiveness 6. Cordiality 7. Sympathy 8. Tactfulness 9. Tolerance 10. Sensitivity 11. Activity 12. Pride 13. Good nature 14. Goodwill 15. Friendliness 16. Charm 17 Sociability 18. Commitment 19. Compassionateness 20. Frankness 21. Fairness 22. Compatibility 23. Demanding II 1. Conscientiousness 2. Initiative 3. Intelligence 4. Decency 5. Courage 6. Firmness 7. Confidence 8. Honesty 9. Energy 10. Enthusiasm 11. Accuracy 12. Thoughtfulness 13. Efficiency 14. Skill 15. Understanding 16. Composure 17. Precision 18. Hard work 19. Passion 20. Perseverance 21. Cheerfulness 22. Fearlessness 23. Sincerity 24. Mercy 25. Tenderness 26. Love of freedom 27. Cordiality 28. Passion 29. Coolness 30. Coolness 31. Perseverance 32. Integrity 33. Decisiveness 34. Self-criticism 35. Independence 36. Balance 37. PurposefulnessIII 1. Attentiveness 2. Foresight 3. Discipline 4. Speed ​​5. Curiosity 6. 7 Consistency 8. Efficiency 9. Scrupulousness IV 1. Excitement 2. Cheerfulness 3. Enthusiasm 4. Compassion 5. Cheerfulness 6. Lovingness 7. Optimism 8. Restraint 9. Shyness 10. Satisfaction 11. Sensitivity

2. In the four sets of words presented after the instructions, positive traits of people. In each set of qualities, you must highlight those that are more significant to you personally, which you give preference to others that are most valuable to you. What qualities these are and how many there are - everyone decides for themselves.

3. Read the words of the first set of qualities carefully. Write down the qualities that are most valuable to you in a column along with their numbers on the left. Now proceed to the second set of qualities, and so on until the very end. The result should be four sets of ideal qualities.

After this, carefully consider the personality traits you wrote out from the first set, and find among them those that you actually possess. Circle the numbers next to them. Now move on to the second set of qualities, and then to the third and fourth.

Low Below average Average Above average High Male 0-3435-4546-5456- 6364 Female 0-3738-4647 - 5657 - 6566

Interpretation: self-esteem may be optimal or suboptimal. With optimal self-esteem, the subject correctly correlates it with his capabilities and abilities, is quite critical of himself, strives to realistically look at his successes and failures, and tries to set achievable goals that can be achieved in practice. He approaches the assessment of what has been achieved not only with his own personal standards, but tries to anticipate how other people will react to it: workmates and loved ones. In other words, optimal self-esteem is the result of a constant search for a real measure, that is, without too much overestimation, but also without being overly critical of one’s communication, behavior, activities and experiences. This self-assessment is best for specific conditions and situations.

But self-esteem can also be suboptimal - too high or too low. Based on inflated self-esteem, a person develops a misconception about himself, an idealized image of his personality and capabilities, his value to others, to the common cause. In such cases, a person ignores failures in order to maintain the usual high assessment of himself, his actions and deeds. There is an acute emotional “repulsion” of everything that violates the self-image, the idealized image of “I”. The perception of reality is distorted, the attitude towards it becomes inadequate - purely emotional. The rational grain of the assessment falls out completely. Therefore, a fair remark is perceived as nit-picking, and an objective assessment of the results of work is perceived as underestimated. Failure is presented as a consequence of someone’s machinations or unfavorable circumstances, in no way dependent on the actions of the individual himself.

A person with inflated and inadequate self-esteem does not want to admit that this is all a consequence of his own mistakes, laziness, lack of knowledge, abilities or incorrect behavior. A severe emotional state arises - the affect of inadequacy, main reason which is the value of the existing stereotype of assessing one’s personality. If high self-esteem is plastic, changes in accordance with the real state of affairs - increases with success and decreases with failures, then this can contribute to the development of the individual, since she has to make every effort to achieve her goals, develop her abilities and will. Self-esteem may also be low, that is, lower than the real capabilities of the individual. This usually leads to self-doubt, timidity and lack of daring, and the inability to realize one’s inclinations and abilities. Such people do not set difficult-to-achieve goals, limit themselves to solving ordinary problems, and are too critical of themselves.

2.2 Methodology for measuring value orientations of M. Rokeach

M. Rokeach distinguishes two classes of values:

terminal - beliefs that some ultimate goal of individual existence is worth striving for;

instrumental - beliefs that some course of action or personality trait is preferable in any situation.

This division corresponds to the traditional division into values-goals and values-means.

The advantage of the technique is its versatility, convenience and cost-effectiveness in conducting the survey and processing the results, flexibility - the ability to vary both the stimulus material (lists of values) and instructions. Its significant disadvantage is the influence of social desirability and the possibility of insincerity. Therefore, a special role in this case is played by the motivation for diagnosis, the voluntary nature of testing and the presence of contact between the psychologist and the test subject. The technique is not recommended for use for selection and examination purposes.

Instructions: the subject is presented with two lists of values ​​(18 in each) either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. The latter form of material delivery gives more reliable results. First, a set of terminal values ​​is presented, and then a set of instrumental values.

List A (terminal values):

1.Active active life (fullness and emotional richness of life).

2.Life wisdom (maturity of judgment and common sense achieved through life experience).

.Health (physical and mental).

.Interesting job.

.The beauty of nature and art (experience of beauty in nature and art).

.Love (spiritual and physical intimacy with a loved one).

.Financially secure life (no financial difficulties).

.Having good and loyal friends.

.Social recognition (respect for others, the team, fellow workers).

10.Cognition (the opportunity to expand your education, horizons, general culture, intellectual development).

11.Productive life (maximum full use of your capabilities, strengths and abilities).

.Development (work on yourself, constant physical and spiritual improvement).

.Entertainment (pleasant, easy pastime, lack of responsibilities).

.Freedom (independence, independence in judgments and actions).

.Happy family life.

.Happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole).

.Creativity (the possibility of creative activity).

.Self-confidence (inner harmony, freedom from internal contradictions, doubts).

List B (instrumental values):

1.Neatness (cleanliness), the ability to keep things in order, order in affairs.

2.Good manners (good manners).

3.High demands (high demands on life and high aspirations);

.Cheerfulness (sense of humor).

.Efficiency (discipline).

.Independence (the ability to act independently and decisively).

.Intransigence towards shortcomings in yourself and others.

.Education (breadth of knowledge, high general culture).

.Responsibility (sense of duty, ability to keep one’s word).

10.Rationalism (the ability to think sensibly and logically, make thoughtful, rational decisions).

11.Self-control (restraint, self-discipline).

.Courage in defending your opinion, your views.

.Strong will (the ability to insist on one’s own, not to give up in the face of difficulties).

.Tolerance (towards the views and opinions of others, the ability to forgive others for their mistakes and delusions);

.Breadth of views (the ability to understand someone else’s point of view, respect other tastes, customs, habits).

.Honesty (truthfulness, sincerity).

.Efficiency in business (hard work, productivity at work).

18.Sensitivity (caring).

To overcome these shortcomings and deeper penetration into the system of value orientations, it is possible to change the instructions, which provide additional diagnostic information and allow one to draw more substantiated conclusions. So, after the main series, you can ask the subject to rank the cards by answering the following questions:

“In what order and to what extent (in percentage) are these values ​​realized in your life?”

“How would you arrange these values ​​if you became the person you dreamed of becoming?”

“What do you think most people would do?”

“How would you have done this 5 or 10 years ago?”

“How would you do it in 5 or 10 years?”

“How would people close to you rank the cards?”

Processing of results: The dominant orientation of a person’s value orientations is recorded as the life position he occupies, which is determined according to the criteria of the level of involvement in the world of work, family, household and leisure activities. Qualitative analysis of the research results makes it possible to evaluate life ideals, a hierarchy of life goals, values-means and ideas about norms of behavior that a person considers as a standard.

When analyzing the hierarchy of values, you should pay attention to how subjects group them into meaningful blocks for different reasons. For example, “concrete” and “abstract” values, values ​​of professional self-realization and personal life, etc. are distinguished.

Instrumental values ​​can be grouped into ethical values, communication values, business values, individualistic and conformist values, altruistic values, self-affirmation values ​​and values ​​of accepting others, etc.

These are not all the possibilities for subjective structuring of a system of value orientations. It is necessary to try to catch an individual pattern. If it is not possible to identify a single pattern, it can be assumed that the subject’s value system is unformed or even the answers are insincere. It is best to conduct the examination individually, but group testing is also possible.

3 Description of the progress and results of the experiment

During the internship, on one of the days, namely April 20, testing was carried out for the deputy director of NovStroy LLC, O. V. Mamonova. The testing yielded the following results.

Table 1 - Test data to identify the level of self-esteem

I 1. Politeness 2. Caring 3. Sincerity 4. Collectivism 5. Responsiveness 6. Cordiality 7. Sympathy 8. Tactfulness 9. Tolerance 10. Sensitivity 11. Activity 12. Pride 13. Good nature 14. Goodwill 15. Friendliness 16. Charm 17 Sociability 18. Commitment 19. Compassionateness 20. Frankness 21. Fairness 22. Compatibility 23. Demanding II 1 Conscientiousness 2 Initiative 3 Intelligence 4 Decency 5 Courage 6 Firmness 7 Confidence 8 Honesty 9 Energy 10 Enthusiasm 11 Accuracy 12 Thoughtful 13 Efficiency 14 Craftsmanship 15 Understanding 16 Composure 17 Accuracy 18 Hard work 19 Passion 20 Perseverance 21 Cheerfulness 22 Fearlessness 23 Spirituality 24 Mercy 25 Tenderness 26 Love of freedom 27 Heartfulness 28 Passion 29 Coolness 30 Coolness 31 Perseverance 32 Integrity 33 Decisiveness 34 Self-criticism 35 Independence 36 Balance 37 Purposefulness III 1 Attentiveness 2 Foresight 3 Discipline 4 Speed ​​5 Curiosity 6 Resourcefulness 7 Consistency 8 Efficiency 9 Scrupulousness IV 1 Excitement 2 Cheerfulness 3 Enthusiasm 4 Compassion 5 Cheerfulness 6 Loving 7 Optimistic 8 Shyness 9 Satisfaction 10 Sensitivity The percentage of real and ideal qualities chosen by the subject is 51%, which indicates the average level of self-esteem of the subject.

The subject’s self-esteem is optimal, this indicates that the subject correctly correlates it with his capabilities and abilities, is quite critical of himself, strives to realistically look at his successes and failures, and tries to set achievable goals that can be achieved in practice. She approaches the assessment of what has been achieved not only with her own personal standards, but tries to anticipate how other people will react to it: workmates and loved ones. In other words, optimal self-esteem is the result of a constant search for a real measure, that is, without too much overestimation, but also without being overly critical of one’s communication, behavior, activities and experiences. This kind of self-esteem is the best.

Table 2 - Place of terminal values ​​in the subject’s life

Terminal valuesPlace in in life1. Active active life (fullness and emotional richness of life)172. Life wisdom (maturity of judgment and common sense achieved through life experience)43. Health (physical and mental)34. Interesting work75. The beauty of nature and art (experience of beauty in nature and art)116. Love (spiritual and physical intimacy with a loved one)27. Financially secure life (no financial difficulties)88. Having good and loyal friends139. Social recognition (respect for others, the team, fellow workers)1410. Cognition (the opportunity to expand one’s education, horizons, general culture, intellectual development) 9 Terminal values ​​Place in life 11. Productive life (maximum full use of one’s capabilities, strengths and abilities)612. Development (work on oneself, constant physical and spiritual improvement)1813. Entertainment (pleasant, easy pastime, lack of responsibilities)1214. Freedom (independence, independence in judgments and actions)1515. Happy family life116. Happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole)1617. Creativity (possibility of creative activity)1018. Self-confidence (inner harmony, freedom from internal contradictions, doubts)5

The dominant orientation of the subject’s value orientations is a happy family life; it determines the life position of the respondent. It testifies to Olga’s involvement in the family and domestic sphere. The next most important values ​​the subject chose were such terminal values ​​as love, health, life wisdom, and self-confidence, which indicates that the subject brings to the fore those values ​​that relate to her personal life and self-affirmation. The next most important values ​​for the subject were: interesting work, a financially secure life, knowledge, creativity, the beauty of nature and art, entertainment, having good and loyal friends, public recognition, freedom, the happiness of others, an active active life, and in the very background she put forward development.

Table 3 - Place of instrumental values ​​in the subject’s life

Instrumental values ​​Place in life1 Neatness (cleanliness), the ability to keep things in order, order in affairs152 Good manners (good manners)63 High demands (high demands on life and high aspirations)184 Cheerfulness (sense of humor)125 Efficiency (discipline)76 Independence (ability act independently, decisively)13 Instrumental values ​​Place in life7 Intransigence to shortcomings in oneself and others148 Education (breadth of knowledge, high general culture)19 Responsibility (sense of duty, ability to keep one’s word)810 Rationalism (ability to think sensibly and logically, make thoughtful, rational decisions )911 Self-control (restraint, self-discipline)212 Courage in defending your opinion, your views1613 Firm will (the ability to insist on one’s own, not to give up in the face of difficulties)1714 Tolerance (to the views and opinions of others, the ability to forgive others for their mistakes and delusions)1015 Breadth of views (the ability to understand someone else’s point of view, respect other tastes, customs, habits)1116 Honesty (truthfulness, sincerity)317 Efficiency in business (hard work, productivity at work)418 Sensitivity (caringness)5

Among the instrumental values, the subject put in first place the following values: education, self-control, honesty, efficiency in business, sensitivity, good manners. The following values ​​are less significant for her: diligence, responsibility, rationalism, tolerance, open-mindedness and cheerfulness. And in the background she put forward such values ​​as independence, intransigence to shortcomings in herself and others, accuracy, courage in defending her views, strong will and high demands.

“In what order and to what extent (in percentage) are these values ​​realized in your life?” 40%.

“How would you arrange these values ​​if you became the person you dreamed of becoming?” The order is partially inconsistent.

“How do you think a person who was perfect in every way would do this?” Only God is perfect.

“What do you think most people would do?” They lied.

“How would you have done this 5 or 10 years ago?” I would be more demanding.

“How would you do it in 5 or 10 years?” I will become wiser.

“How would people close to you rank the cards?” I didn't think about it.

Conclusion

Regulating an individual’s behavior is not a one-time thing; it is a rather long process, designed over a certain time, of making significant changes in the psyche this person. Hence the advisability of developing a long-term plan for regulating human behavior. The plan should be based on a thorough analysis, firstly, of the needs for stimulating behavior, and secondly, an assessment of the necessary funds for implementing the system. If it turns out that it would be desirable to go for the widespread use of a behavior regulation system, then, focusing on the possible volumes of funds for these purposes, priorities for transformation should be determined existing systems, i.e. from which areas, which groups of workers it is advisable to start work, to which it is advisable to transfer work further, etc. Since the management of the enterprise is interested in the implementation of systems, they can be involved in the search and implementation of production reserves. In this case, it can be established that all additional resources acquired by employees in connection with the planned implementation of systems for regulating individual behavior should be directed towards their implementation. The long-term plan should identify the main divisions of the enterprise that should be responsible for the development and implementation of behavior regulation systems.

Along with the long-term plan for each behavior regulation system planned for use, its own plans or activities must be developed. These plans should define the entire range of activities and work that is necessary for the effective development and implementation of the regulatory system. Required further analysis those conditions in relation to which the regulatory system should be developed and implemented. In this regard, organizational, technical, socio-economic and other conditions must be assessed, including the technical level, management methods and the qualitative composition of workers employed at a given site or sites. The funds that will be needed to implement the system and the sources of covering these funds must be accurately weighed. The source of funds is of considerable importance.

One thing is due to production costs, another is profit, and the third is savings reserves not provided for by the plan. In relation to each source, workers to whom the regulatory system is intended to be extended will behave differently. The plan should include questions: who exactly should develop the regulatory system and which of the workers to whom the system will be extended should be involved in this work. And since systems of material and non-material regulation must gradually cover all structures of the enterprise, issues related to the development order can be resolved in different ways. As a rule, all this work will be headed by the department involved in personnel management at the enterprise.

This should not be a personnel department or a labor department in the old sense. This is the unit that manages, and therefore selects, prepares and distributes personnel, ensures their rational use, and therefore manages all work to regulate the behavior of employees, and evaluates the effectiveness of personnel use. Such a division is capable of managing the development of systems for regulating employee behavior, creating for these purposes various creative groups of workers, since it is one thing when developing social services, another is changing the forms of remuneration, the third is developing forms of employee participation in management, the fourth is measures to improve working conditions, etc. Every regulatory system must undergo an effectiveness assessment. Of course, it is not always possible to accurately calculate economic efficiency. It is no coincidence that we focused on the fact that systems can be introduced from different sources.

So, in managing the regulation of the social behavior and activity of the subordinate’s personality, the leader must:

treat him not only as an object of leadership, but as an individual, an interaction partner;

constantly focus on the best features, qualities, and virtues of the people he leads;

organically combine direct and indirect management methods;

make full use of the team's capabilities.

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