Determining the level of group cohesion. Test "determining the index of group cohesion"

Purpose and instructions. Group cohesion is extremely important

a parameter showing the degree of integration of the group, its cohesion into a single

whole - can be determined not only by calculating the corresponding

sociometric indices. It is much easier to do this using the technique

consisting of 5 questions with multiple answer options for each. Answers

are coded in points according to the values ​​​​given in brackets (maximum

total +19 points, minimum - -5). You do not need to provide scores during the survey.

I. How would you rate your membership in the group?

1) I feel like a member, part of the team (5).

2) I participate in most activities (4).

3) I participate in some types of activities and do not participate in others (3).

4) I don’t feel like I’m a member of the group (2).

5) I live and exist separately from her (1).

6) I don’t know, it’s difficult to answer (1).

II. Would you move to another group if such an opportunity presented itself (without

changes in other conditions)?

1) Yes, I would really like to go (1).

2) Would rather move than stay (2).

3) I don’t see any difference (3).

4) Most likely would have stayed in my group (4).

5) I would really like to stay in my group (5).

6) I don’t know, it’s hard to say (1).

III.What are the relationships between the members of your group?

3) Worse than most classes (1).

4) I don’t know, it’s hard to say (1).

IV.What is your relationship with management?

1) Better than in most teams (3).

2) About the same as in most teams (2).

3) Worse than in most teams (1).

4) I don't know. (1)

V. What is the attitude towards work (studies, etc.) in your team?

1) Better than in most teams (3).

2) About the same as in most teams (2).

3) Worse than in most teams (1). 4) I don’t know (1).

Levels of Group Cohesion

15.1 points and above - high;

11.6 - 15 points - above average;

7- 11.5 - average;

4 - 6.9 - below average;

4 and below - low.

4.1.4. Studying Group Cohesion

Purpose - to determine the degree and nature of value-orientation

unity (COE) of the group being studied.

Instructions. Each subject chooses from the proposed list the 5 most

personal qualities that are important from his point of view and necessary for successful

performing joint learning activities.

Questionnaire

1. Discipline 19. Demanding

2. Erudition 20. Criticality

3. Consciousness of social duty 21. Spiritual wealth

4. Intelligence 22. Ability to explain

5. Well-read 23. Honesty

6. Hard work 24.

Initiative

7. Ideological conviction 25. Attentiveness

8. Ability to control work 26. Sense of responsibility

9. Moral education 27. Integrity

10. Self-criticism 28. Independence

11. Responsiveness 29. Sociability

12. Social activity 30. Reasonableness

13. Ability to work with a book 31. Modesty

14. Curiosity 32. Awareness

15. Ability to plan work 33. Fairness

16. Determination 34. Originality

17. Collectivism 35. Confidence in

18. Diligence

Data processing

The results obtained (for each student) are summarized in a results table

experiment.

Experiment results table

No. Full name Personality qualities

14 6 1112 13 18 20 24 25 26 29 30 1. Ivanov + + + + + 2. Sidorov + + +

3. Skachkov + + + + + 4. Sklyarov + + + + + 5. Ulanov +

6. Troshchenko + ++ + + * +7. Troshin + + + + + 8.

Stulov + + + + 9. Starchuk + + + + + 10 Umansky + + + + +

Sum of elections 9 19 7 2 1 4 2 6 1 5 1 2

The coefficient C is calculated, characterizing the degree of value-orientation

student unity.

C = 1.4 n - N / 6 N, where N is the number of participants in the experiment; n - sum of elections,

corresponding to the five personality traits that received the maximum number of choices.

If C > 0.5 (i.e. equal to or greater than 0.5), then the studied group has achieved

level of collectivism.

If C is in the range from 0.3 to 0.5, then the class or group is considered

as intermediate in level of development.

If with< 0,3, то данная группа недостаточно развита как коллектив.

For our example:

C = 1.4-36-10/6xYu = 0.67

Conclusion: This group of students has reached the team level. And since in it

the most valuable personality qualities are: discipline (1),

hard work (6), responsiveness (11), initiative (24), sense of responsibility

(26), then we can assume that students in this group are successful in their joint

educational activities are associated precisely with them, i.e. with a positive attitude

to learning and the nature of companionship.

Key to 35 personality traits

and their distribution by areas of activity:

1.Attitude to learning: Discipline (1) Determination (16)

Attentiveness (-25) -Diligence (18) Hard work (6)

2. General style of behavior and activity: Social activity (12) Consciousness

public duty (3) Integrity (27)

Ideological conviction (7) Moral education (9)

3.Qualities that characterize knowledge: Well-read (5) Awareness (32)

Curiosity (14) Erudition (2)

Spiritual wealth (21)

4.Qualities of the mind: Originality (34) Intelligence (4) Initiative (24)

Reasonableness (30) Practicality (20)

5.Qualities characterizing educational and organizational skills: Ability

control work (8)

Ability to work with a book (15) Ability to explain a task (22) Ability to plan

work (13) Sense of responsibility (26)

6. Attitude towards comrades: Sociability (29) Honesty (23) Justice (33)

Independence (28) Self-confidence (35) Self-demanding (19)

7.Attitude towards yourself: Self-criticism (10) Modesty (31) Independence (28)

Self-confidence (35) Self-demanding (19)

4.1.5. Expert assessment of study group cohesion

Purpose. The technique is designed to determine group cohesion

student groups and can be used by educational workers

spheres in order to optimize the educational process.

Instructions. The methodology gives seven psychological characteristics of the class.

Test teachers choose one of three proposed statements (a, b, c),

which, in their opinion, best reflects the actual state

the class being studied.

It is advisable to conduct this test at the beginning and end of the school year for

obtaining comparative results. In determining group (class) cohesion

2-3 teachers should be employed.

Assessed psychological characteristics of study groups or classes:

1. a) I think that all students feel warm, cozy and comfortable in the class, they are in a circle

b) Not everyone feels the friendly support of the class.

c) There are lonely guys in the class.

2. a) Mostly guys value class.

b) The majority of students do not think about the meaning of class in their

school life.

c) I think that there are some guys who would like to change classes.

3. a) It is felt that the class cares about each student.

b) The class goes beyond caring about itself, about school,

shows concern in

on a large scale

c) We can say that the class is worried more about external affairs such as discos, rather than

internal protection of each student.

4. a) You can express satisfaction with educational work in the classroom.

b) I think that educational work in the classroom can be supplemented

some important points.

c) I believe that it requires a radical change.

5.a) You can positively evaluate the collective creative activities carried out in the class

b) It would be better to introduce collective creative activities into practice more often.

c) The class does not need new collective creative activities.

6. a) I think that in the class there is a basis for common friendship,

b) Mostly they are friends in groups; they don’t have anything in common.

c) Friendship between everyone in the class is impossible.

7.a) I think that most guys show their abilities and interests in

b) In the classroom, the opportunities for children to demonstrate their abilities are too limited.

c) There are many children in the class whose abilities and interests have not yet been discovered.

Data processing and interpretation

1. The answers received are converted into points using the following table

Results Evaluation Table

No. of questions Answers in points

A B C i 10 2 -10 2 10 2 -10 3 10 20 -10 4 10 5 -10 5 20 10 -10 6 10 6 _5 7 30

20 -10 2. The overall total result in points is calculated. The greatest

The sum of points can be 100, the smallest - 65.

High level of group cohesion ~ 76-100 points (there is a cohesive

a team where the individuality of each student is valued and respected,

Students not only engage in active, meaningful activities within the classroom,

but also have a positive impact on others).

Average level of group cohesion - 46 - 75 points (in class

there is no unity of the collective, there are only separate groups according to

likes, common interests, etc., positive activities of students are limited

only within the scope of its class).

Low level of group cohesion - 30-45 points (students are disunited,

there are only individual leaders who suppress the personalities of others, collective affairs

are carried out from time to time and do not have a significant impact on both

students in this class and those around them).

The critical level of group cohesion is below 30 points (students

unorganized and almost uncontrollable, there are no leaders among themselves, there are no

4.1.6. Definition of indirect

group cohesion

(V. S. Ivashkin, V. V. Onufrieva)

Purpose. This technique is intended for studying group

cohesion mediated by the goals and objectives of joint activities. IN

business, moral and emotional

qualities (3 x 7), reflecting the value orientations of youth groups.

Instructions. Select from the list of 5 qualities that you

consider the most important for a person as a member of a team.

integrity, activity, honesty, fairness, and wrote them down in

questionnaire.

Stimulus material with differentiation of qualities

Hard work D Friendliness

Integrity M Restraint E

Cheerfulness E Justice

Accuracy D Sociability

Honesty M Activity

Dutifulness D Sincerity

Decency M Perseverance

Organization D Charm

Responsiveness E Truthfulness

Friendliness E Efficiency

Modesty

Legend: D - business qualities; M - moral qualities; E -

emotional qualities.

cohesion, COE, psychological climate:

1. Subjects write a list of personality traits under dictation from the experimenter or

work according to a poster posted on the board.

2. In the questionnaire, subjects write down: a) 5 qualities selected according to the first

instructions; b) 5 qualities selected according to the second instruction; c) answers to questions

3. If possible, you can print the questionnaires, including

list of qualities, first instruction, space to record choices for the first

instructions, second instruction, space to record elections for the second instruction,

a list of three questions, a third instruction, grades a, b, c.

4. The results are processed after the subject has completed all three

instructions.

5. Before the experiment and during it, no explanations about the tasks and content

the research is not disclosed to the subjects,

6. The technique can also be used to study production

teams. In this case, it is necessary to change the wording of the questions in the section

“Psychological climate in the team”, replacing the word “study” with “work”.

Based on the results obtained, measures for psychological correction are outlined.

of one or another group.

a) The total number of selected qualities is calculated by multiplying the number

subjects for 5.

b) Calculate the percentage of choices that fall on emotional, business and

moral qualities (D, M, E).

In our case:

D=30/60*100%=50%

M=20/60*100%=33%

E=10/60*100%=17%

1. 3 points - group cohesion is high and if D > 55% or D+M > 60%.

2. 2 points - group cohesion is average and if M< 55%.

3. In other cases, group cohesion is low, i.e. 35%< М < 55%

In our case, D+M = 50+33 = 83% - high cohesion, score 3 points.

4.1.7. Definition of value-orientation

group unity (COE)

(V. S. Ivashkin, V. V. Onufrieva)

Purpose. The technique is aimed at identifying COEs based on group community

when choosing the most value-significant qualities from the stimulus list.

Instructions. Select from the proposed list 5 qualities that are most valuable to you

successful teamwork.

Let, for example, the subject choose the following qualities: hard work,

organization, integrity, activity, honesty and recorded in the questionnaire

sheet (stimulus material is the same).

Processing and interpretation of results

a) Calculate the number of choices (N) made by the subject.

b) Count the number of choices for each quality.

c) Count the number of choices for the 5 most popular qualities

d) Count the number of elections among the 5 most unpopular

qualities (M).

e) Calculate the coefficient of value-orientation unity (C) using the formula.

In our case: C=35/50*100%=70%

Criteria for evaluation:

a) C > 50%, COE is high, score 3 points.

b) 30%< С< 50%, ЦОЕ среднее, оценка 2 балла.

c) in other cases - COE is low, score 1 point. In our case, COE

high, score 3 points.

4.1.8. Expert diagnostics of interaction in small groups (A. S. Chernyshev, S.

V. Sarychev)

Instructions. In each block, circle one of the 7 manifestations

interactions specific to the study group.

Expert assessment form

/. Hierarchy and variability of interaction

7. A high level of hierarchy and variability of interaction is manifested in accounting

by all members of the group of possible consequences from changes in interaction, in

weighing the consequences of such changes against the likelihood of achieving better

result.

6. The group is able to vary interaction within wide limits, most

group members are focused on finding the optimal way to interact.

5. The group is able to deliberately change interaction, adjust it accordingly

process of joint activities. Participates in implementing changes

most of the group members.

4. The group expressed a desire to change interaction in accordance with

conditions of joint activities. But in most situations, group members

are limited only by intentions to change the interaction.

3. Small people are capable of effecting changes in interaction.

number of group members, the rest are inclined to maintain the usual way

interaction that developed spontaneously

2. Changing the interaction according to the situation presents to the members

groups of significant difficulty, requires extraordinary effort and great expense

1. Changing interaction for a group is almost impossible, interaction

inadequate to the situation of joint activity, not organized.

//. Independence and initiative in interaction

1. All group members are ready to take the initiative themselves and take initiative

behavior aimed at making changes in the interaction of all others

group members

6. Initiative in interaction characterizes the majority of group members,

the group is ready to show and accept initiative.

5. Independence and initiative in interaction are characteristic of

a small number of group members, the group is focused on taking initiative

behavior of this narrow circle of people.

4. Initiatives in interaction come from one of the group members.

3. Group members recognize the need to take initiative and

independence in terms of making changes to the interaction, but activity in

do not show this regard. Mainly conventional methods are used

interactions.

2. Initiatives aimed at changing interactions are brought into the group

from outside. Group members are not independent in their interactions.

1. The interaction of group members is stimulated only by those external to

group of circumstances. Group members are not ready to accept outside initiative.

///. Involvement in interaction

1. Full inclusion of all group members in interaction, implying

awareness of one’s own position in interaction, awareness of the positions of others

members of the group, correlating their behavior and actions with this.

6. Full involvement in the interaction of the majority of group members, the rest

group members are not fully included.

5. Most group members are not fully included in the interaction;

inclusion of a small number of group members (minority).

4. Incomplete involvement in the interaction of all group members; they are focused on

yourself and your place in interaction. Disunity in interaction.

3. Most group members are not fully included in the interaction; some

members of the group are “not included”.

2. Non-involvement in the interaction of the majority of group members and incomplete

the inclusion of other group members leads to the manifestation of rivalry in

interaction.

1. Group members are not included in the interaction; each of them strives to occupy

leading position in interaction. Rivalry leads to disintegration

by type of conflict.

Processing and interpretation of results

The circled indicators of group interaction are

quantitative and qualitative criterion of integral and partial

interactions in the study group. In this case, indicators 5-7 characterize

growing positive trends in group interactions. Indicators, in

in descending order from 3 to 1, indicate negative progression

trends in group interactions. Indicator 4 is intermediate,

average indicator of group interaction. Thus, each

the substructure of group interaction includes seven criteria, of which three

have a positive sign (5-7) and three negative (3-1), and an intermediate (4) -

neutral, that is, each substructure is assessed on a 7-point bipolar

To generalize expert assessments, it is necessary to first summarize individual

indicators, and then determine the average result.

It can be assumed that a high level of group interaction, both at the level

each of the substructures, and at the integrative level will correspond

indicators of 5.5 - 7 points, average level - 3.6 - 5.5 points; about the predominance

unfavorable tendencies in group interaction can be judged by

indicators from 3.5 to 2.6 points; extreme level of unfavorability in the group

interaction corresponds to indicators from 2.5 to 1 point.

At the final stage of analysis of the obtained data, a comparative

analysis of group interaction for all studied substructures.

4.1.9. Expert diagnostics

interactive consistency in small groups

(A. S. Chernyshov, S. V. Sarychev)

Instructions. Read the Group Consistency Features in

three blocks of the expert assessment form: I - availability and quality of the plan; II -

coordination and distribution of functions; III - compliance with joint

activities plan. After that, in each block, circle one of the seven

manifestations of consistency characteristic of the study group.

Expert assessment form

/. Availability and quality of plan

7. “Conceptual” vision of upcoming joint activities. All members

groups strive to find a rational version of the joint activity plan,

All the details are carefully discussed, reaching the level of a “scenario”.

6. Group members strive to develop a plan, discuss the upcoming joint

activity at the level of fragments of the “script”, including the main content

upcoming activities.

5. A clearly expressed desire to develop a plan is realized in the development

the main directions of upcoming joint activities, the plan does not contain

essential details of upcoming activities.

4. When developing a plan for joint activities, the group focuses on

creation of new combinations from the existing developments of the group, standard

blanks

3. The group develops a joint activity plan using templates

workpieces without adapting or adjusting them in accordance with the conditions

joint activities.

2. Realizing the need for a plan, group members do not strive to create

1. The group carries out joint activities without planning, activities

develops spontaneously.

//. Coherence and distribution of functions

7. Consistency of the functions performed by all group members, everyone knows their

functions and functions of other group members (what they are and how they are carried out).

6. With a clearly expressed desire of group members to coordinate functions

Most group members are focused on their functions, their content and

implementation.

5. When distributing and coordinating functions, group members emphasize

distribution of functions; Each group member clearly shows interest in

to its functions.

4. Coordination of functions occurs spontaneously; group members do not agree on

their distribution, as a result of which some functions are duplicated.

3. Discrepancies between group members in the process of distribution and coordination

functions and in the process of their implementation.

2. Realizing the need to distribute and coordinate functions, all members

groups don't actually try to do this.

1. Functions are not coordinated; for some group members they are duplicated, for others

are mutually exclusive.

///. Compliance of joint activities with the plan

7. The group fully implements its own plan for the upcoming joint

activities, When implementing the plan, the group acts flexibly and in accordance with

situation.

6. In the process of joint activities, the group slightly changes the plan,

modifies individual details of the plan.

5. The group follows the joint activity plan in general terms, changing

4. The actions of individual group members do not correspond to the plan, its main

3. The actions of the majority of group members are not included in the joint plan

activities develop spontaneously during the implementation of activities.

2. The actions of all group members do not correspond to the plan, are not provided for by the plan.

1. Due to spontaneous, not planned actions of group members

joint activities become disorganized and fall apart.

Processing and interpretation of results

Quantitative and qualitative analysis of the results obtained is carried out

similar to the scheme described in the expert assessment of group interaction.

DIAGNOSTICS

PSYCHOLOGICAL CLIMATE IN SMALL GROUPS

4.2.1. Methodology for assessing the psychological atmosphere in a team (according to A.F.

Purpose. The technique is used to assess the psychological atmosphere in

team. It is based on the semantic differential method. Methodology

interesting because it allows anonymous examination, and this increases its

reliability. Reliability increases when combined with other techniques (e.g.

sociometry).

Instructions. The table below shows pairs that are opposite in meaning

words that can be used to describe the atmosphere in your group or team. How

Closer to the right or left word in each pair you will put a * sign, especially

This trait is expressed in your team.

1 2 g 4 5 6 7 8 1 . Friendliness Hostility 2. Agreement

Disagreement 3, Satisfaction Dissatisfaction 4. Productivity

Unproductive 5. Warmth Coldness 6. Cooperation

Inconsistency? Mutual support Malice 8.

Passion Indifference 9. Entertaining Boredom 10. Success.

Failure Data Processing and Analysis

The answer to each of the 10 points is scored from left to right from 1 to 8 points. How

the sign * is located to the left, the lower the score, the more favorable the psychological

the atmosphere in the team, according to the respondent. The final figure fluctuates

from 10 (most positive assessment) to 80 (most negative).

Based on the individual profiles, an average profile is created, which

characterizes the psychological atmosphere in the team.

4.2.2. Assessment of the microclimate of the student group (V. M. Zavyalova)

Instructions. We ask you to fill out this card. It offers indicators

characterizing the microclimate of the student group. The map is compiled according to the principle

polar judgments. On the left are judgments that reveal the psychological climate with

positive side, right - negative side. Between polar

The numbers in the judgments are 3-2-1-0-1-2-3. Your task: first, choose

one of the polar judgments (left or right), reflecting a typical picture

relationships in your student group and the usual mood in it;

secondly, mark with a circle one of the numbers that corresponds to the degree

the severity of each indicator.

High degree of severity - 3.

Average degree of severity - 2.

Weak degree of severity - 1.

If you find it difficult to determine which of two polar judgments reflects

typical microclimate of your student group, then mark the number 0.

For example, referring to the first line, you know that in your group it is usual

cheerful and cheerful mood. But the severity of this indicator, in your opinion,

average. You need to circle the number 2 to the left of the zero.

Faculty________________________. Well___

Group_____________________

Date of completion.

1. The mood in the group is usually cheerful and cheerful. 3210123 Usually in a group

depressed mood

gloomy. 2. The group is active and efficient. 3210123 The group is passive, inert. 3.

The atmosphere in the group is calm and businesslike. 3210123 The situation in the group is nervous,

tense. 4. Students feel comfortable in the group. 3210123 In the group

students feel uncomfortable. 5, Students know and feel that the group is in

will protect and support them if necessary. 3210123 Students do not have

confidence in the support of the group in difficult times. 6. Students relate to each other

friend with sympathy. 3210123 Relationships in the group are characterized by antipathy. 7.

The team treats all its members fairly, rewards each according to

merit. 3210123 The team is divided into preferred and neglected.

Biased in assessing individual group members. 8. Individual relationships

microgroups within the team are characterized by mutual understanding, tact,

cooperation in common matters for the team. 3210123 Groups within

collectives conflict with each other, their members withdraw into their own interests, do not

want to understand others. 9. Conflicts in the group arise rarely, but seriously

reasons, are resolved fairly and kindly. 3210123 Conflicts

occur frequently, are resolved with difficulty and are painful. 10. During critical periods

the group rallies. Guided by the principle “One for all and all for one.”

3210123 During difficult periods, absent-mindedness, quarrels, mutual

reproaches. 11. Newcomers feel friendly and caring

groups. 3210123 The group shows indifference or hostility towards

for beginners. 12. Students like to be together at and outside the institute. 3210123

Students do not strive to be together; everyone lives by their own interests. 13.

Students love their group, rejoice at its successes, and are upset at its failures. 3210123

Students do not value their group. Indifferent to her achievements, easily agree

to move to another group. 14. Students take their studies seriously and strive

master the secrets of the profession. 3210123 Studying is not considered a priority,

the desire for academic success is not encouraged. 15. The group is demanding

and intolerance towards lazy people and truants. 3210123 To lazy people and truants

treats condescendingly. 16. Students take an active part in

social life of the group. 3210123 Students are passive in social life

groups. 17. The group takes the distribution of public assignments seriously,

Everyone's wishes and inclinations are taken into account. 3210123 Orders are distributed according to

to the principle “If only not for me.” 18. Students are willing to get involved in work activities

groups. 3210123 It is not easy to raise a group for a common labor cause. 19. Group asset

enjoying the support and respect of the team. 20. Relationships between the group and

curator are characterized by goodwill, understanding, cooperation.

3210123 The relationship between the group and the curator is characterized by antipathy and conflict.

Data processing (version by N. P. Fetiskin)

1. To determine the psychological microclimate (PM), it is necessary to add up everything

positive points, then negative points and subtract the smaller from the larger amount.

2. Assess the level of PM using points:

50-60 points - high degree of favorability of the PM; 40-49 points -

medium-high degree of favorability of PM; 21-39 points - average degree

favorability of PM; 11-20 points - medium-low degree of favorability of the PM;

0-10 points - slight favorability of the PM. Unfavorable PM

characterize scores with a negative sign, similar to positive-level

qualifications.

3. A profile of PM is compiled, showing the severity of each of the studied

components.

4.2.3. Diagnostics of socio-psychological adaptation (K. Rogers, R. Diamond)

Instructions. The questionnaire contains statements about a person, about his image

life, experiences, thoughts, habits, behavior style. They can always be

relate to our own way of life.

After reading the next statement of the questionnaire, try it on with your habits,

attributed to you. To indicate your answer on the form, select one of the following:

seven rating options, numbered from 0 to 6, suitable according to your

Oh - this doesn’t apply to me at all;

2 - I doubt that this can be attributed to me;

3 - I don’t dare to attribute this to myself;

4 - it looks like me, but I’m not sure;

5 - looks like me;

6 is definitely about me.

Mark the answer option you have chosen in the answer form in the box,

corresponding to the serial number of the utterance.

Answer form

1 2 3 4 5 6 7 8 9 10 0 12 13 14 15 16 17 18 19 20 2! 22 23 24 2526 27 28 29 30

31 32 33 34 35 36 3738 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56

57 58 59 60 61 62 63 64 65 66 87 68 69 7071 72 73 74 75 76 77 78 79 80 81 82 8З

84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101

Questionnaire

1. Feels awkward when entering into a conversation with someone.

2. There is no desire to open up to others.

3. Loves competition, competition, and struggle in everything.

4. Makes high demands on himself.

5. Often scolds himself for what he has done.

6.Often feels humiliated.

7.Doubts that he can like anyone of the opposite sex.

8. Always keeps his promises.

9. Warm, kind relationships with others.

10. A reserved, reserved person who keeps a little aloof from everyone.

11. Blames himself for his failures.

12. A responsible person; you can rely on him.

13. Feels that he is unable to change anything, all efforts are in vain.

14. Looks at many things through the eyes of his peers.

15.Accepts in general the rules and requirements that must be followed.

16.Your own beliefs and rules are not enough.

17. Likes to dream - sometimes right in broad daylight. Finds it difficult to return from the drug to

reality.

18.Always ready to defend and even attack: “gets stuck” on experiencing grievances,

mentally going through ways of revenge.

19. Able to manage himself and his own actions, force himself, allow

to yourself; self-control is not a problem for him.

20.The mood often deteriorates: despondency and melancholy sets in.

21. Doesn’t care about anything that concerns others: focused on himself, busy with himself.

22.As a rule, he likes people.

23. He is not shy about his feelings and expresses them openly.

24. It can be a little lonely among a large crowd of people.

25.I feel very uneasy now. I want to drop everything and hide somewhere.

26.Usually gets along well with others.

27.The most difficult thing is to fight with yourself.

28.The undeserved friendly attitude of others is alarming.

29.An optimist at heart, he believes in the best.

30. A person is inflexible, stubborn, such people are called difficult.

31. Is critical of people and judges them if he thinks they deserve it.

32.Usually feels not like a leader, but a follower: he does not always manage to think and

act independently.

33. Most of those who know him treat him well and love him.

34. Sometimes there are thoughts that you would not like to share with anyone.

35. A person with an attractive appearance.

36. Feels helpless, needs someone to be close.

37. Having made a decision, follows it.

38. Making seemingly independent decisions, he cannot free himself from

influence of other people.

39. Feels guilty, even if there seems to be nothing to blame yourself for,

40. Feels hostility to what surrounds him.

41. I’m happy with everything.

42. Unsettled: unable to pull himself together, pull himself together, or organize himself.

43. Feels lethargic: everything that previously worried has suddenly become indifferent.

44. Balanced, calm.

45. When angry, he often loses his temper.

46. ​​Often feels offended.

47. The person is impetuous, impatient, hot-tempered, lacks restraint.

48. Sometimes he gossips.

49. Doesn’t really trust his feelings: they sometimes let him down.

50.It is quite difficult to be yourself.

51. Reason comes first, not feeling: before doing anything,

will think.

52.Interprets what happens to him in his own way. Capable of inventing unnecessary things,

Group cohesion is a parameter demonstrating the level of integration of a group or team of people. The coefficient of group cohesion in sociometry can be identified if a large amount of work is carried out to calculate data in the sociometric matrix, and then identify indicators of group cohesion and disunity. But if you think that calculating the group cohesion index is possible only with the help of complex and time-consuming processing and interpretation methods, then you are mistaken. It is much easier to do this using a technique consisting of only 5 questions, which we will consider and learn how to use further.

Seashore's group cohesion

At the beginning of the last century, methods began to be actively developed in psychology to identify intra-collective climate, hidden disagreements, etc. to eliminate them in the future. It was found that the ability of each person to join the team is influenced by several groups of factors:

• environmental factors;
• personal factors;
• team factors;
• leadership factors.

Seashore's definition of group cohesion plays a huge role in already formed teams that have been unable to establish interpersonal relationships for a long time.

This technique not only makes it possible to unite the team to an even greater extent by identifying its members who have “not taken root” in it, but also, as a result, to increase the efficiency of its work and the overall level of profitability of the enterprise.

Diagnosis of group cohesion

So, here are 5 questions, each of which has several answer options. Choose the most suitable one for you. Don't forget that you don't need to give points during the survey.

1. How would you rate your group membership?

• I feel like a member of it, part of the team (5).
• I participate in most activities (4).
• I participate in some types of activities and do not participate in others (3).
• I don’t feel like I’m a member of the group (2).
• I live and exist separately from her (1).
• I don’t know, I find it difficult to answer (1).

2. Would you move to another group if such an opportunity presented itself (without changing other conditions)?

• yes, I would really like to go (1).
• would rather move than stay (2).
• I don't see any difference (3).
• would most likely remain in his group (4).
• I would really like to stay in my group (5).
• I don’t know, it’s hard to say (1).

3. What are the relationships between the members of your group?

• worse than most classes (1).
• I don’t know, it’s hard to say (1).

4. What is your relationship with management?

• better than in most teams (3).
• approximately the same as in most teams (2).
• Don't know. (1)

5. What is the attitude towards work (study, etc.) in your team?

• better than in most teams (3).
• approximately the same as in most teams (2).
• worse than in most teams (1).
• I don't know (1).

With the help of sociometry, one can quite accurately determine the position (status) of a person, his place in the informal “table of ranks.” The social status of an individual in a group and the state of the group itself depend on implicit emotional connections and attitudes of people, such as sympathy, antipathy or relative indifference. People's emotional preferences are unevenly distributed: in any group, a few members (“stars”) make up the majority of positive choices, while the majority of group members are rarely chosen and end up in the position of “emotionally disadvantaged.”

The “stars” are the group members who received the maximum number of selections (max ±2). Group members who received a large or average number of choices based on sociometry results are classified as “preferred”; those who were rarely chosen are considered “accepted”; those who were never chosen are classified as “isolated.” Group members who receive only rejections fall into the “rejected” category. In this case, we can talk about the group’s rejection of this person or the fact that he does not show himself in any way and avoids contact with colleagues.

Mutual elections show the presence of friendly, friendly relations. Mutual deviations almost unambiguously indicate the presence of a conflict. As the researchers found, the distribution of preferences in groups is quite standard: in a group of 30 people, no more than three or four fall into the “stars”, 10-12 each fall into the “preferred” and “accepted” groups. Up to five people can be “isolated”, and “outcasts” are not found in every group.

If desired, detailed data analysis can be performed. Researchers recommend calculating special indices, the most used of them in practice are the index of the sociometric status of an individual in a group (S) and the index of group cohesion (Cn). If the HR person does not have the goal of conducting fundamental scientific research, then it is not necessary to calculate the sociometric status index; it is enough to determine the total values ​​of elections and deviations for each member of the group. This is “less scientific”, but more practical - the indicator by which the positions of all group members are compared (and the basis for ranking) is precisely the number of elections/rejections.

Using the group cohesion index is useful for comparing results across two (or more) groups. In such cases it can be considered as a unit of measurement.

There are personal sociometric indices (PSI) and group sociometric indices (GSI). The first characterize the individual socio-psychological properties of a person in the role of a member of a group. The latter provide numerical characteristics of the holistic sociometric configuration of choices in the group. They describe the properties of group communication structures. The main P.S.I. are: index of sociometric status of the i-member; emotional expansiveness of the j-member, volume, intensity and concentration of interaction of the ij-member. The characters i and j represent the same person, but in different roles; i - selectable, j - also chooser, ij - combination of roles.

where C i is the sociometric status of the i-member, R + and R - are the elections received by the i-member, Z is the sign of the algebraic summation of the number of received elections of the i-member, N is the number of group members.

Sociometric status is the property of a personality as an element of a sociometric structure to occupy a certain spatial position (locus) in it, i.e. relate in a certain way to other elements. This property is developed unevenly among the elements of the group structure and for comparative purposes can be measured by a number - an index of sociometric status.

Elements of sociometric structure are individuals, members of a group. Each of them, to one degree or another, interacts with each other, communicates, directly exchanges information, etc. At the same time, each member of the group, being part of the whole (group), influences the properties of the whole with their behavior. The implementation of this influence occurs through various socio-psychological forms of mutual influence. The subjective measure of this influence is emphasized by the magnitude of sociometric status. But a person can influence others in two ways - either positively or negatively. Therefore, it is customary to talk about positive and negative status. Status also measures a person's potential leadership ability. To calculate sociometric status, you need to use sociomatrix data.

It is also possible to calculate C-positive and C-negative status in small groups (N).

where Ej is the emotional expansiveness of the j-member, R j is the choices made by the member (+, -). From a psychological point of view, the indicator of expansiveness characterizes the individual’s need for communication.

From G.S.I. the most important are: Index emotional expansiveness of the group and the index of psychological reciprocity.

3. Index of emotional expansiveness of the group calculated by the formula:

where Ag is the expansiveness of the group, N is the number of group members? R j (+,-) - choices made by the j-member. The index shows the average activity of the group when solving a sociometric test task (per each group member).

4. Index of psychological reciprocity(“group cohesion”) in a group is calculated using the formula:

where Gg is reciprocity in the group based on the results of positive elections, A ij + is the number of positive mutual connections in the group N is the number of group members.

5. For group members, it is not so much the number of elections that matters, but rather the satisfaction with their position. It can be calculated using satisfaction rate(Where):

If Kd = 0 with a high value of sociometric status, this indicates that a person is forced to interact with people other than those with whom he would like.

As a result of sociometry, it is possible to assess the place of each person in the group and the level of well-being of relationships in the group as a whole. The level of well-being is considered:

high if there are more “stars” and “preferred” than “neglected”, “isolated” and “rejected”;

average, if these indicators are equal;

low if there are fewer “stars” and “preferred” than “neglected”, “isolated” and “rejected”.

6. In addition, based on the data obtained, the degree of team cohesion can be determined. It can be calculated using cohesion coefficient(KS):

Where Kcm is the compatibility coefficient,

K+ - number of mutual positive choices,

K- is the number of mutual negative choices,

n is the number of group members.

8. Important conditions for the effectiveness of a group are its cohesion (characterized by the strength, unity and stability of interpersonal interactions) and coherence - harmony, coherence (characterized by the success of joint activities and the subjective satisfaction of group members).

Group cohesion coefficient(Kgs) is defined as the difference between the coefficients of group unity (Kge) and group disunity (Kgr) according to the formula:

Kgs = Kge - Kgr

To calculate the coefficient of group unity, the formula is used:

where Kgr is the coefficient of group disunity,

SK- - - number of mutual negative elections,

n (n - 1) - total number of mutual elections.

9. group integration index- the result of dividing the number of positive choices by the total number of all choices made by all members of the group;

10. mutual liking index(V(+)gr) is the result of dividing the number of all mutual positive choices by the number of group members;

11. index of mutual antipathies(V(-)gr) is the result of dividing the number of all mutual negative choices by the number of group members;

12. group conflict index(Ikgr), which is calculated by the formula:

where Ikgr is the group’s conflict index,

∑V(-)gr - the number of mutual negative choices of all group members,

∑(-)gr - the number of one-sided negative choices in the group,

n is the number of group members.

13. index of a person's relationship to a group- the difference between the number of choices made by a given group member and the number of deviations made by him;

14. group-to-person index- the difference between the number of selections received and the number of rejections received;

15. mutual affection index- the number of mutual choices a given person has with other members of the group;

16. mutual hostility index- the number of mutual deviations received (the coefficient of hostility manifested in the relationship between a given person and other members of the group).

Indices of the attitude of a person to a group and the attitude of a group to a person can have both positive and negative values. Indices of a person’s mutual likes and dislikes can also be translated into “vector” indicators: if they are above the group average, then they are assigned a “+” sign (for mutual elections) or a “-” sign (for mutual deviations). The graphical representation of the obtained indices is called a personal sociometric profile. For example, a profile of the type (+ + + +) indicates that the position of this person in the group is favorable in all respects, and a profile of the type (- - - -) indicates obvious disadvantage. Profile options, containing pros and cons, provide a differentiated description of a person’s position in various subgroups.

Examples of calculating some indices.

Using the example below, we will calculate some indices. In particular, for Ivanov (No. 1), the index of a person’s attitude towards the group (index 13) is equal to: 3 positive choices – 1 negative choice. The total is 2.

For him, the index of the group’s attitude towards the person is equal to: 4 positive choices (vertically) – 1 negative choice. Total: this index will be equal to 3. This index for Shumskaya (No. 10) will be equal to -3 (minus three).

For Ivanov the index is 15 ( mutual affection index) equals 3, since all three choices turn out to be mutual (with No. 2,5,8). Negative selection is not taken into account here.

For the same Ivanov, the index is 16 ( index of mutual hostility) equals 0, since the only negative choice made by this person (from No. 10) turns out to be not mutual. Positive elections are not taken into account here.

Let's calculate the group's conflict index (index No. 12). The number of mutual negative elections is 1 (for Yakovleva and Shumskaya). The number of one-sided negative elections in the group is 4. Total:

Ikgr = (1+4) / 10 = 0.5

This index has its limits: from 0 to K*(n - 1) / n,

where K is the number of allowed negative choices,

(n - 1) – the number of people against whom the subject can make a negative choice,

n – total number of subjects.

Let's calculate the upper limit: 3*(10-1) / 10 = 2.7

Sociometry and referentometry

The results of a sociometric survey allow managers to better understand the reasons for the behavior of people in a group, and therefore, manage more skillfully and effectively influence employees. The tasks of the working group, the requirements for its formal structure and functions are determined by the goals of the organization, at the same time, the processes and phenomena of group formation have their own patterns, which largely affect the effectiveness of the group. The formation and development of a work group is a dynamic process that passes through certain stages, or stages. Conventionally, they are called “forming”, “fermentation” (Storming), “norming” and “activity” (Performing) (Fig. 1).

Figure 1. Stages of group formation

Stage I - group formation - is characterized by a high degree of uncertainty about goals, structure and leadership. Group members behave carefully, carefully monitor every step of new partners, look closely at each other, formulate their positions, and try different models of behavior. Individual performance of work predominates, while employees are guided by formal norms and requirements (worker and disciplinary); interpersonal relationships are just beginning to form.

Stage II - fermentation - is marked by manifestations of intragroup conflict. A clash of positions occurs, problems are revealed, and a discrepancy between basic individual values ​​is revealed. Group members resist group control, but as a result of such struggle, areas of responsibility are distributed. Decisions are usually made based on the majority opinion. Through a series of conflicts in the group, a relatively clear hierarchy of intragroup leadership is formed. The bulk of energy is spent on establishing and developing communications and solving interpersonal problems.

Stage III - standardization - development and coordination of intra-group rules of activity, norms of “correct” behavior, common value orientations and friendly relations. The roles, functions and responsibilities of everyone are clearly defined, mutual assistance, mutual support and interchangeability are demonstrated. At this stage, the group acts as a holistic entity, the internal atmosphere in it improves significantly, intra-group identification and a “feeling of community” are formed. The group independently seeks ways to resolve internal conflicts.

Stage IV - activity - what, in fact, the group is created for. At this stage, its formation is completed: the structure is extremely functional and accepted by everyone; group members are focused on achieving group-wide goals (accepting them as their own); joint work itself becomes the basis of the group’s existence. Its members recognize individual differences as a value; the atmosphere becomes warm, each person feels supported by the whole group and is proud to be part of it. The need for strict control of actions on the part of the leader is reduced; it is replaced by collective control of the group itself, while combining high personal responsibility for the final result of the activity and collective responsibility for each member of the group. Internal interaction in the group is characterized by openness, constant feedback, joint consideration of results and the desire to improve overall performance; competition gives way to cooperation. At this stage of development, we can talk about transforming the group into a team that not only works effectively, but also satisfies the needs for self-esteem and self-development of each member.

Signs of a high level of group organization (except for general ones, such as quality, speed and nature of work) are:

the emergence in the process of work of a “self-government body” that coordinates the work of all members of the group and a certain structure of their subordination;

clear distribution of responsibilities between group members;

developing a joint action plan and implementing it during the work process;

lack of competition between leaders, conflicts and contradictions in the system of interpersonal relations;

strict (and voluntarily maintained) performance discipline;

high coordination of actions, interchangeability of group members;

demonstration of unity of opinions on significant issues at all stages of work;

high activity of all participants;

manifestation of initiative and creativity in the work process.

A work group can be effectively managed if the leader and group members understand what stage of development it is at and take into account the features of this stage. In real life, it is rarely possible to isolate the described stages in “pure form” (more often in critical cases). As a rule, several processes occur in parallel or even in different directions. At the same time, the staged approach allows you to see the general pattern and dynamics of the group’s development and helps to better understand the problems that arise in it. The stages of group formation can be distinguished only conditionally - in real life they are closely intertwined with other group phenomena, such as leadership, group cohesion, group pressure on the individual, group decision-making, etc.

Managers rarely encounter “spontaneous” groups; more often they have to solve problems associated with updating the composition of long-existing groups and changing their tasks. Often the departure of an informal leader provokes serious conflicts and throws the group far back. The appearance of a newcomer in an established group is also often complicated, since it is associated with his acceptance/non-acceptance of established group norms, resistance to collective pressure, etc. Often a new member does not agree with the role assigned to him; Even having outwardly resigned himself and following the demands of the group, he resorts to “defensive” forms of behavior:

withdraws into himself, demonstrates indifference to the goals of the group, lack of involvement, and deepening into his own problems;

shows increased criticism of the activities of the leader, individual members of the group or the group as a whole;

displays formalism: behaves in an emphatically polite manner, strictly follows job descriptions and prohibitions;

tries to show servility or familiarity, behave childishly, be capricious;

tries to demonstrate a frivolous attitude towards work;

obsessively forces the “establishment of relationships”: he is excessively talkative, calls group members into conversations, persistently asks for “secrets”, talks about his own experiences, etc.

Such forms of behavior of a newcomer can be attributed to the “pathological” course of the adaptation process, but they can also appear in other members of the group (at different stages), so the leader must be able to notice deviations in time and react to them correctly. (A wait-and-see attitude - everything will work itself out - as a rule, turns out to be ineffective.)

The progressive development of a group does not mean that its effectiveness is increasing at the same time. Groups may regress relative to the previous stage and become fragmented; at the same time, cooperation in the group sharply decreases, cliques appear - associations of individuals that are only formally related to the goals of the group. Competition arises between cliques, a struggle for power begins, and as a result, the efficiency of overall work sharply decreases. Such forms of “organizational pathology,” which bring huge losses as a result of decreased labor productivity and product quality, are quite common in practice. If the group fails to overcome disintegration processes, it disintegrates, but if the group finds the strength to overcome the crisis (as a rule, the help of a wise leader is necessary), development resumes.

The common views of group members, their positions on fundamental issues, agreed upon decisions on current work problems and in relation to events in the surrounding world, as well as the very process of their formation are called collective opinion. There are official (expressed openly) and unofficial (hidden from other persons, especially from leaders) collective opinion. Often it is the unofficial opinion of the team that has the greatest influence on other socio-psychological processes in a given group.

As a separate phenomenon, researchers identify collective mood - generalized emotional reactions of group members to a work situation, intragroup relationships, events in the “external” (in relation to the group) world. These are emotionally charged reactions and experiences of a certain intensity and tension, on which the degree of readiness of group members for certain actions depends. The collective mood is characterized by great strength, impulsiveness, dynamism and “contagiousness”. It significantly affects the effectiveness of the group (a bad mood reduces the effectiveness of work in the group by one and a half times) and largely determines satisfaction with the “quality” of group life, although it is not always amenable to rational control.

Traditions have an equally important influence on the success of a group. They are relatively stable rules, norms and stereotypes of behavior, actions and communication in specific conditions (situations), developed on the basis of long-term experience of joint activities, which have become a need for each or most members of the group. There are official, professional, social, sports and other traditions. Emotionally attractive traditions become stable forms of group behavior, a kind of “group memory”, the basis for the formation of group identity; they are supported and developed by the group members themselves. It is important for a leader that traditions stimulate the development of the group and contribute to increasing the responsibility and discipline of its members. The destruction or loss of significant traditions significantly impedes the development of a group - just as memory loss becomes an obstacle to the full development of the individual.

The ability to influence the collective opinion, mood and traditions of a group is an effective management tool. Since any group is a complex and largely self-organizing object of management, it is more effective to influence the group as a whole - through informal leaders and “opinion leaders” (the most informed and authoritative members of the group).

Unlike a formal leader, a leader is not appointed; he takes a leadership position with the open or hidden consent of the group. A person who has experience and organizational skills, is interested in the affairs of the group, is sociable and attractive is chosen as a leader. There are several types of leaders:

the leader-organizer can take responsibility, quickly and clearly distribute tasks, quickly make decisions, and provide control; he leads the group towards the goal, actively interacts with all its members, enjoys influence and authority;

the initiating leader is able to put forward new ideas and proposals, take initiative, and inspire by his own example;

High intelligence, training or experience are only a prerequisite for leadership, but personal qualities such as a tendency to dominate, the ability to take initiative in interpersonal relationships, propose solutions, and the ability to speak a language that is understandable to all members of the group are crucial. Very often, the choice of a leader by a group and the degree of his “influence” is determined by the situation.

It is especially important to identify “hidden”, “shadow” leaders. Underestimating their potential, the lack of opportunity to use energy and informal (but very real) power over people for “peaceful” purposes, for the benefit of the group, is fraught with trouble. This can lead to the fact that they become “anti-leaders”, destructors, and begin to realize their personal goals to the detriment of both the group and the goals of the company as a whole. A “formal” (by position) leader should strive for constructive cooperation with informal leaders, provide them with additional powers, increase authority, while relying on their strengths - organizational qualities, innovative potential, communicative competence.

In psychology, the concept of a reference group is highlighted - a circle of significant people whose opinions are decisive for a person and with whom he correlates his assessments, actions and deeds (by contacting both directly and mentally). The definition of a “reference circle” is very important in terms of collecting information about relationships that are significant for a given employee. The reference status (preference) of a person for other members of the group is established using a special technique - referentometry, which can be considered one of the most well-known varieties of the sociometric method.

There are intragroup and outgroup options for conducting referentometry. With in-group referentometry, the reference status of each group member is calculated, with out-group referentometry, ranking is carried out. The referentometry method makes it possible to identify the most significant group members for a person, whose opinions he orients himself upon when making important decisions. The measure of reference (preference) of group members for the subject is determined indirectly, through the manifestation of interest in their position on essential issues.

The referentometry procedure is carried out in two stages.

1. First, the positions (opinions, assessments, attitudes) of each group member regarding a significant object, event or person are identified. To do this, the subject is asked to fill out an assessment form (for example, given in the appendix) - one copy for each of the group members (that is, each subject fills out the n-number of forms according to the number of group members). The name of the subject is indicated in advance on each form. There are various options for questions for instructions: you can offer the same wording as when conducting a sociometric survey, or ask to evaluate the professional qualities of each of the group members according to a number of criteria, etc. The time spent when conducting a survey depends on the size of the group and the number of criteria in evaluation form.

2. Next, each subject indicates the names of three group members whose forms with “his” grades he would like to see. In this way, the group members whose position is of greatest interest to the rest are identified.

In practice, the choice limits range from 0 to 3 (the main thing is no more than three). There are options when one of the group members does not indicate any names - pointedly ignoring the opinions of colleagues. This behavior can be explained by various reasons. Sociometry data will help identify them more precisely.

For example, if a person demonstrates indifference to the opinions of other group members about him, this may indicate that he opposes himself to the group in a conflict (open or hidden) or his psychological incompatibility with the group. Problems may be associated with the complexities of relationships between different generations (with a large age difference between group members), with a discrepancy in levels of professionalism (in the presence of “newcomers” and “old people”), with the rejection of group values ​​by individual group members, with the personal characteristics of people (such such as isolation, touchiness, increased conflict), etc.

Subsequently, the forms can actually be shown to group members who took part in the survey, citing the fact that this is how a well-coordinated team should develop, in which everyone’s assessments are important for the development of all group members.

For ease of processing - by analogy with analyzing the results of a sociometric survey - the received data (elections) are entered into a matrix. To increase the clarity of the results obtained, you can build a target referentogram, which allows you to see the reference status of individual group members and the distribution of reference groups.

In practice, it is convenient to use matrices that include the results of calculating both the sociometric and reference status of each group member. If both surveys used the same limit of possible choices (in our case, three), then the rating scales will be close, which will ensure a clear comparison of the results.

As an example, we present the results of sociometric and referentometric studies in a group of employees of one department (six people). The obtained data is presented in a summary table.

Table 4. Summary table of results

sociometric and referentometric studies

In this study, the sociometric status of a group member (as well as the referentometric status) was determined by the number of choices; based on its results, for clarity, you can construct a diagram, as shown in Figure 2.

Figure 2. Comparison of the results of sociometric and referentometric studies

The procedure for conducting referentometry, which allows a person to become familiar with the position expressed by a significant (referent) group member for him, encourages the subject to show high selectivity. The group members selected in such a situation constitute the reference group of this person.

With the sociometric approach, the main factor of choice in the system of interpersonal relationships is likes and dislikes, and with the referentometric approach, it is competence in any area, therefore sociometric and referentometric data may not coincide. “Stars” are chosen, as a rule, according to emotional preferences, and a person receives referentometric status based on assessments of his business, intellectual or volitional qualities, professional knowledge and skills, awareness, etc.

For example, referentometric indicators indicate a high assessment and recognition by group members of employee Z as a competent specialist, while at the same time, indicators of his sociometric status in the group are average (or even correspond to the level of “outcasts”). Upon closer examination, it may turn out that this employee is a “gray eminence”, so most group members understand his role in making group decisions, but do not accept the methods by which he realizes his “power” capabilities. Data obtained using sociometry and referentometry, together, provide more comprehensive and accurate information about the real role of a person in a group, and make it possible to identify the motives for choices and preferences in the group.

The importance of thoughtful interpretation of results obtained using formalized methods can be illustrated by the following example. The director set the task of finding out the causes of a complex conflict situation in one of the company’s divisions. The results of sociometry showed that the attitude of all subordinates towards the newly appointed leader was sharply negative (he received only deviations). Of course, the lack of authority among subordinates is a negative fact, and it would seem that the “natural” solution should have been to quickly replace a manager who does not know how to work with a team.

At the same time, the referentometric status of the manager as a qualified specialist turned out to be quite high. But the labor discipline in the company left much to be desired. Workers were accustomed to the fact that systematic theft of materials was not discovered and punished; the previous management “turned a blind eye” to these facts. The new manager was a man of principle and wanted to stop theft in the department: he threatened, reprimanded, and fined (in general, “he interfered with everyone and spoiled relationships”).

Considering the situation with additional facts allowed us to see it in a completely different light and, accordingly, make a more effective decision.

Study and description of the history of the group’s development, continuity of relationships during reorganization; maintaining or changing the management style when changing managers.

General assessment of the psychological climate, identification of group values, norms, opinions, moods, traditions.

The study of horizontal relationships between group members (personal selective relationships - from sympathy and friendship to hostility and hostility), identification of microgroups (groupings), determination of the sociometric status of individual group members. (It’s not bad if each member of the group belongs to some group, the groups cooperate with each other, there is no obvious hostility between them.) Studying group leaders, identifying types of leadership in the group, describing the relationship between the leader and the formal leader (is part of the authority transferred to him ). Study of the causes of conflicts and isolation (“rejection”) of individual group members. Recognition of reference groups, opinion leaders and main channels of information dissemination and influence in the group.

The study of vertical relationships - between group members and the leader (formal power relations). Identification of the predominant leadership style of the group, determination of the correspondence of the leadership style to the level of development of the group, opportunities to increase the influence of the leader through working with informal group leaders and opinion leaders.

Training of group leaders, development of their basic management skills (“School of Line Manager”).

Sociometric and referentometric results require professional interpretation. It is useful to supplement them with data obtained using other methods, such as documentation analysis, observation, structured interviews, expert surveys, testing, etc. Despite the complexity and cumbersomeness, the sociometric method today is a very quick and effective way to identify the hidden system of interpersonal relationships in team.

Probably no one doubts that the effective functioning of work groups is an important condition for the success of any company. Even if all employees are engaged in purely individual activities (for example, in a jewelry workshop), the psychological microclimate and the characteristics of relationships significantly influence the overall results.

I would like to emphasize that all data obtained using sociometry are relative in nature: they show the distribution of influence, relationships and popularity within a given group. Therefore, all characteristics - “leader”, “preferred”, “accepted”, “isolated”, “rejected” - make sense only in relation to this group. In another group (formal or informal), a person may take a different position, sometimes diametrically opposed. A “star” in a construction team may turn out to be “isolated” in a group of trade union committee activists, and in a group of football fans - “preferred”, etc. There are no “stars” or “outcasts” in general, outside a certain group.

Determination of Seashore's group cohesion index

Group cohesion is an extremely important parameter that shows the degree of integration of the group, its cohesion into a single whole.

Answers are coded in points according to the values ​​​​given in brackets (maximum amount +19 points, minimum -5). You do not need to provide scores during the survey.

I. How would you rate your class membership?

I feel like a member of it, part of the team (5)

Participate in most activities (4)

I participate in some activities and do not participate in others (3)

I don't feel like I'm part of a group (2)

I live and exist separately from her (1)

I don’t know, it’s difficult to answer (1)

II. Would you move to another class if given the opportunity?

Yes, I would really like to go (1)

Would rather move than stay (2)

I don't see any difference (3)

Most likely would have stayed in my class (4)

I would really like to stay in my class (5)

I don't know, it's hard to say (1)

III. What are the relationships between members of your class?

Worse than most classes (1)

I don't know, it's hard to say (1)

IV. What is your relationship with your class teacher?

Better than most teams (3)

About the same as in most teams (2)

Don't know. (1)

V. What is the attitude towards work (studies, etc.) in your team?

Better than most teams (3)

About the same as in most teams (2)

Worse than in most teams (1)

Don't know (1)

Levels of Group Cohesion

15, 1 points and above - high;

11.6 - 15 points - above average;

7 - 11.5 - average;

4 - 6.9 - below average;

4 and below - low.

5) Diagnostic technique “Make a wish”

The child is told that there is such a belief: if you see a star falling and have time to make a wish, it will definitely come true. “ Imagine that you see a shooting star. What wish would you make?”

Processing of the results can take place according to the following scheme: write down desires, summing up those that are repeated or similar in meaning:

Material (things, toys, etc.);

Moral (having animals and caring for them, etc.);

Cognitive (learn something, become someone);

Destructive (break, throw away, etc.).

8) Graphic test “I am a position”

A circle is drawn on a piece of paper. The student puts a dot - his “I” relative to the circle (it can be placed in the circle, the center of the circle, behind the circle). The purpose of this test is to identify the nature of children’s self-esteem and the place of each child in the team. The results of this test can be used to form classroom self-government.

) Test “Pedestal”

Students in the class are given sheets of paper on which they must build a podium for the award. The pedestal consists of 3 steps. They must lead 1 person from the class to each step. The student has the right to keep one step for himself if he considers it necessary. Those children who, in their opinion, are a significant figure in the life of the class are placed on a pedestal.

This technique allows you to see the relationships of students in a team, their attachment to each other, and determine the moral side of student relationships. You can role-play the situation: “You have to participate in sports competitions. Who would you like to see win?”

The results obtained will give an idea of ​​the main properties of the child’s personality, which are expressed in the unity of knowledge, attitudes, motives of behavior and actions.

A parable about spiritual emptiness...

Sad kindness walked along the road,The soul drove her out of her heart.She cried out: - I don’t need tears and worries,After all, life without them is easy and good.Understand, she said, times are alarming and evil,Sentimentality and sadness don’t suit me.Why waste heat on good actions,Take Love and Faith on a long journey.And I’m with you: - said compassion,Fear plagues me from lies and greed.After all, since the creation of the universe,I played on Love's lips.They left their hearts, obeying the parting words,And callousness laughed after them.Cold and gloomy insensibility crept there,GOD'S light was blocked by indifference.I went into all sorts of troubles, my soul was devastated,Forgetting about Conscience, sweeping aside Honor.Gray without repentance, unforgiven before GOD,She was filled with betrayal and arrogance.*The rule was* acquisitiveness, permissiveness reigned,And the world seemed ghostly good.As soon as the stupid heart calmed down in arrogance,Trouble stabbed a sharp knife into the soul.The blood from the wound was cold, gushing restlessly,But there is nothing to heal the enemies around.And now, with a hoarse voice, the soul screams desperately,Love, Nadezhda Vera help...Goodness heard the call, whispered repentance,Healing, a stream of living tears poured out.Forgiveness and sincerity know no distance,If the *lesson* is learned reliably. * * * Having been cleansed from the coma of evil, the soul barely recovered,Do not defile your hearts with emptiness.Keep love with faith, a simple rule of life,To avoid a *ridiculous* end.

After all, as one wise man said, “Know yourself and you will know the world.”

Who am I in this black and white world?

In which bird does my soul live?

Maybe the wing is broken

And I’m not allowed to fly?

Perhaps I feel lonely?

Or maybe I’m singing together with someone,

Or am I enjoying wide freedom,

Or am I taking care of my nest?

That's the miracle in every bird - me!

How multifaceted my life is.

Scales: level of group cohesion

Purpose of the test

Group cohesion- an extremely important parameter showing the degree of integration of the group, its cohesion into a single whole - can be determined not only by calculating the corresponding sociometric indices. It is much easier to do this using a technique consisting of 5 questions with multiple answer options for each. Answers are coded in points according to the values ​​​​given in brackets (maximum amount: +19 points, minimum: -5). You do not need to provide scores during the survey.

Test

1. How would you rate your group membership?
1. I feel like a member, part of the team (5).
2. I participate in most activities (4).
3. I participate in some types of activities and do not participate in others (3).
4. I don’t feel like I’m a member of the group (2).
5. I live and exist separately from her (1).
6. I don’t know, I find it difficult to answer (1).
2. Would you move to another group if such an opportunity presented itself (without changing other conditions)?
1. Yes, I would really like to go (1).
2. Would rather move than stay (2).
3. I don’t see any difference (3).
4. Most likely would have stayed in my group (4).
5. I would really like to stay in my group (5).
6. I don’t know, it’s hard to say (1).
3. What are the relationships between the members of your group?

3. Worse than most classes (1).
4. I don’t know, it’s hard to say (1).
4. What is your relationship with management?
1. Better than most teams (3).
2. About the same as in most teams (2).
4. I don't know. (1)
5. What is the attitude towards work (study, etc.) in your team?
1. Better than most teams (3).
2. About the same as in most teams (2).
3. Worse than in most teams (1).
4. I don't know (1).

Processing and interpretation of test results

Levels of Group Cohesion

15.1 points and above - high;
. 11.6 - 15 points - above average;
. 7- 11.5 - average;
. 4 - 6.9 - below average;
. 4 and below - low.

Sources