Theory of organization and organizational behavior of ribs. Organization theory and organizational behavior. textbook for masters. The structure of the communication process, requirements for feedback

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tula State University"

Department of Economics and Management

Test

by discipline

Organization theory and organizational behavior

Completed

Ovcharov E.M.

Checked by Doctor of Technical Sciences,

professor L.A. Vasin

Tula 2015

Introduction

1.Conflict what it is

Leader as a subject and mediator in the conflict

1 The leader is the subject of the conflict

2 The leader is a mediator in the conflict

3 Rules of effective criticism

4 Ways to manage conflicts

Conclusion

Bibliographic list

head conflict criticism confrontation

Introduction

Translated from the Latin word conflictus means "collision". Conflict is a confrontation of forces, which inevitably leads to tension in relations, including in the organization. The dispute involves two (or more) parties who pursue mutually exclusive goals and interests. At least it seems so conflicting. Each of the parties considers its position to be correct and is ready to defend it to the end.

There is a perception that conflict drives progress. Of course, disagreements keep employees in good shape, do not allow them to relax, and enliven the work process.

The aim of the work is to study the socio-psychological aspects of the influence of the leader's personality on the possible course of events in various kinds of conflict confrontations. In addition, it is necessary to pay attention to the development by the head of tactics for preventing and resolving conflict situations.

1.Conflict what it is

To talk about the role of a leader in resolving conflicts, you need to define what a conflict is and why it arises. There are a lot of definitions of the conflict, but most of them assume the contradictory motives, goals, attitudes, expectations, etc. of the parties to the conflict. For example, one of the most common definitions of conflict sounds like this: Social conflict is the most acute way of developing and ending significant contradictions that arise in the process of social interaction, which consists in the counteraction of the subjects of the conflict and accompanied by their negative emotions towards each other. The essence of the conflict is not only the emergence of some kind of contradiction, there are many contradictions in life. Conflict is a way of resolving a contradiction, and it is resolved precisely by means of opposition. There may be a large number of contradictions, but only some of them are resolved by conflict. There are also several classifications of conflicts, for example, conflicts can be divided depending on the sources of occurrence, social consequences, scale, forms of struggle, orientation, characteristics of the conditions of origin, the attitude of the subjects to the conflict and the tactics used by the parties. So is a more general classification, in which the following groups are distinguished: spheres of life and activities of people, causes, subjectivity. Any management activity involves the presence of conflicts and attempts to resolve them. Each conflict has an absolutely specific reason, but at the same time, when analyzing, one can find common features and a basis: what happens in reality does not correspond to the expectations of a person. This can be seen in the picture of the mutual expectations of the manager and the worker:

The worker expects the manager to:

· treat him with respect;

· come to work regularly without delay;

· offer help or advice;

· apply effective management methods;

· adequately assess the work of the worker and encourage.

The manager expects the worker to:

· treat him with respect; come to work regularly

· no delays;

· work actively.

Exactly the same expectations are "presented" to any of the person's environment, and more often than not they are not justified, on this basis various conflicts appear. Since a leader is a person who is responsible not only for the work performed, but also for the ability of the team to perform this work, one of the important knowledge for him is the knowledge of conflict management. Conflictology is the science of the laws governing the emergence, development, end of a conflict, as well as the principles, methods and techniques of their constructive regulation. Studying the conflict and understanding its mechanisms helps to navigate the real situation and correctly respond to the conflict. Also, the leader must have sufficient conflictological competence.

Conflictological competence is the ability of an actor (organization, social group, social movement, etc.) in a real conflict to carry out activities aimed at minimizing destructive forms of conflict and transferring socially negative conflicts into a socially positive channel. It represents the level of development of awareness about the range of possible strategies of the conflicting parties and the ability to assist in the implementation of constructive interaction in a specific conflict situation (the term was introduced by B. Hasan).

2.Leader as a subject and mediator in the conflict

2.1The leader is the subject of the conflict

The concepts "subject and participant" of the conflict are not always identical. The subject is an active party capable of creating a conflict situation and influencing the course of the conflict depending on his interests. A participant in the conflict can consciously (or not fully aware of the goals and objectives of the confrontation) to take part in the conflict, or he can be involved in the conflict by accident or against his will.

The less the organization is ordered from a management point of view, the more often it "sparks". The reason for this is simple - it is difficult for all players to play a game in which there are no rules or they change arbitrarily along the way. Conflicts are provoked by elementary managerial miscalculations: instructions given "on the run", overlapping areas of responsibility of employees, double standards in relation to them. But almost always in the eyes of the participants in the conflict, it inevitably takes on a personal color. For example, if at some stage the boss or subordinate is characterized as a bad person, "radish", then most likely this means that there was a managerial failure, but it is perceived on a personal level. Moreover, most often such emotions are mutual, even if one of the parties thinks the opposite.

Thus, the responsibility for the conflict that has arisen is borne, first of all, by the manager and his direct task is to discern a bad business process in a personal conflict.

The main theme that accompanies conflicts between a subordinate and a manager is a decrease in employee motivation. Outwardly, this is expressed in the reluctance of the employee to complete tasks on time and with the required quality, in increased readiness to change jobs. The following factors are often behind the loss of motivation:

Insufficient and / or unpredictable material reward. Apparently, this is the most common cause of conflicts between managers and subordinates. The employee believes that his qualifications have grown, his contribution to the common cause is significant and he deserves a higher salary. The manager does not think so. Perhaps the only "technical" way to find consensus on this issue is the introduction of a KPI system - key performance indicators and a regular, understandable for both parties, procedure for assessing or certifying personnel. A salary increase is possible only when the required indicators are achieved. All other methods are individual and raise questions.

Employees can be encouraged to enter into written agreements with managers that would clearly stipulate material compensation. It's surprising how widely this simple rule is ignored. Often due to misunderstood trust. I would like to utter the slogan: "Employees! Papers build trust!" If you are not paid honestly earned money, but you have a document in your hands, which fixes your right to them, it is much easier for you to defend your interests in front of the manager.

Leaders can be advised to abide by agreements with their employees - nothing demotivates employees more than being unnecessary in this matter. Some managers are sure that a salary delay, for example, for a month, allows an employee to be tied more closely (he will not leave without receiving money). The employee really will not leave, but he will no longer work properly.

The payment system should be arranged in such a way that the employee can calculate his salary on his own - everyone has intra-family plans, and failure to fulfill them often turns the employee's privacy into hell.

The general rule of thumb is to set the rules on both sides and play by the rules. When problems arise, appeal to rules, not individuals.

Only material incentives.

It has become commonplace to repeat that money in the form of salaries is not the main motivating factor for employees. The state has been aware of this for a long time and uses mainly non-material mechanisms to motivate its employees working in the most dangerous areas requiring self-sacrifice (for example, security officials): titles, medals and orders. Nevertheless, business leaders continue to ignore unpaid motivation methods for the most part - various forms of public encouragement, referral to study, social package, etc.

The task of managers is to actively use non-wage mechanisms (by the way, this is more profitable than raising wages). If you are a manager - take your employees to bowling - they will not be able to call you a cruel exploiter for a long time. If you are a subordinate, make an agreement with your colleagues and, in turn, "by the way" remind the manager of this in the correct form.

Poor working conditions.

Workers often complain about poor working conditions. It is bad that these complaints are most often oral and directed at colleagues at work. If you, as an employee, are not satisfied with the working conditions, draw up a document with a date and signature (preferably collect signatures of colleagues) and send it to your immediate supervisor. No result - for the head of the company or the head of the organization. What you don’t need to do is swear with your boss and, especially, your colleagues.

Double standarts.

Equal treatment of their employees is the responsibility of the manager. Different rules for different employees of the same level are a powerful conflict-generating factor. Of course, the formal and informal structures of an organization never coincide 100%; there are informal leaders. However, executives should do their best to avoid showing they have favorites. This reduces the productivity of other employees. A correct, businesslike attitude should prevail in the organization.

Some people have more, others to a lesser extent, but aggressiveness, readiness for conflict is inherent in everyone. The subordinate should understand that the boss, in principle, is usually more ready for conflict - this quality was an important component in his career. In a direct confrontation, the boss is likely to go further than the subordinate and conditionally "win". Therefore, in fact, there are two promising scenarios for a subordinate: either to find a common language with the boss, often at the expense of their interests; or, if there is confidence that there is a real chance to take a leading position, to escalate deeper than the leader can afford. For example, to "kick out" a negligent boss from the organization and take his place. But here you need to soberly assess your strength and situation. Other scenarios are deliberately losing and create instability for the subordinate - an attempt to maintain imaginary independence in the organization, to have a “special opinion” on all issues, to oppose the leader without leaving the team. With such an employee, the manager is forced to fight in one way or another.

Wrong punishment.

There is a simple management rule: praise employees in public, and scold them in private. This is understandable: the goal of the leader is to manage, not to hurt the pride of the employee. However, many leaders do not understand this. And they get conflicts "out of the blue."

Bad management.

"You didn't tell me that!" Very often, managers pay insufficient attention to the quality of their instructions, the way they convey information. You can not give instructions "on the run" in the corridor. This needs time. In the army, it is customary to repeat verbal orders - this is a good way to check that the leader is understood correctly. It is optimal to give instructions in writing and track their implementation by date - this disciplines the organization and removes the bulk of the conflicts generated by confusion.

2 The leader is a mediator in the conflict

A modern leader is faced with the task of drawing up an algorithm for resolving a conflict situation so that none of the parties is significantly affected. To do this, it is necessary to find and analyze the true cause of the disagreements, which will help to reveal the hidden interests of each of the parties. Interest is the key to solving a conflict situation!

If the matter has gone too far and normal communication is impossible, invite each party to state their reasons in writing. Using the right of a leader, talk to each opponent separately. In no case should the conflict be “frozen” or, conversely, kindled. You should not punish one of the parties, even if your decision seems to you to be correct and the only acceptable one. This will only aggravate the situation and will not resolve the conflict.

The reason for opposition can be both objective and subjective. Objective is usually associated with production issues, and subjective - with specific individuals. As you know, in a team people are selected that are not always psychologically compatible, but they have to work together, adapting to each other. A subjective reason can often give rise to an objective one, and vice versa. Be fair and impartial towards the initiator of the conflict, control your emotions.

In some cases, it is useful for the leader to ask for advice and help from the warring ones and thus relieve the tension that has arisen, which appears, among other things, from a misunderstanding of the importance of tasks and functions performed. The reason is often an elementary ignorance of the situation, rumors, intrigues. This inconsistency creates misunderstandings between the trade sector and administration, enterprise and management, supplier and production - the list is endless. The leader needs to remember that the conflict situation is primarily of a psychological nature and only then is it historical, legal or something else.

In theory, there are several lines of behavior for getting out of the conflict. If one side is adamant and is determined only to win, and the other does not want to concede, then we should talk about rivalry. A wise compromise usually occurs when the parties are relatively equal. With a clear preponderance during the discussion of a conflict situation, the weaker side begins to adapt: \u200b\u200bat first it agrees, then gives up and in the end indulges and begins to flatter the stronger, winner. And it also happens: one side believes that the conflict is not worth a damn or it is not profitable to resolve it at the moment, and therefore tries in every possible way to avoid any discussion.

Cooperation is the most effective and reliable way to get out of a conflict situation. In the first place are the relations between the warring camps, which are important to preserve for further work.

Being an arbitrator in a conflict is a thankless role. Aerobatics of leadership is to be able to "sort out the situation" in such a way as to leave both sides in gain. If you sympathize with one, then others may feel slighted, harbor resentment and begin to feud with renewed vigor. And this is in no way included in the plans of the leader to resolve the conflict. Emotions aside, there are several options to consider and find the best one. The leader needs to keep in mind that the outcome of the conflict resolution directly depends on his actions.

In some cases, it is enough in the course of the discussion to change the positions that the parties defend. Often, the conflict can go out by itself, if you reorient opponents, exclude the motive or cause of contradictions. For example, in one company, managers of the trade sector and employees of the training center argued for a long time over the meeting room. As a result, the premises were converted for a new department, and the conflict was settled.

One conflict can provoke the emergence of another, or flare up with a vengeance. In no case should this be allowed. The leader is obliged to foresee the consequences of getting out of a conflict situation, to determine the criteria for its resolution. That is why the discussion should be productive, the alternatives are correctly put forward (without significantly infringing on the interests of one or another side), and effective arguments for a mutually beneficial compromise are selected. Once it is found, the manager needs to track the promises made and analyze the results to avoid repeating mistakes. One should not forget about normalizing relations after a conflict, eliminating discomfort and minimizing losses.

2.3 Rules for effective criticism

As a leader, do not burst into a stream of criticism as soon as a subordinate crosses the threshold of your office, advises American psychologist Sue Bishop. First you need to have a little introductory conversation.

Positive + negative

Most people respond readily to praise, recognition, and encouragement. And vice versa, any negative in his address most often causes irritation and is perceived with hostility. If you can preface a negative conversation with some positive remark about the addressee of your criticism or your relationship with him, your negative information is more likely to be received adequately.

Celebrate details

Detailed criticism leaves more room for understanding. Speak to the point. Avoid generalizations and non-specific comments such as: "You are not performing well." Better to tell the employee directly what he did wrong. Avoid criticizing what the person is unable to change due to their obvious motives, life circumstances, or congenital disabilities. Such criticism is meaningless and will only cause anger on his part. You should only touch on the part of the behavior that the person is capable of changing.

Stereotypes

Avoid stereotypical evaluative statements that exploit age, gender, race, etc. prejudice. For example, such as "Well, what else could you expect from a woman ..." or "You behave like a spoiled child ...".

Dispense with reproaches

Competent criticism is not about reproaches and accusations, but about providing people with new information about themselves - so that they can take note of it and further act in accordance with it. In a negative assessment of previous activities, a person should see not a threat to his pride, but a potential for further improvement. Therefore, an experienced leader is primarily interested in constructive criticism that spares the self-esteem and ambitions of the subordinate.

Sympathize

Sometimes it's helpful to let the other person know that you can share their feelings. "I understand that my words may disappoint you, but now I cannot recommend you for a promotion, because you ..."

Use "We" - statements

Use a sense of community: "We are together against this problem ..." However, take responsibility for the feedback: "I decided to talk to you frankly ...". Avoid statements like "You always ...", "You always ...", "You tend to ...". Also, do not use personal "I" -constructions: "I want you to ...", "I don't like that you ...", "I need from you ...". Correlate what has been said not with your personal desires, but with the interests of the business: "Our company cannot afford ... otherwise we will go bankrupt ...", "The specificity of our work is such that it requires ..."

Focus on behavior

The target of criticism should be the behavior of the person, not himself. For example: "Why didn't you prepare the report on time?" And not "You are very careless ...". Anyone is able to admit that he was wrong in a particular case and draw the correct conclusions for the future, however, aggressive attacks on his personality will instantly cause irritation and psychological resistance. Instead of discussing business issues and constructive conversation, you will get emotional escalation of the situation and a fruitless conflict of pride.

Understanding

Make sure the interlocutor understands you correctly. Use cross-sectional questions for this (i.e. questions on the understanding of what you said). Take the time to ask your interlocutor again: did he correctly understand the reasons and necessity of this conversation? By asking cross-cutting questions, you can better understand the person and better formulate your own arguments. You can also check whether your words resonate with your counterpart, or you need to look for another "key" to his soul.

Leave the person freedom of maneuver

You should not force your opinions, attitudes or beliefs on the other person. He has the right to object, accept or reject your criticism, the right to argue in his defense and the right to evaluate his own behavior. Allow time for a thoughtful and constructive response to your comments. Give the employee the initiative to solve the problem. As a last resort, create at least the appearance that his opinion is being listened to. This will reduce his negative emotions and flatter his pride. "Now think about it and tell me how you will correct this situation ...", "How do you think, how can you increase your current sales level?"

Keep calm

Do not let your subordinate see that you are worried about the need to say impartial things to him. This is fraught with the loss of the authority of the leader. If necessary, use special relaxation techniques, do not allow treacherous voice fluctuations, remember about eye contact and sign language, do not allow yourself to be angry and succumb to bouts of shyness.

Changes

Be aware that after your criticism, nothing may change. In the end, the decision to follow your advice or not to follow it is not yours. Also, remember that design changes may take a long time. No matter how professionally you express criticism, there is always the possibility that your interlocutor will feel after your words only anger or irritation, and as a result, your relationship with him, and not his behavior, will change. Therefore, it is necessary to carefully weigh the pros and cons of the need for criticism.

2.4 Ways to manage conflicts

There are several main roles of the leader in the conflict, the leader is free to choose any of them, as well as to combine them as needed. There are five main roles, and all of them are presented below in descending order of power, and, accordingly, responsibility for the decision made:

"arbiter" - this role provides maximum opportunities for solving the problem. In this case, the manager takes full responsibility for himself, and after a thorough study of the problem, he makes a decision that the parties cannot appeal and are obliged to comply with.

"arbitrator" is very similar to the situation of an arbitrator, when the manager considers the problem and tries to make the most fair decision, but at the same time the degree of his responsibility is reduced by the fact that the decision is not final and irrevocable and the parties to the conflict can turn to another person for help if the solution does not suit them.

"mediator" - this role is neutral. The leader, choosing such a role, does not assume such responsibility as making a decision in resolving the conflict, he acts as a person with sufficient knowledge to ensure a constructive resolution of the conflict, and gives this knowledge to the parties to help them make a decision. The final decision belongs to the opponents.

"helper" is an even less active role than "mediator". In this case, the leader simply organizes a meeting of opponents, but does not give any explicit advice, does not participate in the discussion and does not influence the decision-making

"observer" is a completely inactive role, choosing which the leader does not influence in any way the decision that will be made, and does not interfere during the conflict, the leader simply softens its course by his presence in the conflict zone.

There are several types of approaches to understanding the role of a leader in conflict resolution. Of these, two main ones can be distinguished:

.The leader should be guided by the role of a mediator, not an arbiter.

.The manager must be able to apply all types of roles. If we briefly characterize both approaches, then we can say that in the first approach attention is paid to the following points: it is believed that the role of an arbiter has some negative aspects that reduce its effectiveness in resolving interpersonal conflicts, namely:

· The manager is obliged to make a decision. The obligation to make a decision prompts the leader to seek "truth", and human relations cannot be assessed by such a criterion, which means that the search for the truth for making a decision is an inadequate approach.

· The manager is obliged to make a decision in favor of one of the parties. Of course, when a decision is made in favor of one of the parties, both satisfied and dissatisfied remain, and the latter may have negative emotions in relation to the leader, which, accordingly, will negatively affect the general climate in the organization.

· The leader takes responsibility. The position of a leader already assumes a fairly large responsibility, but in this case he takes additional responsibility for the implementation and consequences of the decision that he made.

Lack of conflict resolution. Since the solution to the problem is carried out by a person who is far from the relationship of the parties to the conflict, only the problem is solved, but the conflict itself does not exhaust itself, therefore there is no resolution of the conflict that presupposes an agreement between the parties.

The second approach, which is characterized by the fact that the leader should be able to use all three types of mediation, also says that the main roles for the leader should be the roles of the arbitrator and mediator, and the arbitrator, assistant and observer are auxiliary.

When starting to resolve the conflict between subordinates, it should be taken into account in full that the intervention of a third party in the conflict is not always effective. It was revealed that the intervention of managers in conflicts between subordinates in 67% of situations has a positive effect. In 25% of situations, it did not affect the resolution of the problem. In 8% of situations, the negative influence of leaders on the outcome of the conflict was recorded. The leader's activities include the analysis of the conflict situation and conflict resolution. Thus, working with a conflict includes the following stages:

· Receiving the information

· Data collection

· Validation of information and data

· Analysis of the received data

· Assessment of the conflict situation

· Role selection

· Clarification of information and decisions

· Implementation of the chosen method

· Removal after conflict tensions

· Experience analysis

The leader receives information about the conflict through different channels: one or both parties to the conflict can contact him, he can be a witness to it personally, etc. If the information received indicates a dangerous aggravation of the situation, the leader ends the confrontation or limits the interaction of opponents.

Collecting data on the conflict allows you to obtain information about the contradiction that lies at the heart of the conflict, the causes of the conflict, the subjects of the conflict, their relations, the positions of the parties. Sources of information - opponents, their leaders, colleagues, friends, family members. At the same time, it is important to abandon the initial negative attitude towards the conflict in general or towards one of the opponents, in particular, so as not to distort the perception of the information received.

The manager needs to analyze the information received: to understand the true causes and cause of the conflict, the stage of the conflict, the damage caused. Analyzing the positions of the participants, it is necessary to determine: goals, interests, needs that led to the conflict, the ability of opponents to independently resolve the conflict.

In the course of assessing a conflict situation, while maintaining objectivity, it is necessary to assess the possible outcomes of the conflict, its consequences under various scenarios of development, as well as their capabilities to resolve the conflict.

The leader's choice of his role in resolving the conflict: having power in relation to subordinates, he can implement any of the types of mediation: arbitrator, arbitrator, mediator, assistant, observer.

Implementation of the chosen role includes separate conversations with opponents, preparation for a joint discussion of the problem, joint work with opponents and fixing the end of the conflict. With the consent of opponents, the problem can be brought up to a collective meeting.

Relief after conflict stress - the leader needs to help opponents carry out a self-critical analysis of the conflict in order to prevent negative attitudes in the relationship.

Finally, the analysis of the experience gained allows the leader to comprehend his actions in the conflict, to optimize the algorithm for regulating conflicts among subordinates.

The leader can also use the following algorithm for work: The proposed sequence of actions can be specified based on the specifics of the situation.

Th step. Provide a general picture of the conflict and determine its essence, based on the analysis of the information that you currently have. Assess the positions and hidden interests of both parties.

Th step. Talk to one of your opponents whose position seems more justified to you at the moment. Learn about his point of view on the causes of the conflict, what he wants to achieve and what he fears. Establish his opinion on the main interests and fears of the second opponent.

Th step. Be sure to talk to the second opponent

Th step. Talk about the reasons and nature of the conflict with the friends of the first opponent. They will give more objective information about the interests and concerns of their friend. In the future, they can also help in resolving the conflict.

Th step. Talk about the reasons, nature and way of resolving the conflict with the friends of the second opponent.

Th step. If necessary, discuss the problem with the leaders of both opponents.

Th step. Understand the main reason for the conflict and imagine that not these concrete participants are involved in the conflict, but abstract people. Now for the manager, data analysis and development of concrete actions. This can be a reconciliation of the parties, the advancement of recommendations that must be followed, or simply the solution of issues that ensure the success of the interaction of opponents.

Th step. Determine subconscious motives hidden behind external reasons. Accurately understand the hidden content of the conflict.

Th step. Determine where each of the opponents is right and what is wrong. Support what they are right about and point out weaknesses in everyone's position.

Th step. Assess the best, worst and most likely scenarios. Determine whether it is possible for the parties to come to a compromise on their own.

Th step. Assess the possible latent, delayed and promising consequences of your intervention in the conflict. In order not to turn into an enemy of one of the opponents.

Th step. Think over and develop a maximum program. Prepare 3-4 versions of proposals for opponents of joint actions to implement this program.

Th step. Think over and develop a minimum program. Prepare 3-4 versions of proposals for opponents of joint actions to implement this program.

Th step. Discuss both programs with friends of each of the opponents, informal leaders, if necessary - with leaders. Correct general action plans.

Th step. Try to resolve the conflict by adjusting not only tactics, but also the strategy of actions, taking into account the specific situation. Actively involve friends, informal leaders, and leaders if necessary. It is better to resolve the conflict with their hands.

Th step. Summarize the positive and negative experiences gained as a result of intervention in this conflict.

Conclusion

In conclusion, I would like to say that interest in this topic is growing. This is due to the fact that the situation in the modern world often becomes a conflict. And there is a need to manage and direct conflict situations in a more acceptable and convenient way for all parties to the conflict. Also, one cannot fail to mention the development of such a phenomenon as neurolinguistic technologies, which are also aimed at managing the conflicting behavior of a person.

The leader must not only be a good manager, but also know the basics of psychology and know the basics of labor legislation. If the manager does not combine these qualities, it is better to resolve controversial issues with the help of the personnel department, and then many conflicts can be avoided. It should always be remembered that working with people requires a lot of tact and responsibility. He must restrain his temperament, demonstrate endurance and dignity. The leader involved in the conflict must surely cope with managerial psychosis, use all his strength not to gain the upper hand in the confrontation at any cost, but to find the shortest and least painful way to restore mutual respect and trust.

As it turned out, the role of the leader in conflict management is very important, and sometimes even decisive. The ability to analyze the current situation, the choice of the correct exit strategy, the ability to direct events and their participants in a positive direction - these are the distinctive features of a competent leader who is able to maintain a healthy working environment in the team.

Bibliographic list

1.Antonov V.G. Organizational behavior: textbook for universities / VG Antonov [and others]; under the editorship of G.R. Latfullin, ON Gromova.- M. [et al.]: Peter, 2006 .- 432s. - 4 copies.

2.Vasiliev G.A. Organizational behavior: textbook for universities / G.A. Vasiliev, E.M. Deeva.- M.: UNITI, 2005.- 255s. : ill. - 10 copies.

Zel'dovich B.Z. Organizational behavior: textbook. manual for universities / BZ Zel'dovich; IGUMO. - M.: Aspect Press, 2008. - 320 p. -12 copies

Labor Code of the Russian Federation: officer. text: [as of January 15, 2009] .- M.: Omega-L, 2009 .- 188 p. - (Codes of the Russian Federation) - 2 copies.

Krasovsky Yu.D. Organizational behavior: textbook for universities / Yu.D. Krasovsky. - 3rd ed., Revised and add. - M.: UNITI, 2007 .- 527s. - 5 copies.

Sergeev A.M. Organizational behavior: Those who have chosen the managerial profession: Textbook. manual for universities / A.M. Sergeev.- M.: Academy, 2005 .- 288 p. - 3 copies.

Internet resources:

2.http: //psinovo.ru

Http://revolution.allbest.ru

Http://www.jobgrade.ru

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION

ST. PETERSBURG STATE

ECONOMIC UNIVERSITY "(SPbGEU)

Abstract

Discipline: Organization theory and organizational behavior

Completed:

Evtushenko Oleg

Petrov Anatoly

Saint Petersburg 2014

• 2.1 Positions of manager and leader in the organization. Key competencies of a leader and manager
• 2.3 Leadership theory
• 2.4 Behavioral approach
• 2.5 Situational theories
• 2.6 Charismatic leadership
• 2.7 Strategies of influence (dominance, authority and leadership)
• 3.1 Motivational theory of Maslow's hierarchy of needs
• 3.2 Aldorfer's ERG motivational theory
• 3.3 McClelland's motivational theory of acquired needs
• 3.4 Herzberg's motivational theory of two factors
• 3.5 V. Vroom's motivational theory of expectations
• Topic 4. People and organization
• 4.1 Formal and informal groups in the organization: characteristics, reasons for education, stages of development
• 4.2 Team and group: similarities and differences, developmental levels
• 4.3 Types of conflicts in an organization
• 4.4 Styles of conflict resolution
• Topic 5. Analysis of SAMSUNG
• 5.1 History
• 5.2 SAMSUNG in Russia
• 5.3 About the company
• 5.4 Organizational behavior and management approaches
• 5.5 Power and leadership
• 5.6 Motivation
• 5.7 Personality theory
• 5.8 Communication
• 5.9 Team and group behavior
• 5.10 Organizational culture
• 5.11 Conflicts

Topic 1. Communication in management

communication manager motivation conflict

1.1 The structure of the communication process, requirements for feedback

The simplest communication model is as follows:

Even Aristotle identified the following communication components: speaker - speech - audience. Today we would say: "communicator - message - communicant". This triad is present in all communication models, constituting its core.

Let's consider the structure of communication. It includes the following elements (components):

* source (or sender);

* message;

* recipient;

* Feedback.

Source. This is the creator of the message, the person who communicates the information and transmits it. The source could be:

* organization;

* individual;

* group of individuals.

Message - This is information that the source communicates to the recipient. Most messages are transmitted in verbal (verbal) form, but the message can also be non-verbal (gestures, facial expressions, graphic images). The idea that the sender wants to convey is encoded, i.e. converted into words, gestures, intonation. Coding turns an idea into a message.

Channel - This is the means by which a message is passed from source to destination. Well-known channels - transmission of speech and written materials, email, video tapes, etc. It is important to choose the right channel for effective communication. The channel must be consistent with the idea that originated in the first stage, be compatible with the type of symbols used for encoding.

Recipient - The person to whom the information is intended. For the sake of the recipient, communication takes place. The recipient decodes the message. Decoding is the translation of the sender's characters into the receiver's thoughts. If the characters chosen by the sender have exactly the same meaning to the recipient, then he will know what exactly the sender meant. If the recipient has demonstrated understanding of the idea by performing the actions that the sender expected of him, the exchange of information is effective. These actions are feedback.

Feedback - This is the recipient's reaction to the source's message. This is also the consideration by the source of the recipient's reaction to the message. Feedback makes communication a dynamic two-way process. The more actively feedback is used in the communication process, the more effective it is.

Positive feedback informs the source that the desired message result has been achieved. Negative feedback informs the source that the desired message result has not been achieved.

Effective feedback must have a number of characteristics.

1. Directivity. The goal of effective feedback is to improve the quality of work of each individual employee, increase his value. It should not demean a person's self-esteem or affect a person's reputation.

2. Concreteness, constructiveness. Effective feedback should provide recipients with concrete information about the state of affairs, through which they can understand how to correct the situation.

3. Descriptive. Effective feedback should not evaluate an employee's performance, but objectively describe what he actually did.

4. Usefulness. Effective feedback provides information that the employee can use to improve the quality of their work.

5. Timeliness. The sooner feedback is provided, the better for the cause.

6. Desire and readiness of employees to receive feedback. If feedback is imposed on workers, it is significantly less effective.

7. Clarity, clarity of expression, intelligibility to the recipient. The recipient of the feedback must clearly understand it, for example, by eye contact, the sender can follow the recipient's facial expression.

8. Reliability and reliability characterize how much the recipient trusts the information received from the feedback and how accurately it reflects the real state of affairs. Distortion during the transfer can entail both an incorrect reaction of the manager and subsequent incorrect changes in the actions of the subordinate.

Communication in the organization is divided into formal (official) and informal.

Formal communications are determined by the policy, rules, job descriptions of a given organization and are carried out through formal channels. Formal communications include:

· Vertical, when information moves from one level of the hierarchy to another;

· Horizontal - between different departments, designed to coordinate the activities of different departments.

Vertical communications, in turn, are subdivided into:

o ascending, when information is transmitted from bottom to top (from lower levels to higher). This type of communication contains the information managers need to assess the area of \u200b\u200bactivity for which they are responsible;

o descending, carried out from top to bottom. This type of communication is directly related to the management and control of employees.

Informal communications do not follow the general rules of the organization and are carried out through informal channels that exist due to personal relationships between members of the organization.

Associated with the existence of informal communication is the problem of rumors in the organization.

Any information that is received through unofficial communication channels is called a rumor. Rumors arise if employees experience a lack of information provided through formal communication channels, if information is delivered irregularly, with a delay.

1.2 Barriers to communication, principles of dialogue, roles in contact

Communication barriers are factors that cause or contribute to ineffective interaction, conflict. From a psychological point of view, such factors include differences in temperaments, characters, communication manners and emotional states of the communicating partners.

A temperamental barrier arises as a result of the meeting of two people with different types of nervous system. Temperament is the foundation of character that determines the characteristics of the nervous system's response to the environment. The type of temperament depends on the congenital type of higher nervous activity. In the nervous system, as you know, two main processes are replaced - excitation and inhibition. The type of temperament depends on their interaction. The interaction of the processes of excitation and inhibition in each person is characterized by the strength, mobility and balance of the nervous system.

Communication between people of different temperamental structure can form barriers to interaction and even lead to conflict.

Character is an individual combination of the most stable personality traits, which are manifested in human behavior and in a certain respect:

1) to oneself (exactingness, criticality, self-esteem);

2) to other people (individualism - collectivism, egoism - altruism, cruelty - kindness, indifference - sensitivity, rudeness - politeness, deceit - truthfulness, etc.);

3) to the assigned work (laziness - diligence, accuracy - sloppiness, initiative - passivity, perseverance - impatience, responsibility - irresponsibility, organization - disorganization, etc.).

The manner of communication, formed on the basis of temperament, character and type of personality accentuation, can also create a barrier in communication between people who have differences in this manner. Therefore, it is important to know the techniques of entering a communicative situation when communicating with different partners.

The main subjects of communication, from a psychological point of view, are:

Dominant,

Non-dominant,

Mobile,

Rigid,

· Extraverted and introverted subjects of communication.

The dominant subject of communication seeks to appeal to any person, without caring about the appropriateness or expediency of communication. He wants to take the initiative in communication, to influence others, to suppress the activity of the communication partner. His attitude to this can be detected by his posture, facial expressions, gestures, glances, remarks. In communication, he raises his voice, interrupts a partner, repeats the same thing many times, is distinguished by assertiveness.

The non-dominant subject of communication constantly feels insecure, afraid to once again take the initiative, ask a question, express his point of view. He is very sensitive to external signs of intelligence, strength, and emotionality of a partner. He is indecisive in revealing his own knowledge. Sometimes he allows himself to be confused; compliant, easily lost; he never interrupts his partner himself and patiently carries off when interrupted.

The mobile subject of communication easily enters into communication, switches attention, quickly draws in his mind the image of a communication partner (often too superficially). His speech is hurried, phrases easily replace each other; sets the pace for communication; often interrupts. In the course of verbal communication, he actively expresses his attitude to what the partner says, inserts remarks and remarks. He tries to grasp the meaning of speech without delving into "verbal vestments." He always strives to add variety to communication, changing superficially discussed topics, jumping from one to another.

The rigid subject of communication is not immediately involved in communicative activity. He needs to study a partner, understand his intentions in communication. As a rule, he listens carefully. Speaks slowly, expresses his thoughts in detail, carefully choosing words and expressions, building phrases. He doesn't like to be interrupted; does not tolerate hasty presentation of thoughts from others. Communication with such a person can be painful for the impatient.

The extroverted subject of communication is openly disposed to interaction. Communication is his element. Regardless of his state of mind, he is always aimed at partnership. He is confident in his own ability to understand any person, inquisitive, shows a genuine interest in people. He wants to be useful to others, is attentive to them, tries to express his sympathies and wants the same attitude towards himself. To draw attention to his person, he is often eccentric in his statements, using fashionable novelties. Knows how to speak openly and sincerely.

The introverted subject of communication is not inclined to external dialogue. Most of all, he is focused on dialogue with himself (auto-communication). Shy, touchy, not inclined to discuss personal topics. However, it has a well-managed system of psychological protection of "personal zones".

Taking into account the above characteristics of the subjects of communication makes it possible for each person to form skills in understanding the characteristics of another person's personality, recognizing its merits. Only then there are conditions for effective communication between people in a team.

1.3 Communication networks, personal contact matrix

At enterprises, communication channels are combined into networks that link the elements of the management structure into a single whole. They combine formal and informal communication channels, both duplicating and complementary to each other. Based on domestic and foreign experience, three main types of communication networks can be distinguished: open, closed and combined.

In open networks, the movement of a command or information can be stopped, as it gets to a dead end, i.e. to the control structure element at the end of the channel. At the same time, the movement may encounter an obstacle in the form of an intermediary or controller, but who for some reason impedes this movement (stops, distorts, directs in the other direction) and which cannot be bypassed. In closed networks, dead ends and controllers are either absent or can be bypassed. Mixed networks combine both principles of construction and are inherent in large multi-level enterprises.

Let us consider in more detail each of the types of networks, their advantages and disadvantages, remembering that we are talking about their schematic diagrams, and not about "portraits" of certain real organizations or divisions.

The simplest form of an open communication network is a linear one, called a snake (diagram 1). It characterizes the elements of the management structure A and B, which when connecting are at dead ends, and C plays the role of not only an intermediary of communications, but can control them. Such a network connects employees of the same management level, which is usually informal, or is an element of a more complex network.

Networks consisting of two or more levels are inherent primarily in formal hierarchical structures and have a central link that serves as the starting point for vertical communication channels.

If the number of links belonging to the lower level of the hierarchy of the management structure does not go beyond the control range, the most suitable for it is a communication network called a star (diagram 2) allows you to quickly receive information, concentrate it in the central link A and send it to performers as soon as possible B, C, D. It is easy for Link A to maintain order in management, since there are no intermediaries and informal channels in communications, which makes it impossible for various kinds of "disturbances" to appear.

However, for large management structures, such a communication network is unsuitable. The central link A is no longer able to develop all the solutions on its own and bring them to the performers. In this case, an assistant (intermediary) B appears, concretizing the commands and distributing information between the performers C, D, D. Being a representative of the middle level of management and playing de jure secondary roles, in fact, he receives enormous power, since he controls information and can impose his will to the first person. Such a network is called a spur (diagram 3).

In star and spur networks, the number of communication channels converging to the central element can, in practice, grow indefinitely and ultimately exceed the individual's ability to control them. This circumstance sets a natural limit to the development of the managerial structure, therefore, prevents the expansion of the enterprises themselves, due to the growth of production.

Therefore, for large multidisciplinary functional structures, other communication networks are characteristic, for example, an awning (diagram 4) and its modifications. The essence of these modifications, called the tent and the house (Figure 5), consists in the official admission, along with vertical, horizontal communication channels, through which subordinates can directly independently solve many minor problems, which allows the management not to be distracted by them and focus on the main thing.

In the "tent" one level of horizontal communication is allowed - between the second persons; in the "house", such channels are possible at all levels of the management structure, which gives it the character of a closed network. Practice shows, however, that due to the relatively free use of communication channels, certain purposeful deformations can occur here, with the help of which individual subjects of the management structure can first be turned off from the communication system and then removed from it.

In general, open communication structures are inherent in bureaucratic structures, where there is strict subordination of some links to others and formal ties prevail. However, within the framework of such enterprises, flexible structures can also exist - consulting and advisory (committees, commissions, special creative groups), which are based mainly on informal or semi-formal internal relations and the principles of self-government. Communication here is carried out through closed networks, in which intermediaries play the role of not controllers, but messengers, facilitating interaction between the participants in these structures.

The basis of closed networks is a "circle" type network (diagram 7)

In large enterprises, it can be complex, involving additional communication channels connecting everyone to everyone. The "circle" is characteristic of structures with a favorable moral and psychological climate. It helps to bring people together, facilitate the exchange of information and ideas, and stimulates creative processes.

1.4 Types of non-verbal communication, types of interpersonal distances

Non-verbal communication is human behavior that signals emotional states and the nature of the interaction of communicating individuals. Non-verbal means of communication are expressed in clothing, hairstyle, facial expressions, posture, objects surrounding a person. Recognizing and understanding such behavior contributes to achieving the highest degree of mutual understanding. Such information allows you to understand the mood, feelings, expectations, feelings, intentions, as well as the moral and personal qualities of people communicating.

Knowing the types of non-verbal communication, one can better understand the ways of expressing them, since this type of communication is carried out by all the senses, from which the communicative channel is actually formed.

Let's consider the main types of non-verbal communication:

· Kinesics - this element represents a set of body movements, gestures and postures, used to complement the expressive means of communication. The main elements of kinesics are facial expressions, postures, gestures and views that have a physiological or sociocultural origin. The gestures used must be understood unambiguously, since unpleasant circumstances may arise if the gestures are misinterpreted;

· Tactile behavior - it was found that when communicating, all people use various types of touch to those interlocutors who are in close proximity. Different types of touch are different in nature and have different effectiveness and value than others. Tactile behavior can be conditionally divided into the following types: professional, ritual, friendly and loving. Each type of touch is necessary for a person to weaken or strengthen the process of communicative communication. However, there are a number of factors that are undoubtedly worth considering, since non-verbal elements have different designations in different cultures;

· Sensory - is one of the types of non-verbal communication, which is based on the sensory perception of all cultures. The attitude towards a partner is based on the sensation of the senses: smells, taste, perception of sound and color combinations, sensation of the interlocutor's body and the heat emanating from him. Thanks to all this, non-verbal communication with this partner is being built;

· Prosemics - a type of non-verbal communication based on the use of spatial relationships. This type of communication implies the direct influence of distances and territories on the manifestation of interpersonal relations between people. As a result of some research, four zones of non-verbal communication of a spatial type have been identified: intimate, personal, social and public;

· Chronology - this type involves the use of time in non-verbal communication;

· Paraverbal communication - the meaning of communication depends on the manifestation of the level of rhythm, intonation and timbre of the voice, which are used to directly convey the utterance.

The interpersonal space that is usually preserved between people during communication, according to K. Izard, has, perhaps, at its core, sociocultural norms that regulate tactile contacts. Consequently, interpersonal distance can be viewed as a means of communication that is derived from the tactile communication channel. The space between people carries semantic, psychological meanings, so the anthropologist Edward Hall (1966), probably the most authoritative specialist in the field of interpersonal distance research, gave it the name "psychology of space." He also compiled the most famous today classification of distances, or zones of interpersonal interaction. True, it reflects, in the main, the cultural norms that exist among North Americans, since it was created on the basis of observations of American behavior.

Hall identifies four main distances that serve as an indicator of the kind of relationship that binds interacting people, and which have received, accordingly, names:

Intimate,

Personal,

Social,

· Official (public).

The intimate zone is the distance between people from direct contact up to 0.5 meters. This distance indicates a very close relationship between the interlocutors. Of course, with the exception of those cases when strangers find themselves crowded, unwillingly, in public transport, in shops, at stadiums, etc. Such a forced decrease in interpersonal space usually causes a person to feel discomfort, since there is close physical contact in the crowd with complete strangers.

Personal zone - set in the range from 0.5 to 1.25 meters. It is typical for communication between people who have friendships, or between closely familiar individuals.

The social zone is more extended and stretches from about 1.25 to 3.5 meters. This distance is maintained by people, for example, in business relationships or other social interactions. This distance is maintained, say, during the interaction of a buyer and a seller, a student and a teacher, etc. Moreover, the extreme limit of this zone indicates either very formal or rather tense relations.

The official (public) zone - it ranges from 3.5 to 7.5 meters. This distance indicates a completely official nature of communication. These can be distances during public speeches, communication with officials, ceremonial ritualized events.

1.5 Types of communication in the organization

Communications carried out in organizations can be classified according to a number of characteristics:

Classification of communications in the organization

Communications carried out with the help of technical means, information technology, in modern conditions, are of great importance. They are carried out using e-mail, telecommunication systems, management information technologies (MIS). Managers using the UIS can, for example, turn to other employees for information necessary to solve problems, and can also study the literature on current developments in any area of \u200b\u200binterest to them.

Interpersonal communication. Interpersonal communications are communications carried out between people in face-to-face situations and in groups using words and non-verbal means of communication. They are of the greatest importance for the study of organizational behavior. Interpersonal communication is influenced by various factors

The effectiveness of interpersonal communication largely depends on feedback. With its help, the sender understands whether the message has been transmitted, whether it has been received and whether it is correctly understood and received by the recipient.

Factors affecting interpersonal communication

Topic 2. Power and leadership in the organization

2.1 Positions of a manager and a leader in the organization Key competencies of a leader and a manager

The manager-leader is the key figure in the management of the organization, and leadership is the crown of management. A manager is a member of an organization who carries out management activities and solves management tasks. It can be argued with full responsibility that managers are the key people in the organization. However, not all managers play the same role in the organization, not all managers occupy the same position in the organization, the tasks solved by different managers are far from the same, and, finally, the functions performed by individual managers are also not identical. This is due to the fact that there is a hierarchy in the organization, with the fact that the organization performs different functions, and, finally, with the fact that there are different types of management activities. An organization cannot exist without managers.

Successful organizations differ from their counterparts mainly in that they have more dynamic and effective leadership. In modern Russian, leadership, from the point of view of the owner, means either an individual (leader) or a group (management team), or a process, that is, a way of managing an organization with individual characteristics. Leadership and leader are synonymous with leadership and leader.

The nature of leadership can be better understood if it is compared to management itself. Being a manager and being a leader in an organization are not the same thing. A manager in his influence on the work of subordinates and building relationships with them, first of all, uses and relies on the official basis of power and its sources. Leadership as a specific type of management relationship is based more on the process of social impact, or rather, interaction in the organization. This process is much more complex, requiring a high level of interdependence of its participants. Unlike management itself, leadership implies the presence of followers in the organization, not subordinates. Accordingly, the “boss-subordinate” relationship inherent in the traditional view of management is being replaced by the “leader-follower” relationship.

Being a manager does not mean automatically to be considered a leader in an organization, since leadership is largely characterized by an informal basis. You can occupy the first position in the organization, but not be the leader in it. To understand the difference between a leader and a manager, below are their competencies.

Key competencies of a manager:

* planning (setting goals and objectives, determining the sequence of actions and preliminary calculation of resources);

* management of subordinates (formation of the organizational structure, determination of the positions of each, establishment of a control system);

* implementation of control (monitoring of activities, identification of problems and their elimination).

Key competencies of a leader:

* definition of direction (general vision of the goal, strategy, formation of organizational culture);

* uniting people (forming and managing communication, building coalitions, building ties);

* motivation and motivation (stimulating activity and creativity, maintaining values \u200b\u200band emotions, learning).

2.2 Power and its main forms

Power - means the ability (ability) to influence the behavior of other people in order to subordinate them to their will.

Power allows the leader to dispose of the actions of subordinates, direct them in line with the interests of the organization, encourage employees to work more efficiently, and prevent conflicts that arise in the team. Without power, there is no organization and there is no definite order in activity.

Defining power as an organizational process implies the following:

· Power exists in the one who can use it potentially, i.e. it does not exist only when it is used.

· Power is a function of interdependence, i.e. there is an interdependence between the one who uses power and those to whom it is applied.

· Power is not absolute, i.e. the one to whom the power is applied has some leeway.

The main types of power:

· Power based on coercion. Influence through fear.

· Power based on reward. Positive reinforcement, but resource constraints when issuing rewards.

· Expert - reasonable faith. The contractor believes that the leader has exceptional knowledge that will satisfy the need. This type of power is less stable than charismatic power.

· Charismatic power. Blind faith in the personal qualities of the leader. The qualities of the leader may simply be attractive to the performer (he wants to be the same, the power of example).

· Legal authority - the executor believes that the leader has the authority to give orders. It is based on tradition. Can harm the organization. Subordinates do not want to change the way of management, structure.

· The power of the position does not arise from the position itself, but delegates it to the owner by those to whom he is accountable. The main forms of manifestation of power in this case will be coercion, reward, power over resources, power of connections.

· Personal power is the degree of respectful, good and loyal attitude towards its owner on the part of subordinates, based on the proximity of their goals. The main forms of personal power can be expert power, the power of example, the right to power.

Formal power is the power of a position, conditioned by the official place of the person holding it in the organization's management structure, and is measured either by the number of subordinates who are directly or indirectly obliged to obey his orders, or by the amount of material resources that this person can dispose of without agreement with others. In this case, power and leadership, presented in the form of a service hierarchy, permeate the entire management system of any organization.

· Real power is power, both positions and influence and authority. It is determined by a person's place not only in the official, but also in the unofficial system of relations and is measured either by the number of people who are willing to obey a given person, or by the degree of his dependence on others.

2.3 Leadership theory

The theory of leadership qualities ("great people", "charisma") proceeds from the possibility of defining a universal set of leadership qualities (physiological, psychological, intellectual and personal) that allow us to form groups of followers to solve problematic problems. This theory is based on the deification of leaders, but it does not explain the success of leaders with different sets of qualities.

Leadership theory reflects the earliest approach to the study and explanation of leadership. The first studies tried to identify the qualities that distinguish the great people of history from the masses. Researchers believed that leaders had a unique set of enduring and unchanging qualities. Based on this, scientists have tried to identify leadership qualities, learn to measure them and use them to identify leaders. This approach was based on the belief that leaders are born, not made.

The subsequent study led to the allocation of the following four groups of leadership qualities: physiological, psychological, intellectual and personal (Table 1).

Group of qualities	Characteristics of qualities
Physiological qualities	Pleasant appearance (face, height, figure, weight), voice, good health, high working capacity, energy, personability
Psychological qualities	Personality type: extrovert, introvert. Temperament: phlegmatic, sanguine, choleric. Power, ambition, aggressiveness, superiority, poise, independence, courage, creativity, creativity, self-affirmation, perseverance, courage
Intellectual qualities	High level of intelligence: intelligence, logic, memory, intuition, encyclopedic knowledge, breadth of outlook, insight, originality, quick thinking, education, prudence, conceptuality, sense of humor
Business and personal qualities	Business qualities: organization, discipline, reliability, diplomacy, thrift, flexibility, commitment, initiative, independence, responsibility, riskiness. Personal qualities: benevolence, tact, compassion, honesty, decency, vigilance, conviction, attentiveness, sociability, adaptability

2.4 Behavioral approach

The behavioral approach focuses on the leadership style, which is understood as a set of characteristic techniques and methods used by the leader in the management process.

Leadership style reflects:

The degree of delegation of authority by the head to his subordinates

Used type of power

Methods of working with the external environment

Ways of influencing personnel

· The usual demeanor of the leader in relation to subordinates.

The main behavioral models of leadership include D. McGregor's theory of "X" and "Y", K. Levin's theory of leadership, R. Likert's leadership style continuum, R. Blake and D. Moutan's managerial grid, E. Fleischmann and E. Harris's theory and etc.

Major leadership theories distinguish between two possible leader behaviors:

· Behavior oriented to human relations (respect for the needs of employees, concern for personnel development);

· Behavior focused on performing production tasks at any cost (while ignoring the needs and interests of subordinates, underestimating the need for personnel development).

In general, behavioral leadership theories have contributed to an increased focus on teaching effective forms of behavior. The organization's task was not only to recognize an effective leader in the selection process, but also to teach him the skills of successful people management.

The behavioral approach laid the foundations for the classification of leadership styles, directed the efforts of managers to find the optimal style, but already in the early 1960s. began to be viewed as limited, since it did not take into account a number of other important factors that determine the effectiveness of management in a given situation.

2.5 Situational theories

Situational factors play a decisive role in effective management, while not rejecting the importance of personal and behavioral characteristics.

The main situational leadership theories are F. Fiedler's leadership model, the path-goal approach of T. Mitchell and R. House, the life cycle theory of P. Gersi and C. Blanchard, the decision-making model of V. Vroom and P. Yetton, etc.

The majority of situational models are based on the position that the choice of an adequate leadership style is determined by analyzing the nature of the managerial situation and determining its key factors.

Fiedler's leadership model

One of the first theories of the situational approach was F. Fiedler's leadership model. She focused on the situation and identified three factors that influence the leader's behavior:

· The relationship between the manager and subordinates (the degree of trust and respect);

· Task structure (labor regulation);

· Authority of the head (scope of official powers).

Fiedler's theory established two important facts related to the provision of effective leadership.

Task-oriented leaders ensure higher group performance in both good and bad situations. Relationship-oriented leaders provide better group performance in intermediate states;

The effectiveness of the leader's work depends both on the degree of favorable situation and on the style of leadership.

The decisive factor is the appropriateness of the leadership style and the situation in which the team operates. This can be achieved in two ways:

· To adapt the leader to the situation (by means of his selection, stimulation, training, retraining, in extreme cases - replacement);

· Change the situation (by empowering the manager with additional powers).

The precondition for the optimality of management styles is an orientation towards solving production problems and establishing favorable relationships in the team. This theory argues that an effective leader must demonstrate both styles and apply them depending on the nature of the current management situation.

An important conclusion is that every situation in which leadership is manifested is always a combination of the leader's actions, the behavior of his subordinates, time, place and other circumstances. And this combination is more often unfavorable than favorable.

Life cycle theory by P. Gersi and C. Blanchard

The theory of the life cycle of P. Gersi and C. Blanchard is of great importance. It is based on the provision that an effective leadership style depends on the "maturity" of the performers. Maturity is determined by the qualifications, abilities and experience of employees, the willingness to take responsibility, the desire to achieve the set goal, i.e. is a characteristic of a particular situation.

Analyzing various combinations of orientation to work tasks and human relationships, P. Gersi and K. Blanchard identified the following leadership styles: command, training, participation in management (supporting) and delegation, corresponding to the levels of development of workers.

The theory establishes four leadership styles corresponding to the maturity level of the staff:

· High focus on the task and low on people (give instructions);

· Equally high focus on the task and people (sell);

· Low focus on the task and high on people (to participate);

· Equally low focus on the task and people (delegate).

This theory states that an effective leadership style should always be different depending on the maturity of the performers and the nature of the management situation.

Decision making model by V. Vroom and P. Yetton

The decision making model of V. Vroom and P. Yetton focuses on the decision making process. She identifies five leadership styles that represent a continuum, from autocratic decision-making (AI and AI), consultative (CI and SI), to group (full participation) (GII):

A1 - the manager himself solves the problem and makes a decision using the information he has;

A2 - the manager himself solves the problem, but the collection and primary analysis of information is carried out by subordinates;

C1 - the manager makes a decision through individual consultations with individual subordinates;

C2 - similar to C1 style, but consultations are carried out in a group form;

· G2 - the decision is made by the group in which the manager plays the role of "chairman".

The application of each of these styles depends on the situation (problem), for the assessment of which seven consistently used criteria have been developed in the decision-making process: the value of the quality of the decision; availability of sufficient information and experience of the manager to make an effective decision; the degree of structuredness of the problem; the importance of the involvement of subordinates for effective decision-making; the likelihood of support for an autocratic decision of the leader; the degree of motivation of subordinates in solving the problem; the likelihood of conflict between subordinates when choosing an alternative.

Like other situational theories, the Vroom-Yetton model has received the support of many management theorists, but at the same time has been heavily criticized. Many people note that the model explains how to make and execute a decision, not how to achieve efficiency and satisfaction of subordinates.

2.6 Charismatic leadership

The first to come up with the idea of \u200b\u200ba charismatic type of leadership was Max Weber. Charismatic leadership is defined by Max Weber as "based on devotion to exceptional holiness, heroism, or exemplary character of the individual and normative attitudes or order determined by him." He defines Charisma (Charisma) as “a certain quality of an individual personality, thanks to which she stands out from the environment of ordinary people and is perceived as endowed with supernatural, superhuman, or at least exceptional abilities or qualities. These are qualities that are not available to an ordinary person, but are considered of divine origin, and on their basis the individual is perceived as a leader. How the analyzed quality will ultimately be viewed from an ethical, aesthetic or other point of view is indifferent from the point of view of definition. "

Charismatic people have an exceptional ability to convey complex ideas in the form of simple messages ("I have a dream"); they communicate through symbols, analogies, metaphors and stories. Moreover, they like risk and need it, they are great optimists and rebel against tradition.

There are two opposite positions in the formation of the leader's image. One denies any influence of the leader on organizational effectiveness at all, while the other leads to leadership charisma and an attempt by followers to ascribe almost magical, and in some cases divine, qualities to the leader.

Charisma is a form of influencing others through personal attractiveness, evoking support and recognition of leadership, which gives the owner of charisma power over followers. As a source of leadership power, charisma refers to the power of example, which is related to the ability of a leader to influence subordinates by virtue of his personal qualities and leadership style. Charisma gives the leader the advantage of more effective influence over subordinates. Many believe that gaining charisma is associated with the leader's ability to find his admirers and admirers and even change their composition depending on the situation. Others define charisma as a set of specific leadership qualities. The latter formed the basis for the concept of charismatic leadership considered below, which is, in fact, a continuation of the concept of attributive leadership and is based on a combination of the qualities and behavior of a leader.

A charismatic leader is one who, by virtue of his personal qualities, is able to have a deep impact on followers. Leaders of this type have a high need for power, have a strong need for action, and are convinced of the moral correctness of what they believe. The need for power motivates them to become leaders. Their belief in their righteousness to the active gives people the feeling that he is able to be a leader. These qualities develop such traits of charismatic behavior as role modeling, image creation, simplification of the goals of "focus of a simple and dramatic nature of the goal", emphasis on high expectations, the manifestation of trust in followers of the impulse to action.

Research suggests that there is a negative side to charisma, associated with the usurpation of personal power or the leader's complete focus on himself, and a positive side, associated with an emphasis on shared power and a tendency to delegate some to its followers. This helps explain the difference between leaders like Hitler, Lenin, Stalin and the likes of Sakharov, Martin Luther King and the like. In general, a charismatic leader is credited with having self-confidence, high sensitivity to the external environment, a vision of solving a problem outside the status quo, the ability to reduce this vision to a level that is understandable to followers and encourages them to take action; extraordinary behavior in realizing your vision.

Charismatic leadership models differ in the number of stages in the development of charisma itself and relationships with followers. It is believed that the first step is to develop a sensitivity to detecting a problem that could be attacked with criticism. Then you need to develop a vision of idealized ways to solve this problem. Something new must be included in the vision that has not been previously proposed by anyone and about which it seems that it can immediately advance a solution to the problem.

2. 7 Strategies of influence (dominance, authority and leadership)

Influence is the process of influencing the thoughts and behavior of others.

There are several types of influence strategies:

· The nudge strategy is to influence people through punishment or the threat of punishment. The disadvantage of this strategy is staff demotivation, reduced efficiency, the likelihood of destructive conflicts and latent disobedience.

· The lure strategy is to influence people through rewards. The disadvantage of this strategy is that not every person is suitable for what the leader has to offer him. The bait strategy must be used very carefully, because if people feel that the leader is unfair, it can lead to envy or resentment, which ultimately leads to reduced motivation and conflict.

· Using persuasion is a way of influencing people based on a call to reason. The disadvantage is that not everything that seems reasonable and acceptable to the manager, does not necessarily appear so to other people. When persuading, remember that other people may look at the world differently.

· Preparatory strategies are to prepare the ground for influencing people.

· Preventive strategies are about influencing people by preventing any action or decision. Disadvantage - exposure of covert actions can lead to poor communication and conflict.

Topic 3. Motivation of activity

3. 1 Motivational theory of Maslow's hierarchy of needs

Motivation is the process of motivating oneself and others to take action to achieve personal and organizational goals. The effectiveness of motivation is associated with a specific situation.

Motivation has been used since ancient times. The carrot and stick method (one of the first methods of motivation) was used at the dawn of civilization. However, during the F. Taylor period, managers realized that a salary on the verge of starvation was stupid and dangerous. As the well-being of the population improves, the carrot does not always make a person work better.

An important role in this area was played by the works of Z. Freud on psychology, which introduced the concept of the unconscious. The scientist put forward the thesis that people do not always act rationally. E. Mayo's experiments revealed a decrease in staff turnover due to an increase in the prestige of the profession, social and group relations.

Of interest from the point of view of identifying motivating factors is the theory of human needs proposed in

40s CC c. A. Maslow.

Hierarchy of needs according to A. Maslow

Human need

A need is a physiological and psychological deficiency of something. Needs serve as a motive for action. Maslow said that the next need in the hierarchy is satisfied after the need of the previous level is fully satisfied. Although in life this is not necessary, and a person can seek, for example, satisfaction of the need for status before his need for housing is fully satisfied.

F. Herzberg proposed two groups of factors in the 50s. CC c.

hygienic (external to work), which relieve job dissatisfaction;

factors of motivation (internal, inherent in work).

The first group includes normal working conditions, adequate wages, and respect from the authorities. These factors do not automatically determine motivation. The second group of factors suggests that each person can work motivated when he sees a goal and considers it possible to achieve it.

The law of result (P. Lawrence and J. Lorsch) asserts that people tend to repeat the behavior that they associate with the result, satisfaction of needs (for example, the past).

D. McClelland identified three needs: power, success, involvement. Success is not just a result, but a process of bringing it to success. Participation is a sense of belonging to something, the possibility of social communication, a sense of social interaction. He believed that at the present time, when all the primary needs have already been satisfied, the listed needs of a higher order are beginning to play a decisive role.

Alderfer agrees with Maslow that individual needs can be arranged in a hierarchy. However, his proposed hierarchy includes only three categories of needs and is named ERG - after the initial letters of these categories:

1) existence - needs satisfied by factors such as food, air, water, wages and working conditions;

...

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MINISTRY OF EDUCATION AND SCIENCE

RUSSIAN FEDERATION

FSBEI HPE "Saratov State University named after N.G. Chernyshevsky "

Faculty of Economics

Appraisal Fund

Current control and intermediate certification by discipline (module)

Organization theory and organizational behavior

Direction of preparation of magistracy

Management

Master's degree preparation profile

Corporate governance

Qualification (degree) of the graduate

Master in Management

Form of study

part-time

Saratov, 2015

Competence map

Controlled competencies (code of competence)	Planned learning outcomes (knows, knows how, owns, has skill)
Ability to manage organizations, departments, groups (teams) of employees, projects and networks (PC-1)	Know: -the principles of development and patterns of functioning of the organization; -types of organizational structures, their main parameters and principles of their design; - the main types and procedures of internal control; -types of organizational culture and methods of its formation; -models of behavior of economic agents; -modern theories and concepts of behavior at various levels of the organization; - the basic theories and concepts of human interaction in an organization, including issues of motivation, group dynamics, team building, communications, leadership, change and conflict management.
Be able to: -analyze the external and internal environment of the organization, identify its key elements and evaluate their impact on the organization; - use the laws and principles of the theory of organization in the creation and functioning of organizational systems; -analyze the organizational structure and develop proposals for its improvement; -analyze communication processes in the organization and develop proposals to improve their efficiency; -diagnose organizational culture, identify its strengths and weaknesses, develop proposals for its improvement; - to organize team interaction to solve management problems.
Own: -instructions and regulations governing the creation and functioning of organizational systems; -methodology for constructing organizational and managerial models of the organization; - the skills of developing and implementing in practice new models of organizational behavior; -special economic terminology and vocabulary of this discipline.

2. Indicators of assessment of planned learning outcomes

Semester	Grading scale
1 semester	Doesn't know: - principles of development and regularities of organization functioning; -types of organizational structures, their main parameters and principles of their design; - the main types and procedures of internal control; -types of organizational culture and methods of its formation; -models of behavior of economic agents; -modern theories and concepts of behavior at various levels of the organization; - the basic theories and concepts of human interaction in an organization, including issues of motivation, group dynamics, team building, communications, leadership, change and conflict management. Not able to: -analyze the external and internal environment of the organization, identify its key elements and assess their impact on the organization; -use the laws and principles of the theory of organization in the creation and functioning of organizational systems; -analyze the organizational structure and develop proposals for its improvement; -analyze communication processes in the organization and develop proposals to improve their efficiency; -diagnose organizational culture, identify its strengths and weaknesses, develop proposals for its improvement; - to organize team interaction to solve management problems. Does not own: -instructions and regulations governing the creation and functioning of organizational systems; -methodology for constructing organizational and managerial models of the organization; - the skills of developing and implementing in practice new models of organizational behavior; -special economic terminology and vocabulary of this discipline.	Knows: - some principles of development and patterns of functioning of the organization; -Some types of organizational structures, their main parameters; -the main types of internal control; -some types of organizational culture; -Some theories and concepts of human interaction in an organization, including issues of motivation, group dynamics, team building, communications, leadership, change and conflict management. Is able to: -analyze some factors of the external and internal environment of the organization and assess their impact on the organization; -use some laws and principles of the theory of organization in the creation and functioning of organizational systems; -analyze some organizational structures and develop proposals for their improvement; -analyze some communication processes in the organization and develop proposals to improve their efficiency; - to diagnose some elements of organizational culture, to identify their strengths and weaknesses, to develop proposals for their improvement. Owns: -some instructions and regulations governing the creation and functioning of organizational systems; -special economic terminology and vocabulary of this discipline.	Knows: -the principles of development and some patterns of functioning of the organization; -types of organizational structures, their main parameters; - the main types and procedures of internal control; -types of organizational culture and methods of its formation; -models of behavior of economic agents; -modern theories and concepts of behavior at various levels of the organization; -Some theories and concepts of human interaction in the organization, including issues of motivation, group dynamics, team building, communications, leadership, change and conflict management. Is able to: -analyze the external and internal environment of the organization, identify its key elements and assess their impact on the organization; -use some laws and principles of the theory of organization in the creation and functioning of organizational systems; -analyze the organizational structure and develop proposals for its improvement; -analyze some communication processes in the organization and develop proposals to improve their efficiency; -diagnose organizational culture, identify its strengths and weaknesses, develop proposals for its improvement; - to organize group interaction to solve management problems. Owns: -instructions and regulations governing the creation and functioning of organizational systems; -methodology for constructing organizational and managerial models of the organization; -Some skills in the development and implementation in practice of new models of organizational behavior; -special economic terminology and vocabulary of this discipline.	Knows: -principles of development and patterns of functioning of the organization; -types of organizational structures, their main parameters and principles of their design; - the main types and procedures of internal control; -types of organizational culture and methods of its formation; -models of behavior of economic agents; -modern theories and concepts of behavior at various levels of the organization; - the basic theories and concepts of human interaction in an organization, including issues of motivation, group dynamics, team building, communications, leadership, change and conflict management. Is able to: -analyze the external and internal environment of the organization, identify its key elements and assess their impact on the organization; -use the laws and principles of the theory of organization in the creation and functioning of organizational systems; -analyze the organizational structure and develop proposals for its improvement; -analyze communication processes in the organization and develop proposals to improve their efficiency; -diagnose organizational culture, identify its strengths and weaknesses, develop proposals for its improvement; - to organize team interaction to solve management problems. Owns: -instructions and regulations governing the creation and functioning of organizational systems; -methodology for constructing organizational and managerial models of the organization; - the skills of developing and implementing in practice new models of organizational behavior; -special economic terminology and vocabulary of this discipline.

Evaluation tools

Tasks for monitoring

1) Examples of Case Studiesfor independent extracurricular work

Read the situation and answer the questions.

The situation allows us to understand how organizations should effectively adapt to the market.

The criteria for assessing each situation in each situation: completeness, correctness and substantiation of answers to questions - 0-4 points.

Report, abstract

Evaluation criteria: completeness of the theoretical analysis of a certain scientific, educational topic, clarity of argumentation of one's position, the ability to answer questions on the topic of the report, abstract (score - 0-5 points)

Topics of reports, abstracts

1. Organization as a socio-economic system

2. A systematic approach to the analysis of the organization

3. Classification of organizations by the way they interact with people

4. Structural schemes of property management in Russia

5. Application of the law of synergy in team building

6. Laws of organization and their interaction

7. Static and dynamic state of the organization

8. Rationalization of management and work in the organization

9. Designing the organizational structure of the organization

10. Prospects for the development of organizational structures

11. Institutional management system of organizations

12. Assessment of the effectiveness of organizational systems

13. Theories of human behavior in the organization.

14. The behavior of the individual in the organization, its features.

15. Personality and organization.

16. Personality and work.

17. The process of formation and development of personality.

18. Concept and types of organization.

19. The effectiveness of the organization.

20. Laws and effects of perception.

21. The role of attribution in the formation of effective behavior of the individual in the organization.

22. Employee motivation and organizational performance.

23. The mechanism and effectiveness of motivation.

24. Systems of remuneration of employees in the organization.

25. Work design and employee motivation.

26. Application of the theory of reinforcement in the formation of the required behavior of workers.

27. Quality of working life and employee motivation.

28. Conflict management in the organization.

29. Formation of group behavior in the organization.

30. Types of teams in the organization.

31. Conditions and factors of the effectiveness of group work.

32. Advantages and disadvantages of working in teams.

33. Intergroup behavior and conflict management.

34. Analysis of the management structure of the organization.

35. Mechanistic and organic models of organizational design.

36. Analysis of social partnership in the organization.

37. Analysis of the quality of working life in the organization.

38. The influence of the management structure on the individual and group behavior of workers.

39. The possibility of applying in practice the conceptual model of the characteristics of the work of R. Hackman and G. Oldham.

40. Leadership in the organization.

41. The concept of leadership styles Vruma - Yetton.

42. Comparative analysis of situational leadership models.

43. New theories of leadership.

44. Communicative behavior in the organization.

45. Non-verbal communication.

46. \u200b\u200bManagement of communications in the organization.

47. Formation of effective communication styles in the organization.

48. Management of the behavior of the organization.

49. Features of the organization's behavior at different stages of the life cycle.

50. Corporate culture and behavior of the organization.

51. Classification of corporate cultures.

52. The influence of organizational culture on the staff of the company.

53. The influence of corporate culture on the innovative activities of the organization.

54. Formation, maintenance and change of corporate culture.

55. Prospects for the development of corporate culture in Russia.

56. Formation and management of the organization's reputation.

57. Model of planned changes in the organization.

58. Management of innovations in the organization.

59. Reasons and forms of workers' resistance to changes in the organization.

60. The concept of a learning organization.

61. The concept of organizational development.

62. Management of individual stress in the organization.

63. Socialization of the individual in the organization.

64. Arguments "for" and "against" socialization.

65. Deviant behavior in the organization.

66. Career management of employees.

67. Formation of individual behavior in the organization.

68. Behavioral Marketing.

69. Organizational behavior in international business.

Tests

Final testing

to the discipline "Theory of organization and organizational behavior"

Choose the correct answers.

Criteria for assessing students' answers:

less than 20% of correct answers correspond to an unsatisfactory mark - 0 points;

from 21 to 49% - 3 points

from 50 to 65% - 7 points;

from 66 to 80% - 12 points;

over 80% - 15 points.

1. The elements of the control system are: ....

A. Organizational structure

B. Management documentation

B. Personnel structure

D. Non-current assets

2. Sociotechnical systems are:

A. People involved in the production process;

B. The staff of the organization;

B. Machine tools with programmed control;

D. Computer systems replacing a specified number of workers.

3. The main types of integrated structures:

A. Corporation;

B. Financial and Industrial Group;

D. Limited Liability Company.

4. Name the sources of integration in management.

A. Mission and goals of the organization.

B. Decision making system.

B. Values \u200b\u200bof the organization.

D. Norms, rules, principles.

E. The result of the activity.

E. Management structure.

G. Efficiency of functioning.

5. What is the purpose of running an organization?

A. Achievement of the final result by the organization.

B. Creation of the necessary conditions for teamwork.

B. Coordination, coordination of joint activities of people.

D. Desired state of the controlled system.

E. Achievement of the organization's ultimate goal.

6. The criterion for management efficiency is:

A. Degree of achievement of the organization's objectives.

B. The ratio of the required and actual consumption of resources.

B. Increase in the number of products and services produced.

D. Increasing the working time of employees.

E. Long-term survival.

7. The level of management at which managers are responsible for achieving tactical goals:

A. Higher.

B. Medium.

B. Inferior.

8. The short-term performance criteria of the organization are:

A. Flexibility of the organization;

B. High staff satisfaction;

B. Devotion of workers;

D. Competitiveness of the organization;

D. Availability of a development strategy;

E. Strong organizational culture.

9. Management principles that meet the modern understanding of the role and capabilities of a person in an organization (firm):

A. Division of Labor;

B. Stability of personnel;

B. Decentralization of management;

D. Delegation of authority;

E. Trust in people.

10. Sources of increasing the efficiency of the organization are:

A. Improving the climate in the team;

B. Improving the organizational structure;

B. Long-term survival;

D. High quality products.

11.The fundamental laws of the organization include the law:

A. Proportionality.

B. Synergies.

B. Unity of analysis and synthesis.

D. Development.

D. Self-preservation.

E. Composition and proportions.

12. The properties that characterize the essence of the system are:

A. Each part of the system has its own purpose from the point of view of the goal to achieve which the activity of the whole is directed.

B. The whole is primary and the parts are secondary.

B. The parts form an inseparable whole so that the impact on any of them affects all others.

D. Complexity.

The system forms a special unity with the external environment.

13. The properties that characterize the structure of the system are:

A. Complexity.

B. The system is a complex of interrelated elements.

B. Emergence.

D. The elements of the system act as systems of a lower order.

D. Uncertainty of economic activity.

14. The properties that characterize the functioning and development of the system are:

A. Any system is an element of a higher order system.

B. Purposefulness.

B. Efficiency.

D. Equifinality.

D. Variability.

15. The general principles of the organization are:

A. Division of Labor.

B. Discipline.

B. Providing Autonomy.

D. Client orientation.

D. Corporate spirit.

E. Partnership.

16. What is the reason for the uncertainty of the external environment?

A. With the number and variety of external factors.

B. With the amount of information and its reliability.

B. At the rate of change in the environment.

D. With the unpredictability of government impact on the economy.

17. Specify the factors of the internal environment of the organization.

A. Consumers.

B. Technology.

B. Management apparatus.

D. Personnel of the enterprise.

D. Suppliers.

E. Organizational structure.

H. Organizational culture.

I. Trade Union.

18. What type of corporate culture is most suitable for an organization where quick feedback from the external environment is required, and decision-making is very risky?

A. "Club".

B. "Fortress".

C. "Baseball team".

G. "School".

19. The main principles of the new paradigm of thinking and behavior that should be included in the corporate culture are:

A. Regulation of the activities of suppliers and sellers;

B. Self-management and employee culture;

B. Communication with the consumer;

D. Culture for change;

D. vertical downstream communications;

E. All answers are correct.

20. Organizational behavior is a multidiscipline that:

A. Analyzes the behavior of individuals in order to form a high quality of working life;

B. Focused on the performance of people, groups, organization as a whole;

C. Analyzes and forms the behavior of individuals, groups, organizations, taking into account the impact of the external environment;

D. Forms social norms that regulate labor activity in the organization.

21. OP research methods are:

A. Testing;

B. Experiment;

B. Group analysis of the situation;

D. Interviewing;

E. Study of job descriptions;

E. "The Devil's Advocate."

22. In new models of organizational behavior, ideas are embodied:

A. Improving the quality of working life;

B. Administrative control;

B. A clear division of labor;

G. Participatory governance;

E. Orientation to meet the needs of employees in safety and security.

23. The types of organizations are:

A. Participatory organizations;

B. Non-profit organizations;

B. Organizations with rational boundaries;

G. Edhocratic;

D. Mechanistic.

24. The properties of perception are:

A. Imagery;

B. Motivation;

B. Apperception;

D. conviction;

E. Context.

25. External factors influencing the process of perception:

A. Novelty and recognition;

B. Perceptual expectations;

B. Self-concept;

D. Repeatability;

D. Life and professional experience.

26. "The effect of physiognomic reduction" is that:

A. The general favorable impression about a person is transferred to the assessment of his unknown features;

B. Outwardly more attractive people are regarded as more attractive in general;

C. Conclusions about the internal psychological characteristics of a person are made on the basis of his external appearance;

D. Non-existent virtues are attributed to a person;

E. Their own qualities are projected onto people.

27. The fundamental attribution error is:

A. Arbitrary combination of any two personality traits as necessarily accompanying each other;

B. Ignoring the situational causes of people's actions and their results in favor of dispositional (personal) ones;

C. Overestimation of the typicality of their behavior, expressed in the fact that the observer considers his point of view to be the only correct one.

28. People tend to explain their successes and failures of other people by situational attribution.

B. Wrong.

29. Important personality traits that affect job performance are:

A. Achievement orientation;

B. Learnability;

B. Self-assessment;

A.K. Levin.

B.K. Arjiris.

V.K. Alderfer.

G. S. Adams.

31. The most important guidelines in the organization are:

A. Involvement in work;

B. The openness of consciousness to new experiences;

B. Responsibility and activity;

D. Satisfaction with work;

E. Devotion to the organization;

E. Cooperation.

32. The main factors influencing job satisfaction are:

A. The actual work;

B) promotion opportunities;

B. High self-esteem;

D. Amount of wages.

33. Indicate the characteristics of the function of the organization.

A. Identification of the strengths and weaknesses of the enterprise.

B. Allocation of resources.

B. Creation of information networks.

D. Assessment of trends in the development of the external environment.

E. Study of the needs of employees.

E. Defining the responsibilities of officials.

G. Development of standards and criteria for work.

H. Building the structure of the enterprise.

I. Determination of subordination of powers.

34. The following factors influence the design of an organization's structure:

A. External environment.

B. Qualification of workers.

B. Division of labor and cooperation in the organization.

D. Scale of manageability and control.

E. Strategy.

E. Staff motivation.

G. Existing technology.

H. Distribution of rights and responsibilities between managers and subordinates.

35. Which of the listed structures are the most flexible, adaptive, organic?

A. Functional.

B. Matrix.

V. Grocery.

G. Linear.

D. Design.

E. Headquarters.

G. Consumer-oriented structure.

H. Network.

36. What are the advantages of divisional structures?

A. Provide leadership unity.

B. Distinguish between strategic and operational management.

B. Solve the problem of diversification.

D. Reduce management costs.

E. Eliminate duplication of functions.

E. Orient the organization towards the end result.

G. Make employees participants in decision-making.

37. The service of material and technical supply of a production company in the organizational structure of management has ... powers.

A. Linear.

B. Advisory.

38. The mechanistic type of organization is characterized by:

A. Informal relationships in the team.

B. Narrow specialization in work.

B. A well-defined hierarchy.

D. Quick solution of problems within the competence of one functional service.

39. The organic type of organization is characterized by:

A. Clear rules.

B. Focus on price competition.

B. Constant change of leaders depending on the problems being solved.

D. Process approach to problem solving.

40. The design conditions for organizations of a mechanical type are:

A. Work is difficult to measure.

B. Tasks are divisible.

B. Tasks have no clear boundaries.

D. Low level of uncertainty in the external environment.

41. The conditions for the design of organic organizations are:

A. Simple tasks.

B. Uncertainty of goals.

B. Stability of the environment.

42. List the signs of the optimal structure:

A. Small units with highly skilled personnel.

B. Few levels of management.

B. Customer Orientation.

D. Fast response to change.

D. High performance.

E. Low costs.

1. All answers are correct.

2. Answers A, B, C, D. are correct.

3. Answers D, E. are correct.

A. Ensuring financial stability.

B. Making a profit.

B. Company philosophy.

D. Meeting social needs.

44. Strategic goals:

A. Increase in market share to 30% by 2015.

B. Enhancing the company's image.

B. Increase in share price.

D. Faster growth in cash receipts.

D. Improving product quality (100% customer satisfaction).

45. Communication in an organization is:

A. Feedback in the control system;

B. Information communication system;

B. Exchange of information in the course of joint activities;

D. The set of organizational ties in the system of joint activities of people.

46. \u200b\u200bIdentify the biggest barrier to upward communication.

A. Different perceptions.

B. Inability to listen.

B. Choosing the wrong channels.

D. Non-verbal obstacles.

D. Emotions.

E. Differences in status and power.

G. Inconsistency of communication networks with the assigned tasks.

H. Semantic barriers.

47. Oral communication will be preferable if the message is complex, ambiguous, personal.

A. Yes. B. No.

48 Perception is more important to a complex, ambiguous message than a routine, simple one.

A. Yes. B. No.

49. For a manager, a more important communication skill is the ability to clearly articulate their thoughts, requirements, tasks, and not the ability to listen.

A. Yes. B. No.

50. The communication network "circle" is more suitable for performing new creative work.

A. Yes. B. No.

51. External rewards are.

A. Promotion.

B. Significance of the work.

B. Personal account.

D. Expanding independence in work.

D. Wages.

E. Praise.

52. Motivating factors in the theory of F. Herzberg do not affect the level of job satisfaction.

A. Yes. B. No.

53. What do people take into account when assessing the fairness of their remuneration?

A. The amount of wages.

B. Compliance of wages and efforts.

B. The relationship between the assessments of their actions and the actions of other people.

D. The correspondence between costs and results of their work.

54. An important takeaway from equity theory is that people are guided by a comprehensive assessment of reward.

A. Yes. B. No.

55. A person can feel dissatisfaction when he receives a high remuneration in relation to the cost of labor.

A. Yes. B. No.

56. What factors of motivation give the greatest effect in conditions of limited economic resources?

A. Creation of a good moral and psychological climate in the organization;

B. Realization of leadership resources;

B. Creation of a flexible and fair system of remuneration;

D. Formation of a career growth system;

D. Coordination of wages with the organizational conditions of social and psychological expectations.

57. The main management methods are:

A. Socio-psychological.

B. Economic.

B. Participatory.

D. Administrative.

D. Liberal.

58. Organizational and administrative methods of management are directly or indirectly aimed at increasing the creative activity and initiative of the employee.

A. Yes. B. No.

59. The main direct result of motivation is:

A. Management style.

B. The level of performance of the organization.

C. Long-term survival.

B. Degree of achievement of organizational goals.

D. The nature of the organizational behavior of employees.

60. What models of employee behavior are most acceptable for the organization?

A: Maximum income with minimum effort.

B. Maximum income with maximum effort.

B. Minimum income with minimum effort.

D. Maximum self-development with maximum effort.

61. What forms of power facilitate greater cooperation from subordinates?

A. Reward.

B. Participation.

B. Expert Authority.

D. Legal authority.

E. Persuasion.

E. Power of information.

J. Charisma.

H. Coercion.

62. The main levers of influence of the head on staff:

A. Security.

B. Remuneration.

B. Career.

D. Profitable business trips.

E. Employment security.

E. summer vacation.

63. The main levers of personnel influence on the manager:

A. Availability of the information required by the manager.

D. Possibility of complaints about management to superiors.

D. Absence for work.

64. Does an autocratic management style succeed in working with highly educated, close-knit employees?

A. Yes. B. No. B. In certain situations.

65. What is the most effective management style?

A. Democratic.

B. Liberal.

B. Human-centered.

G. Autocratic.

E. Task-oriented.

F. All previous answers are incorrect.

66. According to Rancis Likert, a democratic consultative style of leadership involves ...

A. Group decision making.

B. Making important decisions by the leader without the participation of subordinates.

C. Making important decisions "at the top" and delegating the majority of specific decisions to subordinates.

D. Friendly and trusting relationship between management and subordinates.

67.Situational factors in F. Fiedler's leadership model are

A. Requirements and influences from the external environment;

B. Personal qualities of subordinates;

B. Task structure;

D. The value of the quality of the solution;

E. Official powers of the head;

E. Maturity of subordinates;

G. Relationship "manager - subordinate".

68 The Hersey and Blanchard leadership model assumes maturity ...

A. Leader.

B. Guides.

B. Consumers.

D. Personnel.

69. According to the Vroom-Yetton model, the consultative leadership style suggests:

A. Group decision making.

B. Making important decisions by a leader based on information received from subordinates.

B. Presenting the problem individually to those subordinates to whom it concerns, and listening to their ideas and suggestions.

D. Making important decisions "at the top" and delegating the majority of specific decisions to subordinates.

D. Presenting the problem to the group and listening to its ideas and suggestions.

70. The individual style of the manager is determined by:

A. The degree of freedom in decision-making for subordinates;

B. The choice of management methods;

B. Education;

D. Work experience;

A. In case of fire;

B. When developing a draft innovation;

C. In case of constant violation of labor discipline;

D. Under no circumstances.

72. What are the two most important leadership qualities for a corporation operating in an uncertain, dynamic environment and with a highly skilled and dedicated workforce?

A. Aggressiveness.

B. Initiative.

B. Responsibility.

D. Overconfidence.

D. Perseverance.

E. Decisiveness.

G. Attention to people.

H. Vigor.

I. Ability to work in a team.

K. Insight.

L. Efficiency.

M. Balance.

73. Name the reasons for the emergence of informal groups.

A. Resistance to change.

B. A sense of belonging.

B. Mutual protection.

D. Achievement of certain goals.

D. Implementation of social control.

74.The following characteristics do not affect the effectiveness of the work of groups: size, composition, roles of its members.

A. Yes. B. No.

75. In an effective team, members perform only goals-oriented roles.

A. Yes. B. No.

76. Name the specific stages in the development of the group.

A. Achieving cohesion.

B. Disbandment.

B. Setting standards.

D. Achievement of goals.

E. The emergence of an informal leader.

E. Conflict Resolution.

G. Functioning.

H. The stage of disagreement.

I. Team building.

77. The advantages of teams are:

A. Redistribution of power.

B. Increased labor effort.

B. Increased satisfaction of its members.

D. Expanding work skills and knowledge.

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A. Yes. B. No.

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A. Yes. B. No.

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