Mental regulation of personality behavior. Mechanisms of regulation of social behavior The concept of mental regulation of activity behavior

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

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

The possibilities of a person in self-management of behavior and psychological states, on the one hand, are quite large, but, on the other hand, are limited. They are great in the sense that any reasonable, experienced and sufficiently intellectually developed person is able, if desired and persistent work on himself, to change a lot both in his psychology and in his behavior. However, this requires a long and rather strenuous effort, as well as a very significant investment of time. Not every person can afford the luxury of devoting almost all of their time for many months (and this requires months, not days or weeks) to work on themselves, especially in our days. Therefore, the real problem of active psychological remaking by a person of himself is not in the potential impossibility of doing this, but in the purely practical difficulty of solving this problem, taking into account real life conditions.

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

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

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

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

Naturally, that which is not realized at all or is not accepted as one's own (due to the action of protective mechanisms) is not subject to psycho-correction. This, as a rule, is something that is sharply condemned by the people around it, or something that belongs to a deeply personal sphere. In particular, we are talking about the psychological content of the unconscious. And even if, with the help of a psychoanalyst or self-conducted psychoanalysis, it is partially possible to penetrate into the contents of the unconscious, the most unpleasant in it is then automatically forced out under the influence of so-called censorship or defense mechanisms.

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

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

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

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

Emotions as expedient adaptive life reactions of a person serve several purposes at the same time: they make it possible to judge the state of satisfaction of needs; stimulate and regulate its activities; perform a certain role in the communication of people, signaling to them about the psychological states of each other. Emotions reflect both the state of the body and the state of the psyche or consciousness of a person.

The main thing in the regulation of emotions is the ability to prevent their occurrence. For this you need to know:

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

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

How can you prevent the occurrence of an appropriate emotional reaction.

Let's take a look at each of these factors separately. possible ways managing them.

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

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

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

1. Do I have inappropriate emotional reactions?

2. Under what circumstances do they arise?

3. How do these reactions manifest themselves?

4. How can one practically influence these reactions?

You can answer these questions by analyzing your behavior in various life situations, talking with loved ones, listening to recordings of your own voice, or watching videos of your own behavior in a number of emotional situations. It’s not bad if a professional psychologist joins your introspection.

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

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

Ways to prevent emotions are purely individual. You can find them only by constantly experimenting on yourself. In particular, develop good habits, which are mentioned in the famous book by D. Carnegie "How to Stop Worrying and Start Living Normally", or use the tips and recommendations contained in other books on practical psychology.

But in any case, success does not come immediately. A large, systematic and persistent work of a person on oneself is required, since the unwanted emotional reactions that one wants to get rid of are quite stable life habits, psychological attitudes that automatically arise at the subconscious level and are realized outside the direct conscious and volitional control of the person.

Unfortunately, we often have to deal with our own emotions not when they arise, but already when they exist and act, and we are in their power. Nevertheless, it is necessary to learn how to restrain, block them, and not allow them to develop further. Here a different tactic is required.

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

There are measures aimed at stopping, fading an already arisen emotion. This is, first of all, internal relaxation and self-hypnosis of a calming nature. Special exercises, such as relaxation, may well be useful here. individual groups muscles and the body as a whole, the repetition of phrases of a self-soothing type: "I am calm", "I restrain my emotions", "I am relaxed", "I am getting better" and some others.

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

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

Figure 4 - Scheme of the relationship of motivations, emotions and will in the process of behavior

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

What in human behavior lends itself and does not lend itself to conscious self-regulation? The answer will basically be the same as with regard to emotions: conscious, volitional self-control in human behavior is subject to what they are aware of and has not yet reached such strength, beyond which volitional self-control is practically lost. This usually happens when the mood, emotion and feeling that has arisen turns into affect, passion or stress.

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

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

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

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

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

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

Approximately the same way you can get rid of inadequate reactions to certain people. However, reactions to people tend to be more stable than reactions to circumstances. Therefore, before changing an inadequate reaction to a person, it is necessary to find out how inappropriate it is. Often in such an analysis it is found that a given reaction is harmful, first of all, to the person who reproduces it.

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

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

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

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

There may be several such reasons.

First, unconsciously arising thoughts and images depend on those needs that are relevant for you at the moment. Under the influence of these needs, processes directly related to their satisfaction are activated in the body. There is a desire to satisfy this need.

The corresponding desire, in turn, generates images of quite specific objects that can satisfy the need that has arisen, as well as thoughts related to their achievement. Therefore, one of effective ways management of images and thoughts of a person is a direct or indirect impact aimed at actual needs for him.

Secondly, the images and thoughts of a person can be consciously generated by him through special volitional efforts. A person who is able to control himself, in particular his psychological states, can voluntarily evoke the necessary images or thoughts in his imagination, force himself to think about something without being distracted by extraneous stimuli. This is how, for example, all creative people act - scientists, writers, artists, design engineers, etc., working on solving some problem, on creating something new, original, unique.

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

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

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

In conclusion, we note that in managing thoughts and images, the best results can be achieved if we try to influence them in a complex way, both from the inside and from the outside, since not a single thought born in our head and not a single image that has arisen in our minds can be determined solely by the needs of a person alone, or only by the situation in which a person consciously or accidentally finds himself.

Lecture 12

IN Everyday life there is usually no difficulty in defining the phenomena which belong to the manifestations of the will. Volitional includes all actions and deeds that are performed not out of inner desires, but out of necessity, as well as those actions that are associated with overcoming various life difficulties and obstacles. In addition, there are a number of personality traits that are traditionally referred to as strong-willed: perseverance, endurance, purposefulness, patience, etc.

There is no such clarity in scientific psychology; the concept of will is one of the most complex in psychological science. Moreover, the problem of will is often completely denied - instead, the regulation of behavior in connection with the needs, motives, desires and goals of a person is discussed. In the framework of the motivational approach, the will is considered as the ability to initiate an action or increase the incentive to act when it is deficient due to the most important and / or internal obstacles, the absence of an actually experienced desire for action, or in the presence of motives competing with the action being performed.

Will is interpreted by researchers both as an independent mental process, and as an aspect of most other mental processes and phenomena, and as a unique ability of a person to arbitrarily control his behavior. The complexity of the scientific understanding of the will is explained by the fact that it is closely connected with the extremely psychological phenomenon - consciousness - and is one of its most important attributes. Being closely connected, also with the motivational sphere of the personality, will is a special arbitrary form of human activity.

In the very general view concept will can be defined as a person's conscious regulation of his behavior and activities associated with overcoming internal and external obstacles (Fig. 17).

Rice. 17. Functions of the will

Volitional processes ensure the performance of two interrelated functions: incentive and inhibitory. The first - incentive - is directly related to motivational factors and consists in initiating one or another action, activity to overcome objective and subjective obstacles. Will is a special form of human activity. In contrast to reactivity, when an action occurs in response to an external situation (a person is called out - he turns around), volitional activity generates an action based on the internal state of the subject, his desires and goals.

Behavior, which is a set of reactive-impulsive responses to stimuli environment, in psychology is called field. Field behavior can be observed in young children, as well as in some disorders of the mental activity of adults. Unlike unintentional field behavior, a person's own activity is arbitrary and purposeful. It is supra-situational, i.e. goes beyond the limits set by the current situation, is associated with the setting of goals that are excessive in relation to the original task.

The second function of volitional processes - inhibitory - is to contain motives and desires that are inconsistent with the main goals of activity, ideals, values, views, worldview of the individual. In their unity, the inhibitory and stimulating functions of the will ensure the overcoming of difficulties on the way to achieving the goal, i.e. provide volitional regulation of human behavior.

Volitional actions are realized in volitional acts that have a certain structure and content. Volitional acts can be simple or complex. In a simple volitional act, the urge to act passes into the act itself almost automatically. In a complex volitional act, an action is preceded by taking into account its consequences, understanding the motives, making a decision, intending to implement it, and drawing up an implementation plan. Thus, the structure of a complex volitional act is formed by the following main stages: 1) the emergence of motives for activity; 2) struggle of motives; 3) decision on action; 4) performance decision. Often the 1st, 2nd and 3rd stages are combined, calling this part of the volitional action preparatory department, The 4th stage is at the same time executive branch.

Motivation is the actualization of motivation with the awareness and setting of the goal to achieve which this action is directed. In this case, the goal is the desired or intended result of an action aimed at an object, with the help of which a person intends to satisfy a particular need.

The situation of the struggle of motives as specific stimuli of action (one desire is opposed to another, collides with it) may require a person to master his behavior, forces him to make appropriate efforts to comprehend it. The struggle of motives is the stronger, the more weighty the opposing motives, the more equal in strength and significance they are for a person.

Possible ways and the means of achieving the goal are correlated with the system value that a person has, including beliefs, feelings, norms of behavior, and leading needs. The stage of the struggle of motives and the choice of ways to achieve the goal is central in a complex volitional act.

After evaluating the situation, weighing the various motives and possible consequences his actions, a person makes a decision. At the same time, he sets himself a specific task and draws up a plan of action. This stage is characterized by a decline in internal tension that accompanied the struggle of motives. Volitional action ends with the execution of the decision.

The stage of implementation of the decision, however, does not relieve a person from the need to make strong-willed efforts, and sometimes no less significant than when choosing the goal of an action or methods for its implementation, since the practical implementation of the intended goal is also associated with overcoming obstacles. The duration of each of the stages is different in different cases, and there are no clear transitions between them.

In most cases, decision-making and volitional behavior in general are associated with great internal stress, sometimes acquiring a stressful character. The presence of volitional effort experienced by the subject is a very characteristic feature of the volitional act.

It should be noted that the concept "volitional regulation of activity and behavior" used in psychology in two main meanings. In the first (broad) sense, this concept, in essence, covers arbitrary regulation as a whole. In this case, it is understood as the highest, i.e. arbitrarily controlled, conscious level of regulation of behavior and activity. In the second (narrow) meaning, volitional regulation of activity and behavior is limited to specific forms of organization and regulation of behavior and activity in complex, often critical conditions.

In volitional actions, the personality and its mental processes are manifested, formed and developed. In this regard, another function of the will is singled out - genetic. It helps to increase the level of awareness and organization of other mental processes, as well as the formation of the so-called volitional personality traits: independence, determination, perseverance, self-control, purposefulness, etc.

Questions for self-examination:

1. What are emotions? What are their functions in human life?

2. What kinds of emotions do you know?

3. How do feelings differ from emotions?

4. What is the difference between moods and affects?

5. What is stress?

6. What are volitional processes and what are their main functions?

Under behavior in psychology, it is customary to understand the external manifestations of human mental activity. Behaviors include:

individual movements and gestures (for example, bowing, nodding, clasping hands);

external manifestations of physiological processes associated with the state, activity, communication of people (for example, posture, facial expressions, looks, reddening of the face, trembling, etc.);

actions that have a certain meaning;

actions that have social significance and are associated with norms of behavior.

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

Activity is a dynamic system of interaction of the subject with the world. In the process of this interaction, the emergence of a mental image and its embodiment in the object, as well as the realization by the subject of his relations with the surrounding reality, takes place.

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

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

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

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

Lecture 9. Psychology of small groups and teams

Plan:

The concept of a small group in psychology.

Socio-psychological processes in small groups.

The social phenomenon of power in the team.

Intergroup relations and interactions.

Literature:

Ageev D.S. Intergroup interaction. Socio-psychological problems. M. 2010.

Psychology. Textbook for technical universities / Under the general. ed. V.N. Druzhinin. - St. Petersburg: Peter, 2006.

Andreeva T.V. Family psychology: Proc. allowance. - St. Petersburg: Speech, 2008.

The subjectivity of a person, in its original basis, is associated with the ability of an individual to turn his own life activity into an object of practical transformation. The essential properties of this process is the ability of a person to control his actions, to transform reality in practice, to plan methods of action, to implement planned programs, to control the course and evaluate the results of his actions.

The practical attitude of a person to reality includes three components:

1) a subject endowed with activity and directing it to objects or other subjects;

2) the object to which the activity of the subjects is directed;

3) activity, expressed in one way or another of the action of the subject with the object.

The role of the subjects of activity can be: a) a specific individual, b) a social group, c) society as a whole. Depending on this, individual activity, collective, or group activity, and socio-historical activity, or practice, are distinguished. Psychology deals primarily with the first two forms of activity.

The formation of the subject of activity is the process of assimilation by the individual of its main structural constituents: meaning, purpose, tasks, ways of transforming the objective world by a person.

A holistic activity has the following components: needs - motives - goals - conditions for achieving the goal (the unity of goals and conditions constitutes the task) and correlated with them: activity - actions - operations.

The first layer of activity (needs, motives, goals, conditions)constitutes its content. This is the internal plan for its implementation, its image, that on the basis of which it is built. The second layer of activity (separate activity, actions, operations) constitute its structural elements. It is the realization of activity, activity itself in the flesh. In their unity, both of these layers of activity constitute its psychological content.

The activity has third layer: mutual transitions and transformations of its individual structural elements (motive - into the goal and, accordingly, activities - into action; goals - into the condition for its implementation, etc.). This is the dynamics of activity, its transformation.

The content of integral activity is correlated with the concepts of need and motive, with the process of determining their subject content. Therefore, the analysis of a specific human activity can be carried out only when the needs and motives of this activity are determined with a sufficiently clear formulation of their subject content. And, conversely, if we are talking about the need and the motives that specify it when determining their subject content, then these psychological formations should correspond to one or another activity aimed at satisfying them.

The source of human activity, his activities are diverse needs. Need - this is the state of a person, expressing his dependence on material and spiritual objects and conditions of existence that are outside the individual. In psychology, human needs are considered as the experience of need for what is necessary to maintain the life of his organism and the development of his personality.

The need (need) experienced by a person prompts him to perform activities, to search for the object of its satisfaction. The object of a need is its real motive. Motive - this is a form of manifestation of a need, an incentive to a certain activity, the subject for which this activity is carried out. A motive is an incentive to act, which results in a given need. A motive is an objectified need. Or - which is the same thing - the object of need is a motive. Based on the same need, motives for various activities can be formed. The same activity can be caused by different motives, meet different needs.

This or that motive prompts a person to set a task, to identify the goal, which, being presented under certain conditions, requires the performance of an action aimed at creating or obtaining an object that meets the requirements of the motive and satisfies the need. Target is a perceived or conceivable result of an activity.

Activity as a whole is a unit of human life, activity that meets a specific need, motive. Activity is always correlated with a certain motive.

The action acts as an integral part of the activity. It corresponds to a perceived goal. Any activity is carried out in the form of actions or a chain of actions. This means that when we observe any external or internal process of human activity, then in relation to its motive this activity is activity, and in relation to the goal - either a separate action, or a set, a chain of actions. Activity and action are not strictly connected. The same activity can be implemented by different actions, and the same action can be included in different types of activity.

Action, having a specific goal, it is carried out in different ways, depending on the conditions in which this action is performed. The ways in which an action is carried out are called operations.Operations - these are transformed actions, actions that have become ways of implementing other, more complex actions.

For example, when a child learns to write letters, then writing a letter is for him an action directed by a conscious goal - to write a letter correctly. But, having mastered this action, the child uses the writing of letters as a way to write words (a more complex action) and, consequently, the writing of letters turns from an action into an operation.

Skills and habits are characteristics of a person's performance of various actions. According to the first one, Skills and skills are considered as steps, levels of mastery of a person by certain actions performed on the basis of knowledge. Skill at the same time, it is considered as the first step in mastering any action, a skill - as the second step, which means already a good, completely successful, error-free performance of this action. Skill means that the individual has mastered the relevant knowledge and can apply it, controlling his every step in accordance with this knowledge.

Skill means that the application of this knowledge has become automated. “Skill,” S. L. Rubinshtein pointed out, “appears as a consciously automated action and then functions as an automated way of performing the action. The fact that this action has become a habit means, in fact, that the individual, as a result of the exercise, has acquired the ability to carry out this operation, not making it his conscious goal."

The most important function of the psyche is the regulation, management of the behavior and activities of a living being. A great contribution to the study of the patterns of human activity was made by domestic psychologists: A. N. Leontiev, L. S. Vygotsky. Human actions, his activity differ significantly from the actions, behavior of animals.

home distinguishing feature the human psyche is the presence of consciousness, and conscious reflection is such a reflection of objective reality, in which its objective stable properties are distinguished, regardless of the subject’s attitude towards it (A. N. Leontiev). Labor and language were the leading factors of emergence.

Any joint labor of people presupposes a division of labor, when different members of the collective activity perform different operations; some operations immediately lead to a biologically useful result, other operations of such a result

The concept of the system of regulation of behavior and activity of the individual. Members of an organization are not tools, cogs, or machines. They have goals, feelings, hopes, fears. They feel malaise, anger, hopelessness, rudeness, happiness. Each of them is a person with individual traits and qualities inherent in her and only her.

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

In the science of management, the question is eternal: who or what should the manager manage? On whom does he direct his influence - on the individual or on the organization? Until recently, most scientists decided this issue in favor of the organization. The new approach to management is increasingly based on the recognition of the priority of the individual over production, profit, and the organization as a whole. It is this formulation of the question that constitutes the culture of modern management.

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

The behavior of a subordinate in certain situations is formed on the basis of the experience of the entire previous life. The attitude of a person to certain people, phenomena, situations, processes leads to the emergence of appropriate behavior. In general the nature of our behavior is subject to constant exposure to various internal and external factors.

TO main internal factors can be attributed:

* execution of a certain social role;

* appropriate status in the organization;

* the degree of emotional closeness with others;

* previous life and professional experience;

* belonging to a particular culture and subculture;

* specific situation and topic of conversation;

* present mood.

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

* the social environment represented by specific employees both vertically and horizontally;

* expecting certain behavior from the employee;

* Orientation to certain stereotypes of behavior approved in the organization.

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

*social position;

*social role;

*social norms;

*social expectations (expectations);

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

*social attitudes;

tricks and methods:

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

*indirect or indirect(“personal example”, “orienting situation”, “changing or maintaining role elements”, “use of symbols and rituals”, “stimulation”).

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

Let us now consider the regulators themselves in more detail. An important regulator of an individual's behavior is the space he occupies. social position, that is, the social position of the individual, with which his certain rights and obligations are associated, which in general do not depend on individual qualities. Positions placed in a hierarchy on any basis (property, power, competence) have different status and prestige in public opinion. Each position prescribes a number of objective requirements for the persons holding them, and requires their observance. In other words, through its requirements, the position regulates the behavior of everyone who occupies it.

The requirements of the position determine a peculiar model of behavior. It receives its final expression in the concept "social role" that is, a social function, a model of behavior, objectively given by the social position of the individual. The word "role" is borrowed from the theatre, and just like there, it means the prescribed actions for those who occupy a certain social position.

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

Approximately the same thing happens with our subordinate. When he comes to the organization, he is included in the system of complex relationships, occupying several positions in it. Each position corresponds to a set of requirements, norms, rules and behaviors that determine the social role in a given organization as a subordinate, partner, participant in various events, etc. From a member of the organization, occupying each of these positions, is expected to behave appropriately. The process of adaptation will be the more successful, the more the norms and values ​​of the organization are or become the norms or values ​​of its individual member, the faster and more successfully he accepts, assimilates his social roles in the organization.

The social role regulates the behavior of the individual in the main, fundamental issues, determines the model of behavior in general. This, however, does not negate the personal, subjective coloring of the role, which manifests itself in the styles of role behavior, the level of activity of performance.

The concept of "social role" is changeable. It is enough to compare the content of the concept of "entrepreneur" in the pre-October period and at the present time. The greatest changes occur during intensive social development. The performance of a social role must comply with accepted social norms and the expectations of others, regardless of the individual characteristics of the individual.

Every culture has its own ideas about accepted behavior. Most often, these ideas are combined with the concept "social norm". Norms govern our behavior so subtly that we hardly recognize their existence. Norms as representations of members of society about the proper, permissible, possible, desirable or unacceptable, impossible, undesirable, etc. are an important tool social regulation of the behavior of individuals and groups.

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

At the same time, the behavior of the individual is also regulated by the attitude of those around us, their expectation from us of certain actions appropriate to the given situation. Social, role expectations (expectations) - these are usually informal requirements, prescriptions for models of social behavior, relationships, etc., and taking the form of expectations of certain behavior (for example, an employee must work well, a specialist must know his job well). Expectations reflect the degree of obligation, the need for members of the group, the society of the prescribed model of behavior, relations, without which the group cannot function. Among the main functions of expectations, one can single out the streamlining of interaction, increasing the reliability of the system of social ties, the consistency of actions and relationships, and increasing the efficiency of the adaptation process (primarily regulation and forecasting).

significant influence on individual behavior social values that is, significant phenomena and objects of reality that correspond to the needs of society, a social group and an individual.

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

Highest value for the regulation of social behavior have formed social attitudes of a given individual, that is, the general orientation of a person to a certain social object, phenomenon, a predisposition to act in a certain way with respect to this object, phenomenon. Social attitudes include a number of phases: cognitive, that is, the perception and awareness of the object (goal); emotional that is, the emotional assessment of the object (disposition and internal mobilization); and finally behavioral that is, the readiness to carry out a series of sequential actions in relation to the object (behavioral readiness).

These are the main regulators of the social behavior of the individual. The first four (position, role, norms, and expectations) are relatively static and are the simplest. Sometimes in the psychological literature they are united by the concept of "external motivation of the subordinate."

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

Of particular interest is the question of techniques and methods of influence , allowing to transfer the requirements of the external environment to the level of internal regulators.

Orienting situation. The essence of this method lies in the fact that conditions are created under which subordinates themselves, without coercion and reminder, act according to the logic of the designed circumstances. In other words, a person himself chooses a way of behavior, but his choice is consciously directed by the leader who organizes the appropriate conditions.

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

Changing role characteristics. This method is based on the use of the role and the expectations associated with it as factors that regulate the activity and behavior of a person. Changing some elements of the role causes a change in the behavior of the individual and entire groups. For example, it is possible to assign the duties of a temporarily absent immediate supervisor to a subordinate. In most cases, this stimulates a different attitude to the matter, increases responsibility and diligence in their area of ​​work. In another case, a subordinate is entrusted with a responsible task. Moreover, it is emphasized that the result of this task is very important for the organization, for each of its members. Thanks to the use of this method, the subordinate, in addition to the qualitative performance of the task, begins to more responsibly perform his official duties.

Stimulation. The main rule when using this method is that it must be deserved and at the same time some "advance". When summing up, it is advisable to first talk about the positive, and then about the shortcomings. Stimulation should be built in such a way that the individual is aware of the prospects for service and professional growth. To the number key incentives subordinate activities include:

* financial incentives;

* creating opportunities for distinction, gaining prestige and personal influence;

* maintenance good conditions activities (cleanliness, calm, friendly atmosphere or the presence of a separate office, computer, etc.);

* pride in the profession, for belonging to this organization, for the status place occupied in this organization;

* Satisfaction with relationships with colleagues in the organization;

* a sense of belonging to the big and important affairs of the organization.

Based on a number of psychological studies, we point out that a monetary reward will achieve its goal if its amount is in no way less than 15-20% from the salary. Otherwise, the reward will be taken indifferently, as a matter of course. Well, if the amount of remuneration does not exceed 5% of the salary, it is perceived negatively (“It would be better if there were no such remuneration”).

Use of rituals and symbols. Among the time-tested forms of work include the ritual of introducing young employees into the specialty, initiating them into members of the organization, the ritual of rewarding advanced employees, congratulations on their birthdays, joint holding of sports events and recreation, etc. This will be discussed in more detail in the next paragraph.

So, the leader in managing the regulation of social behavior and activities of the personality of the subordinate must:

* treat him not only as an object of guidance, but as a person, a partner in interaction;

* constantly focus on the best features, qualities, dignity of the people he leads;

* organically combine direct and indirect management methods;

* make full use of the capabilities of the team.