Team building methods in the organization: effective ways to bring the team together. Team building technologies in the educational process

In modern conditions, the main condition for the effective work of an educational institution is a team of specialists. The role of individuals carrying out the labor process is sharply increasing. The fate of children, parents, employees and the prospects for the development of an educational institution depend on the qualifications of a teacher, business activity, the ability to interact with each other and achieve a socially significant result. Educational institutions seeking to gain a competitive advantage due to the quality of their work, innovations, first of all, should think about the development of the team, the team. It is in close-knit teams that one can consider the issue of enhancing innovative activity, creative interaction of its members. Therefore, one of the most demanded personal qualities of a teacher of a preschool educational institution (hereinafter referred to as a preschool educational institution), along with professionalism, reliability, sensitivity, willingness to help, is the ability to act in a team. A key factor in the effective work of a team is the ability of each of its members to “work towards results” and respect the opinions of all employees.

A team is a team of like-minded people, a mechanism that launches and carries out effective activities of the entire institution. To the extent that each teacher feels like a part of it, how much he feels his importance and relevance, he is so motivated for joint cooperation, self-realization and self-development as a professional.

Difficulties in forming a team as a team can be due to various reasons, but the main ones, in our opinion, are the problems of professional and pedagogical communication, at the basis of which we single out semantic and psychological barriers. We consider the semantic, or communicative, barrier as an obstacle arising between partners due to different interpretations of the semantic content (text, subtext) of the same information. They are mainly caused by external causes. Psychological barriers (conditionally they can be called “personality barriers”) are obstacles that arise in the process of communication due to the difficult perception by partners of the individual psychological characteristics of each other. They are caused by internal reasons, which include the peculiarities of temperament, character traits of the interlocutors, as well as persistent negative emotions experienced by the communicants in relation to each other.

One of the reasons for the problems of team building are also different life values, the worldview of teachers, based on the age characteristics of generations. Now in the field of preschool education, teachers are working - representatives of different generations:

1. "Baby-Boomers" (generation born in 1943-1963). Values: optimism, attention to personal growth and reward, team spirit and team spirit, the cult of youth. The values ​​of this generation were shaped by the following events: the conquest of space, guaranteed medical care, the Soviet "thaw", uniform educational standards in schools and the "cold war".

2. "Generation X" (generation 1963-1984). This generation is characterized by the following values: global awareness, technical literacy, individualism, striving for lifelong education, informal views, pragmatism, self-reliance, gender equality, willingness to change, and choice. Historical events that shaped values: the continuation of the cold war, perestroika, the war in Afghanistan.

3. "Generation Y / Games" (generation 1984-2000). Values: freedom, result as such, civic duty and morality, responsibility, immediate gratification. Events that shaped values: the collapse of the USSR, terrorist attacks and military conflicts, the development of digital technologies.

In the collective of MBDOU "Kindergarten No. 80" in Cherepovets, 35% of teachers belong to the first age category. Excessive conservatism is a characteristic feature of this group. They are wary of any innovations that are inevitable at the present time. On the one hand, they are afraid of harming children and fear that any untested innovations will negatively affect the formation of the personality of their pupils and nullify their pedagogical efforts spent over many years of impeccable pedagogical activity. On the other hand, such educators fear that they will not be able to master new pedagogical technologies that require the active use of various technical means, including multimedia systems. This leads them to a wary attitude towards any proposals for the psychological study of the personality of the teacher and the characteristics of professional and pedagogical activity. They do not expect help from such research, but are afraid that they will be caught in insufficient educational training associated with the use of new educational technologies, i.e. in professional incompetence. The measures aimed at the development of professional communicative competence cause the same suspicion.

Most of the teachers of the collective (60%) belong to the “Y” generation. These are young specialists in the field of education who strive for systemic continuous education and independence, therefore for them active forms of education are an opportunity to realize their informal individual educational route. They are ready to participate in brainstorming sessions, discussions, briefings, discussions where you can demonstrate the informality of views.

Such a gap in views, ideas, worldview among teachers of two “distant” generations leads to misunderstandings and conflicts, which prevents team cohesion and formation, which in turn leads to a decrease in the effectiveness of the educational process as a whole in the institution.

Carrying out work on the development of team building has become an urgent need for our team, its transition to a new stage of development. The purpose of the activities in the 2015-2016 academic year was to increase the communicative competence and the effectiveness of interaction between preschool teachers. This work was carried out using the capabilities of network interaction with the BU VO "Cherepovets Center for Psychological, Pedagogical and Medical and Social Assistance". The activity was carried out in three stages:

1. Motivational and organizational stage.

2. Implementation stage.

3. Analytical stage.

At the first stage, it was important to identify and analyze difficulties in pedagogical communication. Monitoring procedures revealed: a low level of effectiveness of interpersonal interaction, an insufficient level of coordination of actions for the overall result, a low level of the overall indicator of productivity. The first meetings were aimed at motivating teachers to work together. A joint definition of the team was formulated as an autonomous self-governing team of professionals capable of quickly, effectively and efficiently solving the tasks assigned to it. The main structural and organizational conditions of team formation, signs of an effective team, such as:

effective constructive interpersonal interaction; professionalism of each employee;

positive thinking, orientation towards overall success; the ability to work in concert for a common result;

non-fixed, flexible and mobile distribution of functions between team members.

Working in small groups, teachers played possible conflict situations in pedagogical communication, emphasized the advantages of working in a team when resolving professional problems.

The results of the first stage made it possible to draw conclusions:

1. Teachers, whose main instrument of professional activity is communication, experience serious difficulties both in establishing contacts with pupils and in establishing relations with colleagues. At the same time, most of them experience difficulties precisely in communicating with colleagues, which is a serious problem, because it leads to a violation of the psychological climate in the professional team.

2. Teachers who experience difficulties in professional communication most often show negative experiences: emotions such as grief, fear, shame, anger dominate.

3. Most often, difficulties in communication and various kinds of psychological defenses are manifested in teachers of the first age category.

4. To help educators in the productive organization of communication with both parents, children, and with colleagues, it is required to carry out special work on mastering teamwork skills, which are most often the main cause of difficulties in professional interaction.

The results of the first stage confirmed the relevance, significance and relevance of psychological support for the formation of team building in the institution.

The second stage was devoted to solving the assigned tasks, and trainings were chosen as the main form of work. The main goals of the training were: development of teamwork skills and team interaction skills (the ability to set a common goal and correlate your tasks with the main task of the team); removal of emotional stress; working out communication techniques. The training participants are teachers of different age groups. In this regard, the content included the preferred forms of active learning work for each age:

traditional methods and techniques - mini-lectures, practical games and exercises showing specific examples from practice, preferred by teachers of the Baby-Boomer generation (35% of teachers);

interactive forms of teaching, discussions, individual project tasks, which will later be used in pedagogical practice, more interesting for teachers of generation X, who make up 5% of the team;

work in small groups with further public protection of developments, project activities, participation in rating programs, drawing up individual programs for personal professional growth - is most in demand among teachers of generation Y (60% of the team).

The priority at this stage was the development of games and exercises for team building, building trust, reducing psycho-emotional stress, stabilizing the psychological climate in the team. Art-therapeutic methods used at this stage, fairy-tale therapy techniques allowed to create an atmosphere of psychological safety. Game technology for the development of team building T. D. Zinkevich-Evstigneeva allowed to work out the mechanism of the team's functioning in the team, taking into account the specifics and characteristics, as well as to activate the energy of unity - team spirit among colleagues.

Monitoring efficiency at the second stage of work (team efficiency, psychological climate, interpersonal relationships) made it possible to conclude that the formation of a team of teachers was successful, the main achievement of which was a high level of aspiration in achieving efficiency and productivity. Educators have adopted 5 general, unshakable principles of teamwork: a sense of community and trust; cooperation; work for a common result; creativity instead of stereotyped actions; constructive self-realization.

The third stage was aimed at tracking the further dynamics of the development of team building through monitoring procedures. Analysis of the data made it possible to state stable positive changes, which were noted by the teachers themselves: the formation of skills for successful interaction of team members in various situations; increasing the level of personal responsibility for the result; transition from a state of competition to cooperation; increasing the level of trust and care between team members; switching the participant's attention from himself to the team; increase of team spirit and charge of positive mood.

The results of the training work allowed us to intensify the activities of the teaching staff in the implementation of the Federal State Educational Standard of DO, to increase the innovative potential of teachers. But there is still a lot of work to be done to translate internal motives into external ones.

So, the development of team building in the pedagogical collective of a kindergarten of different ages requires a certain diagnostic work, in accordance with the results of which the logic of the main stage of work is built in the form of social and psychological training.

Bibliography

1. Zinkevich-Evstigneeva T.D. Theory and Practice of Team Building, Publisher: Rech, 2003

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Today, having a team is one of the hallmarks of high performing organizations. Teamwork develops qualities in employees that contribute to the progressive growth of the organization (skills of cooperation, mutual support, increasing the potential of each, etc.). Therefore, building teamwork skills becomes one of the key tasks in high-performing organizations.

A team is not a group of people who can be commanded. A team is a group of specialists interested in achieving a common result. The team does not in any way suppress the individuality of each person. On the contrary, everyone takes a place in the team that corresponds to their abilities and capabilities. In a team, each of its members feels significant and irreplaceable, and this, as you know, is the most important.

There are training companies specializing in physical methods of team building - all sorts of rope courses related to sports activities in nature, often with extreme sports. Someone kayaks on a mountain river, someone tests the team “for strength” in the mountains.

There are classic team building training seminars where you will be taught about different roles in a team and leadership. This is a good opportunity to gain knowledge and try yourself in different team roles in a safe “laboratory” environment.

But what about an educational institution? Are there real opportunities and need to form a real team from the teaching staff of employees, autonomous, self-governing, capable of quickly, effectively and efficiently solving the tasks assigned to it?

When speaking about a team, it is important to understand its specifics in Russia. As you know, the distinctive ability of the Russian person is an unconscious need to put the quality of human relations at the forefront. "Western" (American, European) teams put as a basis "law" or "rules of the game", with which all members of the team agree. In the “eastern” team, the base is made up of traditions and the law of hierarchy, deeply felt and understood by all members. The Russian mentality takes an intermediate position. Therefore, as many managers do not try to establish clear rules of the game (job descriptions, interaction models), something often fails. The problem is that, although playing by the rules gives a feeling of stability, for the Russian mentality at a certain moment it becomes boring, and at first there is an unconscious, and then a conscious need to bypass or change these rules.

This amazing phenomenon is the answer to the question that managers often ask themselves: "Why do job descriptions do poorly?" On the other hand, many managers have noticed that if there are good human relationships between them and their subordinates, then the need for clear job descriptions often disappears.

Therefore, the main feature of the Russian team is that its basis is a kind of irrational experience of unity, what is commonly called the team spirit. And the rules of the game in the Russian team are set not by instructions, but by the values ​​of the team, and at the forefront are communicative values ​​that characterize the qualities of interpersonal interaction, and then work for a common result, creativity, etc. our institution, which, moreover, consists entirely of women, for whom, as you know, communication is far from an unimportant part of the work process, from emotional satisfaction, which ultimately will depend on the result of work.

Intellectual teams also have their own characteristics (to which the team of teachers belongs).

1. Team members should be like-minded on three key factors of interaction:

• unity of goals and methods of achieving it;
• unity of motivational incentives:
• unity of value orientations.

2. Team members should be mutually respectful and have a high level of psychological compatibility, at least with the informal leader.

The main task of the head of an intellectual team is to maintain a high motivational level of effective team activity, which is achieved through:

• strengthening the positive psychological climate of mutual cooperation of all team members;
• consistent implementation of motivational incentives (of a different nature) by individual team members.

In recent years, in the theory and practice of educational systems management, much attention has been paid to the creation and work with “teams” within the teaching staff. One of these “teams” is the teaching staff of our orphanage.

The problem-oriented analysis carried out in 2003 in our institution allowed us to analyze the conditions for the implementation of the social order.

Since the main participants in the implementation of the social order are teachers, it is in the context of team building of the teaching staff that it is possible to effectively implement all areas of social order, because:

• initiative, self-actualization of team members will develop (the ability to highlight ideas, implement, be responsible);
• the responsibility of each employee in achieving the overall goal of the institution (implementation of a social order) will increase, and efficiency will increase;
• it will be possible to create a single, educational space where everyone will fulfill the same requirements, where a personal example will be an educational guide;
• the team will allow you to comprehensively, effectively implement ideas, programs, etc .;
• Experienced staff, who are the bearers of ideas, traditions and the image of the institution, will become a significant capital of the institution. A permanent staff will be a condition for psychological comfort for pupils, a sense of security;
• through the creation of a team, it will be possible to improve the psychological climate of the team of teachers, and this, in turn, conditions for a favorable psychological climate of pupils.

Therefore, the conceptual idea of ​​the institution's development program was the formation of a team of like-minded people, and where the main role in the implementation of this idea is assigned to the psychologists of the orphanage.

When doing any kind of work, the capabilities of one person are limited. Two and, moreover, a group of employees can do more. In theory, the larger the group, the more it can do. But on the other hand, it is more difficult for members of large groups to interact when completing assigned tasks. This is where the question of the effectiveness of the group's work arises. Therefore, to solve complex problems, teams are created, that is, groups that are able to work effectively.

But whatever the effect of teamwork is expressed in, it is born in the process of interaction between its participants. That is why team members are taught to interact with each other during trainings.

In the conditions of our institution, the experience of team building T.D. Zinkevich-Evstigneeva presented in the book “Theory and Practice of Team Building. Modern technology of team building ”. The proposed final technology is also interesting in that the author provides to perform not sequentially, but to change their places, to omit, depending on the specifics of the tasks of team building and the characteristics of the institution.

In addition, the presentation of the functioning of a team on the principle of a wheel, which reflects the organizational structure of the team, is the best fit for the organizational and managerial structure of our institution: in the center - the head; in a circle - team members; the spokes of the wheel symbolize the strong relationship of each team member with the leader; the basis of the wheel is a strong bond between team members.

Since the creation of a team of like-minded people is the goal of the institution's development program, the responsibility for performing each specific step was distributed as follows:

• Step 1 - problem-oriented analysis of 2003 (September - November), problem group - result: the philosophy of the team, mission, policy (ways of implementing the mission), the principles on which the implementation of the idea is based, the model of a team of like-minded people are defined.
• 2, 3, 4 steps - were implemented by psychologists in the 2004-2005 academic year.
• Step 5 - creating a common terminological field, where the goals and results of the team's overall work were determined:
• decision of the Pedagogical Council of 10.02.2005;
• traditions of the orphanage: trips, evenings that form the energy of unity.
• Step 6 - (formation of team values) adoption of a corporate ethical code, which was developed by the institution's council and adopted by the entire team in the 2005-2006 academic year.
• 7th step - was implemented by psychologists in the 2005-2006 academic year.
• 8, 9, 10 steps - 2006-2007 academic year and the perspective of the institution.

Team building stages

The construction of the work of a psychologist within the framework of team building takes place in 3 stages, regarding the principle of the "wheel", the requirements for an intellectual team and already the numerical formation of the teaching staff

Stage I 2004-2005 academic year

Stage objectives: With regard to the “wheel” principle, nothing more than strengthening the spokes or organizational interaction in the institution. Effective interaction within small “teams”.

• Research of individual and personal characteristics of teachers, psychological compatibility of teachers in one group;
• Development of recommendations for teachers of groups in order to prevent possible problems of interaction within the group;
• Development of recommendations for the administration to enhance interaction between administration and teachers.
• The study of conscious and unconscious goals, where a special emphasis was placed on determining basic needs, attitudes towards work, and identifying sources of stress.
• Conducting individual consultations with each teacher based on the research results
• Conducting group consultations - e effective interaction within small “teams”
• Research of interpersonal preferences (sociometry).
• Monitoring the effectiveness of improving interaction within groups and at the level of teachers - administration.

Etc. Zinkevich-Evstigneeva proposes observation at the 2nd step at selection of candidates for the team, in which the personal characteristics of candidates are determined, since the team is numerically formed, the study of the characteristics of teachers was carried out in order to increase the effectiveness of interaction.

To study the personality traits of teachers, the Cattell factor personal questionnaire and the Toulouse-Pieron test were used to determine the ability of teachers in the accuracy and speed of information processing.

The administration of the orphanage was familiarized with all the percentage data with recommendations for improving interaction with teachers, namely:

• the need for approval, support from the administration;
• accounting for the accuracy and speed of processing information, i.e. administrative orders must be clear and have a specific deadline for execution;
• since, basically, teachers are lost in unforeseen situations that are quite common in an orphanage (escapes of children, bouts of emotional-motor arousal in children, etc.), it was proposed to develop clear instructions for action in these situations. In addition, by agreement of the teachers, the administration of the orphanage was also familiarized with the individual results of the Toulouse-Pieron test in order to individually determine the timing of the implementation of administrative orders, creative assignments, methodological developments, recruiting various working groups.

All these measures contributed to the strengthening and improvement of interaction between the administration and teachers, senior educators - the administration, the small pedagogical collective - the administration. To increase the effectiveness of intragroup interaction of teachers, group consultations were held. Teachers from one group were invited to consultations; in total, 8 consultations were held (by the number of groups).

Exploration of conscious and unconscious goals Etc. Zinkevich-Evstigneeva suggests considering this step with the aim of accepting the individuality of each team member, as well as exploring one's own unconscious goals using the projective drawing method.

An analogue of the method in our institution was the use of the projective method of color metaphors by M.L. Solomina. Research objectives: determination of unconscious and conscious goals (basic needs), attitude to work, sources of stress.

According to the individual results of diagnostics, consultations were held with each teacher, 14 educators applied for additional psychological help.

The creative group developing a system of incentives for the teaching staff was familiarized with the percentage results of basic needs.

Research on interpersonal preferences. Any group tends to split up into groups. The reasons for this are different: personal charm, sympathy, proximity of aspirations, views, etc. Sociometry allows you to see whether there are “leaders” or “outsiders” in the team, which can help to correctly distribute the workload in the team, as well as further changes in interpersonal relationships will show dynamics of intra-team processes, development of the structure of relationships in the team. Therefore, sociometry was included in the monitoring of team building, and at this stage it allowed us to see the peculiarities of interpersonal preferences in the team.

The research was carried out using sociometric survey questionnaires. The teachers were asked to form a working group to solve complex and responsible tasks. According to the results of the survey, it turned out that there are no leaders in the team of teachers, 67% of teachers are accepted, 30% are preferred, 3% are isolated (1 person).

In addition, among the preferred were the senior educators of the groups, which confirms the distribution of the load.

In a “normal”, “healthy” team, there should be no obvious “leaders” or obvious “outsiders”, preferences and conditional rejections are evenly distributed in the group. In different periods, each team member needs to be both a “leader” and an “outsider”, because this is important for his personal growth and the growth of the team.

II stage 2005-2006 academic year

Purpose of the stage: training in teamwork technologies.

• Corporate team building training - teaching teachers the technologies of teamwork;
• Corporate training of team building - training the administration in technologies of teamwork.
• Monitoring the effectiveness of team building.

Regarding the principle of the wheel, stage II is a logical continuation of strengthening the “spokes” of interaction or the base of the wheel, symbolizing the relationship between all members of the teaching staff, as well as the formation of a team spirit. To achieve the goal, an adapted version of the corporate teambuilding training proposed by T.D. Zinkevich - Evstigneeva. (Annex 1)

During the academic year, the teachers attended 7 training sessions, where they had the opportunity to “play out” various situations of intra-team interaction, were trained in the technologies of successful teamwork, as well as continuous work was going on to form and strengthen the team spirit. (Picture 1)

In 2005-2006 academic year In the same year, in parallel with the teachers, a team building training was conducted with the administration (director and 6 deputy directors), the purpose of which is not only teaching the technologies of working in a team, but, first of all, passing 10 steps of forming an administrative team.

III stage 2006/07-2007 / 08 academic years

Purpose of the stage: support of the team's activities.

2006-2007 academic year

• Development of individual routes for the development of teachers (together with the methodological service)
• Training "Constructive Conflict Resolution"
• Study of individual - personal characteristics of newly arrived teachers.
• Individual support of newly arrived teachers.
• Informal corporate events - strengthening the energy of unity.
• Training "Prevention of professional burnout of teachers"

2007-2008 academic year

• Creativity training
• Tolerance training
• Accompanying the activities of the WTO of teachers, in the areas of educational work.
• Creation and improvement of the team image.

Monitoring the effectiveness of team building at stage 1 (Appendix 2)

• Effectiveness of “small” teams
• Job satisfaction
• Psychological climate

Monitoring the effectiveness of team building stage II (Appendix 3)

• Team efficiency
• Psychological climate
• Interpersonal relationships

Based on the monitoring results, it was concluded that the formation of a team of teachers at the 1st and 2nd stages was successful.

The team has a high potential to achieve efficiency and productivity.

I would like to note the impossibility of achieving such results without a system of work carried out. The formation of the so-called “small” teams, namely the improvement of the interaction of “small” pedagogical collectives, has become the basis for the formation of a team of the entire pedagogical collective.

Strengthening the organizational structure of the team, according to the principle of "wheel" - this strengthening the spokes of interaction, contributed not only to an improvement in the psychological climate, since teachers have reduced the number of stressful situations associated with administrative orders, relationships with management, but also the overall productivity of work. It was the interest of the administration that made it possible to increase the effectiveness of interaction with teachers.

Having learned to interact in “small” teams, the teachers successfully completed training at the corporate team building training.

Having passed 1 - stage of formation and 2 - successful functioning and development. Further, 2 options are possible: the disintegration of the team or its growth, when the team successfully copes with new tasks. Therefore, at the moment, the team is at the 3rd stage of its development, i.e., at the stage of supporting the team's activities, maintaining the team spirit, where teachers will once again be invited to experience and comprehend 5 principles of teamwork:

• a sense of community and trust;
• cooperation;
• work for a common result;
• creativity instead of stereotyped actions;
• constructive self-realization, with obligatory monitoring of the team's effectiveness.

In conclusion, I would like to note that the “wheel” principle supports not only the effectiveness of interaction between teachers, but also the formation of an administration team.

The success of the implementation of the creation of a team of like-minded people depends on the support from the administration of the institution.

Literature

1. Ivanova N.V., Golubeva E.V. Psychotherapy of personal well-being as one of the directions of psychological support for the activities of a preschool teacher.
2. Zinkevich-Evstigneeva T.D. Theory and practice of team building.
3. Zinkevich-Evstigneeva T.D. “A team in the market: strategy and methods” (a guide for effective teams).
4. V.B. Narushak, L.A. Stepanova "Psychology of intraschool management".
5. Mescon M. M. Albert, F. Khodouri “Fundamentals of Management”.
6. Psychological groups. Klaus Fonel.
7. Psychological counseling. R.S. Nemov.
8. Management psychology. T.P. Avdulov.
9. Psychology in training / Ed. N.Yu. Cartilaginous.
10. Semenov A.K. E.L. Maslova. Psychology and Ethics of Management and Business ”: Textbook - 2nd edition.
11. Life Skills Training / Ed. A.F. Shadurs.
12. Fonel A. Creation of teams.
13. Man and staff in management. V.N. Chernyshev, A.P. Dvinin.

Non-state educational institution

higher professional education

International independent ecological and political university

INTERNATIONAL INDEPENDENT UNIVERSITY OF ENVIRONMENTAL & POLITICAL SCIENCES

THESIS

Topic "Team Building and the Benefits of Teamwork"

3rd year student of mn-6 group

Podovinnikova E.A.

Work manager

Trofimova L.V.

Moscow 2009

INTRODUCTION

1. THEORY OF TEAM BUILDING

1.1 The Evolution of Intellectual Teams

1.2 Fundamentals of team building

1.3 Principles of team building in various fields of activity

1.4 Forms of management

1.5 Distribution of roles in the team

1.6 Diagnostics of team vitality. Organization of "sand therapy"

1.7 Organization of teamwork. Planning

1.9 Situational analysis

2. DOMESTIC AND FOREIGN EXPERIENCE IN THE FIELD OF TEAM EDUCATION

2.1 Foreign experience of team development

3. The use of the command form of labor organization on the example of the company "KinoMetr"

3.1 Brief description of the company

3.3 Team performance analysis

CONCLUSION

List of used literature

How the team works.

The principles form the basis of team building, set certain "rules of the game" when organizing teams.

Table 1

How the team works	Content
Voluntarily joining the team	The key principle of team building. The team can include only the candidate who voluntarily expressed his readiness to join the team on the basis of awareness and understanding of all the conditions of its activities
Collective execution of work	Each team member performs that part of the overall task that the team entrusted him with, and not the one that he usually performed on the instructions of the administrative authorities (the latter is not excluded within the team)
Collective responsibility	The whole team loses trust, incentives, and public recognition if the task is not completed through the fault of any of the team members
Orientation of remuneration to the final result of team work	All team members, regardless of their positions, "gain" if the team as a whole worked effectively, and "lose" if the team did not achieve the result
Decent value of stimulating the team for the final result	Management should be aware of the incentives that are relevant to candidate team members. Based on this information, a "incentive fund" is drawn up. Not only money can act as worthy incentives, but other incentives based on hobbies, ambitions and preferences of candidates. Often, public recognition turns out to be a more valuable incentive than material payment.
Autonomous team self-management	The activities of the team members are controlled by its leader (leader), and not by the administrative authorities of the organization.
Increased performing discipline	Each team member is responsible for the final team result. This principle is voluntarily accepted by each team member.

Team size

The team must be small. According to Edward Lawler, founding director of the Center for the Study of Organizational Effectiveness at the University of Southern California, the team should ideally include five to nine and never more than 15 people. Although some tasks, for example in industrial production, may require the creation of teams of 25-30 people.

Glenn Parker, author of Team Members and Teamwork: New Strategic Business Advantages, argues that productivity, accountability, participation, and trust all deteriorate as the size of the team grows. G. Parker comes to the conclusion: the optimal team size is from four to six people, and 10-12 members is the limit when efficiency is still maintained.

Ian R. Katzenbach and Douglas K. Smith, authors of The Wisdom of Teams, say there should be between two and 25 people in a team, “because large groups of people - simply because of their size - have difficulty communicating constructively. with a friend. They reach much less agreement on the details of the work. The likelihood that 10 people will successfully work according to a common plan and be jointly and severally responsible for the results of their work, despite their individual, functional and job differences, is much higher than the likelihood equally successful work of 50 people. "

The size of the team depends on the specifics of the work it performs, so the number of members is determined individually. The most accurate seems to be the "golden rule" of the size of the team "seven plus minus two".

1.3 Principles of team building in various fields of activity

As an organizational form of professional activity, teams of specialists are used in various sectors of the economic, industrial, social, intellectual, cultural and other spheres of society. Everywhere there are specific conditions and requirements for the organization of teams.

In a number of industries, the command form of organizing work is the main or only type of organizing the technological process and performing work, and therefore is considered a natural phenomenon. The groups organized in a similar way include the ship crews of the Morflot, geological expeditions, brigades of the Ministry of Emergency Situations, etc.

There are many spheres of social life where the command form of organizing work is technologically the most rational or even the only possible one. As a rule, these are areas where remotely remote, or technologically closed, or life-threatening work of autonomous teams of specialists is needed. In these areas, the team form of organization is a common practice of organizing work. Therefore, if all team members have sufficient motivation to stay in their places and not go into other areas of activity, no exceptional measures to further increase motivation are required here.

Teams represent a special form of work organization in those areas where the usual practice is a stationary multifunctional technological process, serviced by organizations, employees and specialists who are constantly engaged in a specific technological process. For example, any industrial production, research and development, trade, service sector, banking, educational and social protection institutions, etc.

It is advisable to single out the two most generalized and large areas of activity, where the conditions and activities of teams have certain differences:

A. Production area. The end result is a typical product (service); the costs of organizing teams are expedient, mainly, in technologically autonomous areas or in the event of non-standard situations. An example is emergency brigades for servicing heat, water and gas communications, production sites and brigades with a contract form of remuneration, artels of builders and procurers, etc.

B. Intellectual sphere. The key element is creative, creative activity related to research, experiment, analysis and the search for rational solutions.

The organization of production and intellectual teams has its own characteristics in terms of the following indicators:

· Setting the target;

· Forms of incentives;

· Qualifications;

· The level of creativity (creativity);

· Duration of productive functioning.

Target statement

The setting of a target task for production teams is always distinguished by a high level of concretization of the final result, conditions and timing of work, the nature of the provision and the form of payment for the final result. For a working person, everything should be extremely clear, understandable, tangible and convincing. It is recommended that the target be formulated in a specific and strong manner. This improves her performance by disciplining her team members.

Ian R. Katzenbach and Douglas K. Smith point out that having clear, even stringent, requirements "is far more important to the success of a team than all the efforts to build it, special incentives, or having ideal leaders." And further: "Specific, strict goals or tasks (for example, launching a new product on the market in half the time usually; or sending responses to all consumers within 24 hours; or achieving zero scrap while reducing costs by 40 %) provide clear and tangible guidelines for team members. Clear tasks determine the product of the entire team, which differs both from the mission carried out by the organization as a whole and from the sum of the production tasks of individual employees. "

As a target, it is useful to formulate specific and tough targets to improve performance. This, in the words of Jan R. Katzenbach and Douglas K. Smith, “makes communication easier, makes it clearer, and makes conflicts in a team constructive; if such tasks are clear, team discussions can focus on how to achieve goals or on a question. about changing them, the attainability of specific production goals helps teams focus on getting results. Specific goals have an equalizing effect that favors the style of behavior in the team. other insignia lose their meaning. Instead, the team values ​​each person for what and how he was able to do for the common cause. The assessment itself is formulated in terms related to the implementation of the task, and does not take into account the status or personal qualities of the employee, specific goals allow the team to win small victories in the process of achieving big goals. victories are invaluable for strengthening the commitment and dedication of team members, for overcoming the obstacles that inevitably arise on the path to achieving any long-term goal. Finally, specific tasks aimed at improving performance are particularly attractive. They challenge all team members, demanding a common effort from them. The drama of the situation, the urgency of problem solving, and a healthy fear of failure combine to push the team into action. "

For intellectual teams, tasks such as developing a company's development strategy, finding rational design solutions, developing justifications for a new bill, etc., can sometimes be outlined only in general terms, indicating the required qualities and parameters. Terms of execution are appointed approximately, with intermediate control checks.

Forms of incentives

For production teams the main form of incentives is, as a rule, material and monetary form with elements of public recognition and moral incentives.

For intelligent teams the material and monetary form is often not the main one; prestigious career incentives and moral certification factors of public recognition can be highly motivated.

Qualification

The general requirement is that any team must be a team of professionals.

In production teams, with the presence of leading specialists, the key requirement is increased performance discipline.

In intellectual teams, in the presence of real professionals, the key requirement is the unity of value orientation and the selection of like-minded people in the development strategy.

The level of creativity and communication culture of team members

In production teams, this requirement may not be key if the level of material interest of all team members is high enough.

In intellectual teams, this requirement is a basic condition for the successful functioning of the team, since material incentives and specific time frames can be very vague.

Duration of productive functioning

The general situation is that the longer a team exists, the higher its level of harmony and professionalism, the more successful and efficient it is.

but in the industrial sphere a high percentage of temporary and even one-time teams, which is due to the local and short-term nature of most production tasks. So, after the completion of a large construction project, many construction crews cease to exist. Seasonal artels of agricultural workers and procurers often disintegrate. Emergency teams are often randomly formed under pressure from outside circumstances.

In the intellectual sphere tasks and problems, as a rule, are long-term and, accordingly, require the formation of teams for the long term.

Consequently, there is a demand for a more thorough and thorough selection of the members of the intellectual team. It is important to note that in this case, teams are rarely formed for one specific task. At the same time, the term "team" is understood rather as a communicative spirit, a "team" style of interaction between like-minded employees, rather than a form of work organization. This situation arises due to the difficulty of quantifying the exact timing of solving any problem, the form of presentation of the final result and the form of payment. In addition, in the intellectual sphere, teams are formed not so much to solve a specific problem as for long-term joint cooperation in work on a common problem, for example: the existence of various scientific schools; selection by the prime minister of a team of like-minded politicians for the cabinet of ministers; a team of like-minded managers of the executive director of the firm (bank).

1.4 Forms of management

The form of management in the team is one of the most important conditions for the effectiveness of the team, and it is specially negotiated with each member of the team before the start of its functioning.

The form of management adopted by the team determines the basis for a high level of performing discipline in the team's work.

The forms of management in the team are quite diverse and specific. They depend on how balanced the following indicators are:

· The specifics of the scope of the team;

· Conditions of the task assigned to the team;

· The level of team harmony;

· The level of individual professionalism of team members;

· The presence of constructive leadership qualities in the team leader;

· The nature of interpersonal relationships in the team;

· Equivalence of motivation of all team members;

· The size of the team;

· Orientation of the bulk of work on team members with a certain narrow specialization.

Of the whole variety of management options, three main forms can be distinguished, modifications of which are widespread in all spheres of production and creative activities of teams.

"Theater of one actor"

Used in teams with a recognized talented professional leader.

The team fully trusts the leader, believing that no one but him will offer more rational and thoughtful solutions. His orders are not subject to doubt and criticism. The leader-leader exercises sole control over the activities of the team, periodically consulting with the team members at his own discretion. Such a team is extremely effective in its activities as long as the authority of the leader-leader is indisputable and is accepted by all team members on an almost subconscious level.

The form of management is especially characteristic of the intellectual sphere: scientific schools of various scientific authorities, theater-studios of talented directors, etc.

"Consent command"

Most acceptable for small teams of true professionals.

Each member of the team "closes" an autonomous area of ​​work, and his opinion is extremely important for the team as a whole. All important decisions are made collectively, they are implemented by the team leader or one of the key specialists of the team.

This form of organization is preferred for creative teams, management teams, stunt teams, highly specialized production teams, emergency teams, medical teams, advertising teams, managers.

" Advice "

It occupies an intermediate position. In Soviet times, the term "brigade council" was widely used.

This uniform is appropriate for large teams; the core is made up of a group of the most qualified, experienced and respected specialists, whose opinion is decisive for the rest of the team. Responsible decisions are made after discussion with the leading specialists of the team at the council (planning meeting, operative) of the team.

This form of intra-team management is most acceptable for large production teams, research and teaching teams. The meeting of all team members in these cases is more like a veche than a prompt management decision-making.

1.5 Distribution of roles in the team

In the process of joint work (and informal communication), a successfully created or spontaneously formed team of specialists who respect each other quickly turns into a close-knit viable team with a common goal, a single system of value orientations and, as a rule, with a high professional level. At work, on vacation, in joint informal events, team members get to know each other well, learn to respect and take into account the strengths and weaknesses of each.

It is common knowledge that no two people are exactly alike. Each has its own internal energy, strength of character, abilities and inclinations for various non-professional activities, for communication, for art, etc.

In the team, entertainers, craftsmen, thinkers, etc., who have received the recognition of the entire team, gradually appear. The personal abilities of team members eventually become an informal team resource that can be purposefully used in various situations.

Thus, in the team, there is an informal distribution among team members of various role functions to resolve problems in a direction favorable to the team.

The team develops stereotypes of the distribution of roles in typical, often repetitive situations. In spontaneous situations, the team quickly determines the most appropriate role distribution according to the principle "you will do it the best."

The distribution of roles in the team is a rather delicate issue. On the one hand, it is extremely important that each member of the team plays a role appropriate to their abilities and capabilities. On the other hand, it is also important that everyone, in the process of the team's life, "tried on himself" as many roles as possible, for, as you know, "a narrow specialist is like a gumboil". This is necessary to create conditions for mutual insurance and interchangeability of team members with each other in emergency and extreme situations.

However, quite often teams are made up of people holding a certain position, which, in fact, sets the "boundaries" of the role for them. In this case, the distribution of roles in the team is advisable to carry out during the "brainstorming" and not extend to the actual production activity.

A natural question arises: why is role distribution necessary at all, if there are professional functions? Flexible role distribution increases the level of team mobility, as well as the degree of its adaptability in poorly predictable conditions (which is especially characteristic of the market economy in our country).

Adequate and flexible role assignment is an effective method of increasing the competitiveness of a team, its resistance to the negative influence of various external and internal factors.

Another, more subtle aspect of the distribution of roles is to give each team member a sense of their value and growth prospects. This is extremely important, since a team is a community of “equals.” However, behind equality, sometimes everyone's individuality can be lost. It's a common matter. But what about the individual contribution? And in this case, the feeling of one's role, as it were, "insures" the individual contribution of each team member to the common cause.

Main command resource lies in the fact that team members can "hedge" each other in a difficult situation. The ability to "try on" various roles forms an additional resource for team members to fulfill their "safety" function. To combine the "playful moment" with a sense of individual contribution to a common cause, you need to be creative in the names of roles, not skimping on vivid images and metaphors. The team may devote special time to identifying, naming and assigning roles. These discussions are fun and provide additional resources to maintain "team spirit".

Factors defining roles in a team:

· Direct professional activity, job responsibilities;

· Team interaction with external partners, clients;

· "Mentality" of each team member and specific situations;

· The process of life of the team and the dynamics of its successful development.

How team roles work when solving problems

Each team member has certain intellectual characteristics. One "gushes" with new ideas, the other is better oriented among ready-made instructions, the third is inclined to see everything "in black," the fourth likes to philosophize.

It is not uncommon for these features to become annoying for team members. However, when used wisely in problem solving, the team can benefit from it. It is important to assign roles correctly.

In the most general case, when solving complex problems, four main roles can be distinguished:

Idea's generator- a team member with the most relaxed, imaginative mindset, with a high educational background and a broad outlook, with well-developed creative thinking, imagination and imagination;

Analyst- a team member with aptitude and experience in systems analysis, broad generalization and a long-term vision; he knows how to give an idea a finished look, make it attractive and understandable not only to the author and his associates, but also to ordinary people. He also has the ability and skills to identify criteria and make comparative assessments of different scenarios; he knows how to correlate the idea and the needs of practice, thinks through the technological cycle of the implementation of the idea, assesses the risks and consequences, draws up a general plan of joint actions;

Implementator (Pragmatist)- a team member of a pragmatic and practical mindset with skills in planning and organizing practical activities (possibly a team leader); he knows how to practically embody an idea, organize all joint actions, correctly assign roles;

Constructive critic- this is the one who knows how to listen carefully to all the arguments and not be afraid to express the disadvantages. When the team begins to persuade the Critic, it finds additional arguments in defense of its position and may also discover unaccounted for risks. The critic is often an irritant to the team. However, if the entire team agreed with the role of the Critic, negative emotions should not arise. The role of the Critic in the team is the role of a provocateur, stimulating the manifestation of constructive activity of the whole team, thanks to which any idea can be brought to perfection.

It is important to note that such a role distribution is basic for the team, while other options are its modifications according to the applied areas of activity.

1.6 Diagnostics of team vitality. Organization of "sand therapy"

So, in the company, on the basis of interviews and testing, candidates for members of the new team were proposed. All of them meet the requirements - they have a high level of intelligence, have sufficient leadership and communication skills.

But how compatible are the candidates with each other? Will they be able to work effectively with just such a composition? How do they affect each other? How unconsciously roles can be assigned between them? These questions can only be answered by a psychologist, after conducting a series of observations of candidates for team members in the context of unstructured creative collaborative activities.

One of the effective scientific methods for determining the compatibility of team members is sand therapy method . The scientific approach to playing with sand was founded by Carl Gustav Jung and his followers. Today sand therapy is becoming quite widespread among practical psychologists in our country.

Observing candidates as they collectively create sand paintings provides rich diagnostic information about the style of interaction between them and allows to make a prediction about the vitality of the team. Drawing together is also an informative source, but inferior in predictive accuracy to the sand therapy method.

The sand therapy method is widely used in psychological counseling for children, adolescents and adults. To analyze the compatibility of candidates for team members and predict its viability, only the environment and diagnostic tools of the sand therapy method are used.

Co-op monitoring

While observing the joint play in the sandbox, the psychologist collects information on three indicators:

· The nature of the interaction of the participants in the game with each other;

· Distribution of roles in the group;

· Style of behavior of each participant in the game;

· Values ​​that unite the participants in the game.

These indicators are included in the concept "style of situational communication" (SSC). The style of situational communication reflects the variety of interactions between candidates for team members in the process of creating a sand composition or other joint activity, as well as discussing it.

The nature of the interaction of the participants in the game with each other

Game participants can cooperate with each other. They can preliminarily agree on who occupies what territory, what they are building. Thus, everyone has their own territory in the sandbox, but the overall picture is created by the authors collectively and without conflict. This nature of interaction is referred to as cooperation .

Group members can build a picture united by a common idea. The territories of the group members are not highlighted, blurred; everything is subordinated to a single idea, complete mutual understanding reigns. In this case, assimilation can be observed.

Sometimes several autonomous countries appear in the sandbox, which do not interfere with each other (all or some of the participants in the game build apart from each other). Sometimes there are means of communication between them (roads, bridges, passages), but it happens that they are absent altogether. It happens that two members of a group are in confrontation with each other, and the other (or two others) calmly build their worlds. Sometimes someone creates his own "parallel country", while other participants in the construction demonstrate cooperation. In this case, you can fix the "parallel game" .

But often latent conflict in the sandbox turns into an explicit form. And then we can talk about confrontation between the participants in the game or its individual members. If there are two or more leaders in the group, there can be open confrontation and even conflict. In this case, the group may spontaneously split into subgroups. In this case, a confrontation is recorded .

Territory Fighting can be dramatic or peaceful. For example, one participant in the game places his figures throughout the sandbox, saying that he is improving this world. But by doing so, he actually "controls the territory."

Spontaneous distribution of roles

By observing the sandbox play, you can determine the distribution of roles in the group.

Usually, leaders immediately appear who begin to propose, dictate, standardize, and so on. Thus, not only the leader becomes clear, but also his direction, creative or destructive, as well as the style of leadership: democratic or authoritarian.

By observing the spontaneous distribution of roles, the specialist also identifies connections between group members. Material for sociometry is being recruited.

In a group, a person can show himself from an unexpected side. This indicator will be informative only if the psychologist has the opportunity of individual communication with the candidate.

1.7 Organization of teamwork. Planning

To be productive, team members need to be able to:

· Organize and coordinate all teamwork;

· Plan your activities and monitor the execution of tasks;

· Carry out situational analysis.

Organization and coordination of work

The first condition for a productive team to work is organization and coordination of work.

To implement this condition, you must:

· To organize the work on the team's fulfillment of the task;

· Coordinate the work of team members;

· Provide interaction with other teams, services or external partners.

Teamwork organization includes:

· Motivation of the activities of all its members;

· Rational arrangement and distribution of work between team members;

· Provision of conditions, means, materials and resources necessary for the current work of the team.

In this case, the activity of the leader (leader) of the team acquires special significance. The distribution of work and the provision of the necessary conditions are mandatory actions of the manager, but not the key ones.

· Establishing and maintaining a friendly, calm working atmosphere in the team;

· Obtaining sufficient confirmation that the team members correctly understood the task and were imbued with the necessary responsibility for its high-quality execution on time;

· The formation of a desire for independent work in an environment of benevolent interaction with others and without constant appeal to the head on issues that can be resolved independently;

· Organization of professional growth of team members;

· The formation of increased activity and responsibility in the event of unforeseen circumstances that threaten the disruption of work.

A good leader is one under whom the team works independently and responsibly under normal conditions. The main task of the leader is to find, organize and provide opportunities for the normal functioning and development of the team in the future.

Effective work "ahead of the curve" and preventive neutralization of arising obstacles - this is the main purpose and criterion of value for any leader. Otherwise, he becomes an ordinary administrator, gets bogged down in the "routine" of daily worries and dooms to failure the preparation and implementation of strategic goals for the development of the team and the organization as a whole.

Organization of interaction between teams or external partners

The main problems in organizing interaction between teams arise in situations when they are at the same level of management in the organizational structure and are subordinate to different leaders or directly to the head of the entire organization.

In the absence of friendly relations between leaders of different teams, interaction between them can become a constant source of conflict and lead to disruptions in the work of the organization as a whole. Conflict situations can also arise between leaders who are benevolent to each other due to mismatches of points of view, different interpretations of the common task, excessive adherence to principles and stressful conditions of the current situation.

Equality of position, management rights and powers of the leaders of interacting teams will always be a "headache" for the leadership of the organization, especially if the conflicting leaders are qualified specialists in their field and are equally needed and useful for the organization as a whole.

The most trivial way of organizing interaction between teams is the solution of emerging controversial situations by a superior manager . This path, which is often encountered in practice, is considered a dead end for the following reasons:

· Management wastes precious time on resolving small and large conflicts and building relationships;

· In the absence of on-site supervision, all work stops and no one is responsible for this;

· Constant conflicts form the spirit of rivalry and stable negative relationships between members of interacting teams;

· A situation of constant confrontation paralyzes the entire team of the organization, and the team of like-minded people is divided into warring camps.

Systemically, a rational way out of any non-standard situations is to openly and clearly establish the "rules of the game" (mechanisms for resolving conflict situations).

Even if at first they are imperfect (in the future they will be polished in practice), they will play a positive role: the management "dead end" will be eliminated, the collective belief in the effective manageability of the organization as a whole will be strengthened.

With regard to the organization of interaction between teams, the principle of priority of the interests of the organization as a whole is taken as a basis:

1. The leader of any team is personally responsible for the timely coordination of their planned positions with the interacting teams and services;

2. With the participation of several teams and services in the implementation of the planned assignment (or unplanned work), the position of the team or service that is responsible for the final result is decisive.

When forming timetables (long-term and operational), each team submits for approval to the management a draft of its plan, signed by the leaders of the interacting teams or external partners. Their absence often indicates the inability of a particular leader to establish normal business cooperation with related teams or other external partners.

Accordingly, when setting targets for scheduling, management informs all team and service leaders about the structure of the overall planning positions of the organization as a whole and about the responsibility of all managers for the professional coordination of all positions. In the future, the management jointly decides only those issues of organizing interaction that, due to objective circumstances, the teams cannot solve on their own.

Team planning

The second condition for a productive team is planning.

Planning is the process of creating a set of coordinated actions that allow the team to implement the assigned tasks and achieve the intended goals.

Planning is not the sole responsibility of the leader of a team or organization. Each team member draws up a current plan for the distribution of his working time for the implementation of the positions of the general plan assigned to him.

Planning includes the following procedures (performed simultaneously or over time):

1. Determination of strategic and operational goals ("Where to go?");

2. Determination of the development strategy ("How to move?");

3. Drawing up a long-term plan to achieve strategic goals ("How to achieve the result?");

4. Operational scheduling ("What specific way to solve problems?");

5. Organization of reporting on the established plan positions ("How to control yourself so as not to go astray?").

The need for planning encourages all team members to work out in detail for themselves the entire scheme of sequential actions for the implementation of planned positions and related installations.

As a reward, the team receives the following benefits:

· A clearer idea of ​​the result, after the achievement of which the goal (plan) is considered fulfilled;

· The composition and nature of the expected "vulnerabilities", about which there was previously a vague idea;

· A clearer idea of ​​the degree of feasibility of individual planned activities;

· A clear idea of ​​the state and quality of available resources (material, financial, personnel, organizational, construction, etc.);

· A list of problems not resolved at the stage of forming the plan due to lack of information and uncertainty of the situation;

· Selection of a rational action plan from several possible options based on the analysis of possible losses (risk assessment) in case of failure of the planned plan;

· Assessment of the nature of a number of uncertainties at the stage of forming the plan, requiring subsequent operational adjustments to the plan; assessment of the available reserve for blocking unforeseen circumstances.

If a team member cites a lack of planning conditions, it is usually an attempt to justify their own inability to plan.

One of the paradoxes of the market economy is that it is in times of high social instability that more attention is paid to planning: the more external chaos, the more order there should be in the internal organization of the team's actions (you have to learn to manage circumstances).

By drawing up a rational plan of action, the team creates its own tool for monitoring and managing progress towards the set goals. At the same time, the plan is an effective training for professional self-study, during which the knowledge, experience and professionalism are acquired, which can only be obtained by mastering effective planning.

1.8 Activity planning steps

Target- there is a form of presentation of the result. The goal statement should disclose this expected result. The more specific the goal, the more realistic the result and the prospect of achieving it.

In order to formulate a goal, it is necessary to write down the first suitable statement of the goal and evaluate which phenomena (indicators, parameters, effects) would be evidence that the goal has been achieved. This will be the expected result. Having found the most convenient (convincing) phenomenon confirming the fulfillment of the goal, it is necessary to correct its formulation.

Statement of the goal-result- this is the most important stage of planning, since in the process of formulating a goal-result, team members work out a scheme for achieving it, that is, the meaningful part of the plan itself.

The main thing is not to set too abstract or distant goals. The further in time the goal, the less accurate information about the possibilities of achieving it at the moment. . In addition, we must not forget about the probabilistic nature of the accompanying conditions and circumstances.

Determination of directions for achieving the intended goal (development of strategy and tactics)

Depending on what results are to be achieved, the final goal can be broken down into several tasks. The purpose of this planning procedure is to compile a set of different options for fulfilling the assigned tasks. In order to compose a set of options, it is necessary to analyze:

1. Actual and expected resources of the team;

2. Real socio-economic conditions and conjuncture;

3. Behavior of external partners and governing bodies;

4. The level of training of the team members.

Then, out of all the existing options, one or two rational options are selected that satisfy the following requirements:

1. Sufficient own resources of the team;

2. Sufficient reality of implementation within the planned time frame (at the level of the projected development of the external and internal situation);

3. Allowable level of losses when performing the selected action option (risk assessment).

The chosen options of action will form the basis of the strategy for achieving the set goal. The choice of the main direction of action is made on the basis of an assessment of the ratio "the importance (urgency) of solving problems - the acceptable level of costs and risks".

Drawing up a long-term plan

The strategic plan is drawn up for the foreseeable period of time, from three to five years.

In modern conditions, it is advisable to rely on three-year plans and a set of vital strategic goals for a five-year plan. Drawing up 5-year development plans is advisable in the established market conditions after the country's economy has reached a stable level of development.

The strategic plan should contain the following information:

1. A set of strategic vital goals for various areas of the team's activities with an indication of the expected results;

2. The main ways to achieve the strategic goals, indicating the main stages of intermediate annual results;

3. List of team members responsible for the various stages of preparation and implementation of the long-term plan;

4. Social prospects for the implementation of the strategic plan for all team members, as the basis for motivating its implementation;

5. The resources and outputs that underpin the development of the strategic plan;

6. Options for changing the strategic plan in the event of predicted negative circumstances;

As a rule, it is necessary to periodically adjust the strategic plan.

· The plan cannot be exhaustive and initially approved for the entire planning period, since its development is always carried out under conditions of partial uncertainty;

· Several strategy options need to be compared. The most rational plan is not necessarily the most economical in terms of costs;

· It is necessary to lay down certain reserves (time, funds, etc.) to solve unforeseen problems. Reserves also mean opportunities for new team members to join, new collaborations, partnerships and other informal actions prepared and foreseen in advance. Otherwise, the plan will collapse at the first encounter with reality;

It should be borne in mind that in any work organizational mistakes of team members, delays and delays in the work of various structures (which leads to a change in the initial situation), external and internal obstacles are inevitable.

And, of course, you need to remember that the implementation of any plan, especially a strategic one, relies on the personal responsibility of all team members.

Operational scheduling

For operational scheduling, the determining factor is the team's annual work plan, formed on the basis of a previously developed strategic development plan.

Operational scheduling includes quarterly and monthly planning.

Weekly work schedules, as a rule, are drawn up during periods of intense continuous work, when, due to various circumstances, extremely tight deadlines have been set.

Daily, weekly work schedules of the team are drawn up when it is necessary to create ahead of schedule in order to form reserves (time, materials, etc.) necessary to neutralize the expected interference.

It is important to note that at any level of planning, including in weekly schedules, the form of presentation of the result and the date of completion of a certain work should be clearly recorded. Otherwise, the plan turns from an instrument of operational regulation into bureaucratic reporting, which is unacceptable in the work of a team.

When planning their work, team members should remember the following:

· The main work is always done on time, it is ruined by the "little things" in the design and presentation of the result on time;

· In a market economy, the result is important, and not references to unforeseen objective circumstances;

· The main focus is on subcontractors, those who are not part of the team, but are involved in the work.

Reporting forms are established by mutual agreement and should be simplified as much as possible. The reports of team members should contain a characteristic of unfinished positions, a significant result for which should be obtained in subsequent calendar periods.

Control of work performance

In a well-organized small team, everyone is in control of themselves in their area of ​​work. The function of control over the execution of the entire scope of work is assigned to the head.

In some organizations and institutions, the managerial performance monitoring function is often perceived as a supervisor-overseer function. Often, employees react painfully to bossy interest in the task they perform, perceiving it as a lack of confidence in their qualifications and responsibility.

A team is a team because such a state of affairs in it is unacceptable.

The essence of monitoring the execution of teamwork is that the plan is static, but life does not stand still. Gradually, as the work is done, those difficulties and "bottlenecks" that were presented differently during the formation of the general plan are clarified; team members have ideas about the work being done; internal and external conditions change.

Consequently, control over the execution of work in a team provides:

· Personal presentation by the team leader of the emerging situation with the fulfillment of planned tasks (and not only planned ones);

· Identification of "bottlenecks" and opportunities to overcome them;

· Identification of expected interference;

· Assessment of the nature of interaction with other teams within the organization and external partners;

· Receiving feedback from team members;

· Assessment of the mood of team members in the process of carrying out supportive or motivating work;

In a team, the following forms of control over the execution of work are possible:

· Daily (weekly) meetings with a report of all team members on the status of work;

· Periodic (according to the situation) meetings of the responsible executors of the team related to "bottlenecks" in the team's activities;

· Daily (selective) work of the leader with one of the team members, in order to "keep his finger on the pulse";

· Using the "answering machine mode" to record all feedback messages and alarms about the appearance of interference;

· High-quality and timely analysis of the presented results according to the fulfilled planned tasks;

· The final assessment of the team's activities for the reporting calendar period;

· Reports of individual team members on thematic assignments.

Based on the information gathered in the process of monitoring the performance of the work, the team leader should:

· Conduct a situational analysis with forecasting the further course of planned and unscheduled work;

· To clarify the plan and strategy of further actions;

· Assist team members in bottlenecks and identify additional tasks;

· Clarify and normalize the interaction of team members.

1.9 Situational analysis

Situational analysis (or analysis of actual situations) any person carries out consciously or unconsciously every day throughout his life - from infancy to old age. Without it, a person cannot take a single step.

At the household level, this is an analysis of the current situation in order to determine their momentary, promising actions and behavioral lines. The process of situational analysis is "triggered" by a variety of events: a weather forecast, aggravation of relations in a working group, a change in the situation on the foreign exchange market, the choice of a groom, etc. etc.

The third prerequisite for productive team activity is situational analysis is as important as the first two.

Situational analysis is a process of assessing external and internal circumstances in the past, present and future in order to determine the most rational behavioral line.

Situational analysis of past events provides invaluable experience in assessing the degree of correctness of reasoning and actions. A situational analysis of current events is necessary in order to determine how to behave. Situational analysis of expected events is called forecasting. .

Term " situation " is often used in everyday life simply to indicate the main external (or internal) circumstances and conditions in accordance with which we choose one or another behavioral line.

In situational analysis, a situation is understood as a description of those circumstances, factors and conditions, the interaction of which results in the problem being analyzed.

Term "problem" usually determines not a local, but a fundamental change in the line of behavior, up to the adjustment of their previous strategic guidelines of activity.

The problem never falls out of the sky. It is the result of:

· Changed external conditions;

· Changed internal conditions (states);

· The appearance of an unexpected obstacle;

· Manifestation of new aspects, perspectives that have opened up to us as a result of our actions;

· Intentions to tackle a new topic, to enter a new sphere of relations (activity, production), that is, to do something in which there is no experience.

The term "problem" is also used for the development of new "niches" in production, research, management and personal life previously unknown by a given person (organization).

Situational analysis errors

1. Insufficient development of "disciplined" thinking: chaotic reasoning, constant jumping from one circumstance to another, fixation on details, wandering in one's own associations; search for a way out of the situation with an insufficiently clear understanding of its essence.

2. Analysis of one, the most obvious, scenario of actions (impossibility to present more scenarios).

3. Insufficient attention to secondary circumstances (facts, conditions, personal states) due to a lack of relevant information about them, and not because of their actual insignificance.

4. A hasty desire to reach the final result of the analysis, disregard for the obvious trifles.

5. A strong emotional background, against which and under the influence of which a chaotic, or even hysterical, analysis of the situation is carried out.

6. Lack of internal confidence and conviction in the reliability of the analysis results.

Situational analysis- system analysis as applied to the study of a set of various internal and external factors dynamically changing in time and in mutual influence on each other.

In this case, the factors themselves are usually called circumstances (conditions), and the analyzed set of them is called a situation. The pace of change in the situation, its dynamics can vary from sluggish to stressful. And if situational analysis is a kind of practical application of systems analysis, then the same research apparatus (instrument) is used. Accordingly, classical situational analysis includes three consecutive autonomous stages (procedures).

1. Creation of a field of ideas, options, scenarios. It involves the compilation of a complete list of possible scenarios for solving the analyzed situation, and only those possible scenarios are selected that are of interest to the one who analyzes.

Execution conditions:

· Not be distracted by the express analysis of the most interesting, simple or preferred scenarios, as well as their criticism;

· Enumerate all possible scenarios.

The first stage of the situational analysis must (especially at the initial stage of skill formation) be performed in writing, even for simple situations, since:

· Written presentation disciplines thinking;

· The clarity of the entire set of possible scenarios makes it possible not to keep them in memory all the time;

· It becomes possible to return to the interrupted analysis (in the future - to check the quality of your analysis).

The first stage ends when the team members (or its leader) have an exhaustive set of scenarios for solving the situation. Of course, it is easier for a team to compile a complete list of scenarios than for one specialist, albeit a highly qualified one.

2. Evaluation and selection. It is supposed to conduct an express analysis of all scenarios in order to select the most probable (promising, desirable). At the end of the stage, at least two, but not more than three or four rational scenarios must be left. Their exclusion or transfer to intermediate memory is carried out on the basis of an assessment of the risks of discarding them. The criterion of risk varies depending on the situation, since its general property is the highest significance for the analyst or team members.

3. Action plan. At this stage, the following actions are taken:

· Comparison of the selected rational scenarios according to the key parameters of their dynamic development;

· Search for additional information on secondary factors, if there is a possibility that they can become key;

· Assessment of possible consequences for each option in the development perspective;

Selection and justification of the final scenario of actions according to the criteria:

· Level of reliability;

· Realism;

· The lowest risk of negative consequences.

· Permanent control of other scenarios in order to promptly refer to them in the event of an unfavorable development of events;

· Drawing up an agreed action plan aimed at implementing the most rational scenario.

All stages of the situational analysis must be recorded in order to form the skill of the "discipline" of thinking and the subsequent analysis of mistakes and discoveries.

Situational analysis complements the planning process. The real situation makes adjustments to any plan.

Situational analysis task- assess the current situation and, if necessary, make adjustments to the plan.

Situational analysis is carried out by each member of the team in his "area of ​​work".

Situational analysis is carried out by each member of the team or the team as a whole in the following cases:

· Occurrence of interference;

· Changing working conditions;

· Elimination of an individual team member;

· Premature exhaustion of any resource (materials, equipment, finances, teaching hours, etc.);

· Occurrence of previously unforeseen problems, etc.

When performing a situational analysis, the team leader and each team member perform five basic procedures:

1. Reveal arisen or planned deviations from the planned course of events;

2. Analyze the current circumstances, predict and argue the most realistic scenario for the development of the situation;

3. Determine rational options for counteraction (or use) of the arisen (predicted) situation;

4. Assess the risks for each of the rational options (assess possible losses and costs);

5. Arguments and chooses the most preferable option for the team to solve the problem (and not necessarily that it will be the least expensive).

Situational analysis results serve as the basis for:

· Adjustments to the operational, annual or strategic plan;

· Regrouping of forces and changes in the interaction between team members;

· Making changes to the structure of the team's activities, if necessary;

· Clarification of the motivation for the activities of team members.

2.1 Overseas experience in team development

Many management specialists consider the beginning of the industrial revolution as the starting point in the history of the development of the theory and practice of work teams, when the need for education in industry became obvious and necessary. This is due to the fact that education is one of the most important factors determining the level of competitiveness of both countries as a whole and of individual firms, as well as the fact that education is one of the cornerstones in the proposed concept of work teams.

At the end of the 40s, groups of workers appeared, which, according to a number of characteristics, could be attributed to the modern concept of a work team. So, in South Yorkshire at a mine in 1949, the first self-governing work team was created. These facts contradict the widely known opinion about the priority of Japanese firms in this direction, although there is no doubt that many ideas of the theory of work teams are most likely borrowed from Japanese management. For example, the idea of ​​intra-group rotation of workers originated in Japan in the 1950s in some of the advanced factories of the steel industry.

In the 60s, the attention of specialists in the field of management began to shift to the sphere of the quality of working life, to the issues of meeting needs through activities in the organization. Obviously, this trend led to the creation of a self-managed teamwork in one of the divisions of Procter & Gambel in 1962. At the end of the sixties, the first self-directed work teams appeared in Sweden at Volvo.

Despite some early attempts at introducing work teams and their successful track record, prior to the 1980s, work teams did not have much success across a wide range of companies. At the same time, one cannot fail to note the unsuccessful experience of implementing work teams. For example, the DEC firm in 1980 actively promoted its success in developing work teams at one of its enterprises in Connecticut, but this enterprise was closed a few years later. Quite a lot of works have been devoted to the analysis of the unsuccessful work of work teams.

The watershed in the implementation of work teams is considered to be 1987, when the Center for Effective Organizations at the University of South Carolina presented its first survey of 500 leading companies, which, among other data, provides an analysis of the practical use of work teams.

There are many examples of successful use of work teams in practice:

Procter & Gamble's 18 team-based plants are up to 40% more productive than the non-team-based Procter & Gamble plants.

Xerox enterprises using work teams are 30% more productive than traditionally organized enterprises of the same corporation. At one Kodak plant, high efficiency teams have increased productivity so much that a workload that was previously completed in three shifts is completed in one shift.

The accumulated experience in the theory and practice of management, its integration within the framework of the theory of work teams allows us today to talk about the formation of a new direction in the theory and practice of management - investment in human resources, which can be based on a dynamic network structure of an organization, consisting of self-governing work teams.

There are also several examples of other organizations that have increased their efficiency through the use of collective labor:

· AT&T Credit Corporation used highly efficient cross-functional teams to improve productivity and improve customer service. These teams doubled the number of loan applications processed per day and cut loan approval times in half.

· At Federal Express, High Performance Teams reduced costs by $ 2.1 million over the year, with a 13% reduction in lost mailings and mis-filled invoices.

· At GE Appliance, production teams reduced turnaround times by more than 50% in the first eight months, increased satisfaction with product requests by 6%, and reduced inventory costs by more than 20%.

· Eli Lilly used high performance teams to bring a new drug to market. This was done in record time in the history of the company.

· Hewlett-Packard has created a highly efficient organization that has become the champion of profitability among all its divisions.

· The Knight-Ridder Corporation applied the principles of high-efficiency organization to one of its newspapers, which became the best newspaper in the corporation and held the top three years in a row.

· Motorola used highly effective teams to develop its supply chain management system. These teams achieved 50% improvement in quality and reduced delivery delays by 70%.

· Weyerhauser used highly effective teams to improve customer service. As a result, supply efficiency has increased from 85% to 95%, while quality and productivity are significantly improved.

2.2 Collective forms of labor organization in Russia

In the face of intense competition from foreign firms, there is a need to search for ways to strengthen the competitiveness of Russian products. One of the options for solving this problem is the improvement of production management and, in particular, the use of adaptive management structures, which are based on the use, along with intra-organizational entrepreneurship, of collective forms of labor organization.

Collective forms of labor organization are not, of course, something fundamentally new, in demand only at the present stage of the development of society. The roots of this phenomenon go back centuries. Collective forms of labor organization arose from the family life. It should also be borne in mind that in Russia, unlike in Western Europe, wealth and private property have never been encouraged by the church. Therefore, for Russia, two forms of ownership have always been characteristic and natural: state (state) and communal (public), and private was, as it were, secondary.

Trade partnerships ("skladniks") and artels had much in common with modern work teams. An artel can today be characterized as an autonomous production organization with full material responsibility for the final results of collective labor and property, collectively owning the means of production.

The features of each artel were determined, first of all, by the nature of the work performed. Common to all artels was the full responsibility of the members of the artel for the results of labor and property, a wide range of independently resolved issues, as well as the high role of the contract in regulating relations within the artel and with the outside world.

Successful labor activity, self-government, interest in the end result of labor stimulated the processes of rationalization and technical creativity. As a result, in the first three years of the cooperative's existence, labor productivity increased more than 10 times.

The first associations of workers into brigades appeared in 1920. Uniting in small groups, the most active young workers tried to jointly solve individual production issues. Such groups committed themselves to strengthening discipline, to fight for the economy of materials, and for cleanliness and order in the workplace. Such groups of workers were called "shock brigades", since their operation was based on the enthusiasm of workers seeking to maximize labor productivity through active, shock work. So, in the charter of the shock brigade of one of the shops of the Zlatoust metallurgical plant, the following requirements were recorded: a member of the brigade treats production honestly and consciously, strives to produce more metal of good quality, fights truancy and sloppiness in production; a member of the brigade seeks to improve his qualifications and political literacy everywhere and everywhere, actively participates in production meetings; a member of the brigade must be progressive everywhere, be an example not only in production, but also in public life, personal life. At the same time, the number of duties clearly exceeded the number of rights and powers.

In the sixties, contradictions between the level of technical development of production and the forms of labor organization were revealed in the Russian economy, the level of profitability of production, capital productivity and other economic indicators fell noticeably. In order to correct this economic situation, it was decided to carry out an economic reform. The main instrument of the proposed reform was a fundamentally new system of planning and economic incentives for that time, the transition to which was carried out by introducing full cost accounting (cost accounting) in the national economy. Full cost accounting meant the transfer to its principles of operation of all structural cells of the economy - from the production team to the branch management and the All-Union Industrial Association (VPO).

The ideology of self-supporting brigades can be confidently called an analogue of the theory of workers 'teams in the Soviet Union, since under the conditions of the command-administrative political system, self-supporting brigades were an example of the greatest delegation of rights and responsibilities to the workers' level. In the teams working in the conditions of cost accounting, along with plans for the volume of production and improving the quality of work, planned targets for the wage fund, consumption rates for raw materials, materials, fuel, energy and other resources are established. The largest number of such brigades was in the industry.

In modern conditions, the passivity of workers in relation to work, the social status that it provides, and professional growth is becoming more and more noticeable. Today, this is primarily determined by factors of a non-productive nature, including the social environment (society).

An important fact is that the brigade organization of labor in the USSR was based on communist ideology and control by party bodies, which are no longer relevant in connection with the radical changes that have taken place in the political and economic structure of Russia.

However, the history of the development of collective labor methods in Russia and, in particular, the successful activity of such forms of labor organization and management as artels, self-supporting brigades, etc., show that the potential of collective labor methods for Russia is extremely high. Therefore, in market conditions, working teams can and should find their application in Russia.

3. APPLICATION OF THE TEAM LABOR ORGANIZATION FORM ON THE EXAMPLE OF THE COMPANY LLC " CINOMETER "

3.1 Brief description of the company

KinoMetr LLC is the exclusive representative of the Futureshorts short film festival in Russia. The headquarters of the festival is located in London, KinoMetr LLC entered into a franchise agreement with the parent company for the use of copyrights, for screening films and the use of a brand, subject to the deduction of fixed amounts. On the territory of the representative office, in the cities of Russia, the company entered into agreements with various cinemas for holding short film festivals, on the terms of 50% deductions from gross proceeds for the right to show.

The team of the company is a team of four different specialists involved in organizing and conducting short festivals in five cities of Russia. Festivals are held quarterly and it takes no more than three months to prepare one program.

The team includes:

1. Lokshin Mikhail Sergeevich - director, generator of ideas

2. Lozhkin Nikita Alekseevich - graphic designer, analyst

3. Safronova Olga Viktorovna - project manager, implementer

4. Podovinnikova Katerina Aleksandrovna - financial manager, constructive critic

3.2 Technology of preparation of the festival

The creation of the program begins with the selection of video material. The director selects videos that are most suitable for the subject of the program and sends requests to the main company to check for copyright, after which he coordinates the collected material with all team members. When the list of videos has been drawn up and approved, Mikhail Lokshin goes to London for negotiations at the headquarters of FutureShorts, where he arranges for the festival and creates a DVD with the necessary video material. He has been absent from Moscow for several days.

Upon the return of the director from London, a team meeting is held, at which the preliminary opening date of the festival (07.24.09) is determined and the passage of the "Approved festival program" checkpoint is marked. All team members form a report on the work done. The report is drawn up in the form of a table, which indicates the stages of work and their status (the report is generated after passing each of the checkpoints):

Checkpoint report

"The approved program of the festival"

The next stage is negotiations and signing of agreements with cinemas and sponsors. Usually the project manager does this work, but at this time she is sick. The team meets urgently and makes a decision:

1. Negotiations with cinemas remain on Olga Safronova, so as not to harm her health, she will contact the cinemas by phone and discuss everything remotely at home.

2. Negotiations with sponsors are assigned to the financial manager. Because of this, there is a slight hitch with the signing of the contract, which delays the receipt of money.

The checkpoints "Signing contracts with cinemas", "Concluding contracts with sponsors" and "Receiving money from sponsors" have been passed, the team prepares reports and confirms the opening date of the festival (07.24.09).

The director is responsible for video translation and subtitling. Since this is a difficult and long process that requires additional knowledge and skills, Mikhail Lokshin turns to independent specialists to speed up the work.

In the same period of time, Nikita Lozhkin develops the design of banners and flyers, he provides intermediate options to all team members. When the layouts are ready and approved, the designer orders printing from the printing department, but due to the delay in the receipt of sponsor money, he has to agree on payment by installments. The next task of the designer is to update the site.

The checkpoint "The circulation of banners and flyers received from the press" has been passed, a report is being prepared.

When the translation of all the videos is ready, and the banners and flyers have been printed, the project manager is back to work and starts preparing the DVD for transmission to cinemas and distributing flyers. The rest of the team help her with her work, and they finish the prep phase on time.

Checkpoint - "Copies of the program DVD are ready". The team draws up a report on the passage of the preparatory stage.

Festival holding.

A week before the start of the festival, the project manager hands over finished DVDs and advertising banners to cinemas.

Start of the festival.

The project manager is present at the premiere show in Moscow. Before the start of the session, he greets all the guests and thanks his team for participating in the project. How the festival is going in other cities Olga Safronova checks remotely by contacting representatives of cinemas. The festival lasts four days for 3 sessions.

End of the festival.

Reporting and calculations.

After the completion of the program, the financial manager visits all cinemas and collects reports on the holding of the festival, then generates a summary report. Payment for screenings is made by cinemas within 10 days to the account of KinoMetr LLC.

The final stage is the submission by the director of a summary report to the head office of FutureShorts, payment of the franchise.

3.3 Analysis of team performance

This is an example of a formed team, where all the advantages of teamwork are clearly visible, people are well acquainted and feel comfortable working, in an extreme situation they can replace each other, as they know the responsibilities of each team member well. Such a team works smoothly and efficiently. The roles are distributed correctly, there is no competition among specialists and everyone feels their own importance. Of course, creating such a team will take a lot of time and effort for all its members, but the investment is justified and will bring many benefits for the organization.

Since LLC "KinoMetr" is a small company and its headquarters are limited, it is necessary to increase the interchangeability of employees. Conduct relevant trainings and expand the specializations of team members. You should also hire a secondary employee for unskilled work - traveling to other cities and collecting reports in cinemas, distributing advertising flyers and invitations, etc.

In general, the work of the team does not require any changes for this period. The mechanism for preparing and holding festivals is well established, and each program does not require any major additions.

If in the future the company decides to increase the territory for holding festivals or the number of cooperating cinemas, then the headquarters of the organization should be increased and the main specialists should be duplicated.

CONCLUSION

In my work, I was able to consider the most important aspects of building an effective team and how to maintain it. Currently, the theory and practice of work teams is developing rapidly, new examples of use, methods and organizational procedures for justifying and implementing work teams appear. Examples of effective use of work teams in Russia have emerged. Today there is no longer any need to justify the need to develop this direction in management. However, this does not mean that all problems have been resolved. This is evidenced by the growing number of scientific publications on this topic both in Russia and abroad.

Particular attention should be paid to "linking" individual provisions of the theory of work teams to specific areas of application. In this work, various approaches were proposed to solve typical problems arising in the implementation and functioning of work teams. Naturally, they are not universal and indisputable.

The purpose of my work was to prove the importance of the command form of labor organization. In modern conditions it is much more efficient to work with someone than alone, you can always ask for help or just advice. But it is important to bear in mind that not all individuals are capable of working together with other people, so it is very important to choose the right team members and distribute roles between them.

Further research is needed within the framework of this issue, because, as it seems to me, work teams are a necessary component of any organization focused on a quick response to external changes and on maintaining high competitiveness of products and services.

List of used literature

1. Joseph G. Boyette, Jimmy T. Boyette, "A Guide to the Realm of Wisdom: The Best Ideas of the Masters of Management," Olymp-Business, 2007.

2. Katzenbach Jan R., Smith Douglas K., "The Wisdom of Teams", Moscow, 2004.

3. T. D. Zinkevich-Evstigneeva, D. F. Frolov, T. M. Grabenko, "Technology of team creation", Speech, 2004.

4. V. V. Isaev, "Organization of the work of the project team", Business press, 2006.

5. Blair Singer, "The ABC of Building a Winning Business Team", Potpourri, 2007.

6. Leigh Thompson, "Team Building", Summit, 2007.

7. Internet resource QUALITY - quality management and ISO 9000, http://quality.eup.ru

8. Methodological materials "Formation of a management team", GC "Institute - Training", 2007.

9. Ros Jay, Steve Morris, Graham Wilcox, Eddie Neisel, Leader and Team, Balance Business Books, 2007.

10. Peter Capezio, Teams That Win, Astrel, 2008.

11. Edited by Allen R. Cohen, MBA Course in Management, Alpina Business Books, 2007.

12. OS Vikhansky, A. I. Naumov, "Management", Economist, 2006.

Team building in modern organizations is a way to increase labor productivity, improve the climate in the team, reduce the time it takes to complete tasks, and avoid mistakes. It is far from always possible to quickly and painlessly unite the team, so managers must be patient and select trainings that contribute to the formation of team spirit. You can use various methods, focusing on the response of the team, corporate culture.

From the article you will learn:

Team building technologies: a modern approach to team building

Team building technologies allow you to create a group that pursues the same goals. It takes time to build interpersonal relationships, so training alone is not enough. During the games, each employee should receive answers to questions, feel support.

You need to start creating teams if you notice the following problems in the team:

• unlimited domination of the leader;
• warring subgroups;
• inefficient use of resources;
• strict group norms;
• lack of creativity;
• limited communication;
• disagreements and potential conflicts.

This is what reduces the efficiency of work, negatively affects the organization, the quality of the goods sold or the services provided. Depending on the situation, you can use different approaches to creating groups: goal-setting, interpersonal, role-based and problem-oriented.

An approach	Peculiarities
Goal-setting	Allows you to better navigate the processes of implementation and selection of goals. Can be used under the supervision of a trainer.
Interpersonal	Aimed at improving interpersonal relationships in a team. The main goal is to increase the level of trust, intra-team communications.
	Team building in modern organizations includes discussions and negotiations.
Problem-oriented	The method is based on problem solving and team goal achievement.

The team building process in the organization is carried out under the supervision of a coach or manager. All conducted games should be safe, interesting. The results should be recorded so that later you can analyze the actions of all members of the group.

Team building methods in the organization

Modern methods of team building in an organization allow you to quickly form a single working group in which employees not only tolerate each other, but effectively interact with each other. Initially, you need to determine the system of interaction between employees, identify existing problems, and this requires complex diagnostics.

Team building trainings in the organization are conducted taking into account the current corporate culture, the age of the employees, the desired result. Only a professional coach is able to find ways of team building that are highly effective. If the HR manager does not know how to conduct such events, it is better to contact the specialists who select the team building programs.

Varieties of trainings	Peculiarities
Rope courses	This type of training appeared in the USA, but is successfully applied in other countries of the world. The goal of this game is to complete the assigned task not for the time being, but not for the result. Rope courses allow not only to unite the team, but also to have fun. Experts note the high performance.
Team games	The trainings can be attended by a different number of people, so they are suitable for all companies. The method of team building in an organization is aimed at uniting employees, developing interaction in non-standard situations. The team is given logical, interactive, creative tasks, which can only be solved together, and not alone.
Exclusive games	A non-standard approach to organization makes games more fun and interesting. Workers are assigned tasks that only a group can accomplish.

Team building in modern organizations can be carried out in the office, assembly hall, sports fields, parks, etc. All employees must attend them on a purely voluntary basis. If someone does not agree to spend his day off or free time in this way, it is forbidden to force him, as this will negatively affect loyalty and motivation. To create a cohesive team, you need an individual approach to each of its members.

You might be interested to know:

Team building process in the organization: the main stages of the formation of group interaction

First stage

The process of team building in the organization begins with adaptation, which is characterized as the first stage of mutual analysis and information. There is a search for the optimal way to solve the problem. Interpersonal interactions are still cautious, but gradually lead to the formation of dyads.

At this time, the stage of checking each other, dependence comes. There is an active search for mutually acceptable behavior in the group. The team feels tension, some coercion. At this stage, the team's performance is low, so one should not expect high results from it.

Second phase

Team building in modern organizations moves to the next stage - grouping and cooperation arises. The creation of subgroups according to interests and sympathies begins. Team members can join together to protest the requirements of the management system. Such a scenario for the development of events should be envisaged by the manager in order to suppress the rebels in time.

When grouping, group self-awareness is laid, the first intergroup norms are formed. Some subgroups understand the impossibility of solving the problem without communication and interaction with other existing subgroups, which leads to the need to form communication schemes and generally accepted norms. For the first time, the prevailing group with a pronounced sense of "we".

Third stage

The principles of group interaction are being developed: the area of ​​intragroup communication or collective activity is normalized. At this stage, team building in modern organizations is in full swing, but there is still no intergroup activity. The process of isolation is noted, therefore, the group often becomes autonomous, closed on its goals.

Fourth stage

The unity of all members of the group arises, disagreements subside. Employees find an approach to each other, learn to make common decisions. At this stage, the group reaches maturity, psychological unity. A minimum of time is spent on the implementation of the assigned tasks.

Team building in modern organizations: options for subcultures

Any group goes through a number of development stages, but their sequence depends on the team, the characteristics of the corporate culture, the type of management, as well as other nuances. The subculture of groups varies in different types of organizations. As a rule, it is impossible to influence it.

Subculture type	Peculiarities
	The group plays an important role emotional relationships, as well as a favorable psychological climate. Successful problem solving takes the last place. The group goes to active activity when there is a strong need. Only after the team realizes the unity of the group, it will begin to solve the assigned tasks together.
Combine	Team building in modern organizations can be formed with the formation of the “combine” subculture. For employees, the accuracy of the assigned tasks is put forward in the first place. If they are in doubt about something, they cannot concentrate on the implementation of the project. Such a team needs to be guided and coordinated all the time. Group members are not particularly fixated on the psychological climate within the group, they learn to adapt.
	In such a group, each employee decides for himself what place he occupies. Despite this, it is necessary to ration activities, clear instructions. The team does not immediately move on to building relationships, because the instrumental sphere is much more important for it. For many employees, individuality is in the first place, so the realization that everyone is part of the same team comes with a delay.
	Team building in modern "team" organizations can include elements from other subcultures. Group members interact well with each other, quickly solve assigned tasks. They clearly delineate values.

On what principle the team will be formed is difficult to guess. At the same time, it is not always possible to influence the process, but it is possible to direct the team using modern technologies of team building. You can create a cohesive group on your own or by contacting third-party experts.

Team building goals

Each organization has its own team building goals. It may be a desire to improve the corporate culture, develop human resources, and identify an informal leader. Groups as a whole complete the assigned tasks faster, therefore the productivity of labor increases, which has a positive effect on the company, its status and reputation.

Team building trainings in the organization create favorable conditions, improve relationship... You can evaluate the effectiveness of the work done by the following indicators:

informal and open atmosphere;

tasks are well accepted;

group members try to listen to each other;

all employees participate in the discussion of issues;

conflicts are centered around ideas or methods rather than personalities;

the team is aware of what it is doing, the decision is based on mutual agreement, not on a majority vote.

The goals can be achieved if employees listen to the manager, share his opinion, management methods. When a hostile environment reigns in the team, many are dissatisfied with the terms of remuneration, the mode of work, you must first eliminate the negative factors, only after that you can start forming the group. Team building in modern organizations is not just a fashionable direction, but a way to improve the climate in the team, efficiency.