Microlevel of organizational behavior. Organization theory and organizational behavior

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

Fulfilled

Ovcharov E. M.

Checked by d.t.s.,

Professor Vasin L. A.

Tula 2015

Introduction

1. Conflict, what is it

Leader as subject and mediator in conflict

1 Head - the subject of the conflict

2 The leader is the mediator in the conflict

3 Rules for Effective Criticism

4 Ways to manage conflicts

Conclusion

Bibliographic list

head conflict criticism confrontation

Introduction

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

There is an opinion that conflicts drive progress. Of course, disagreements keep employees in good shape, do not allow them to relax, and enliven the labor process.

The aim of the work is to study the social - psychological aspects 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 of tactics by the head of the prevention and resolution of conflict situations.

1.Conflict what is it

To talk about the role of a leader in conflict resolution, it is necessary to define what a conflict is and why it arises. There are many definitions of conflict, but most of implies the inconsistency of the motives, goals, attitudes, expectations, etc. of the parties to the conflict. For example, one of the most common definitions of conflict is as follows: Social conflict is the most acute way of developing and completing significant contradictions that arise in the process of social interaction, which consists in the opposition of the subjects of the conflict and is accompanied by their negative emotions towards each other. The essence of the conflict lies not only in the emergence of some kind of contradiction, there are quite a lot of contradictions in life. Conflict is a way of resolving a contradiction, and resolution is precisely through counteraction. There may be a large number of contradictions, but only a part of them are resolved through 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, direction, features 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 activity of people, causes, subjectness. 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, during the analysis, you can find common features and a basis: what happens in reality does not correspond to the expectation of a person. This can be seen in the picture of mutual expectations of the manager and the worker:

The worker expects the manager to:

· treat him with respect;

· regularly come to work 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 a person's environment, and most often they are not justified, on this basis various conflicts appear. Since a leader is a person responsible not only for the work performed, but also for the ability of the team to perform this work, knowledge of conflict resolution becomes one of the important knowledge for him. Conflictology is the science of the regularities of the emergence, development, end of the 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 respond to the conflict correctly. Also, the leader must have sufficient conflictological competence.

Conflictological competence is the ability actor(organizations, social group, social movement etc.) in a real conflict, carry out activities aimed at minimizing destructive forms of conflict and transferring socially negative conflicts into a socially positive direction. It represents the level of development of awareness of 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. Hassan).

2.Leader as subject and mediator in conflict

2.1The leader is the subject of the conflict

The concepts of "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 its interests. A participant in the conflict may consciously (or not fully aware of the goals and objectives of the confrontation) take part in the conflict, or may accidentally or against his will be involved in the conflict.

The less the organization is streamlined from a managerial 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 acquires a personal coloring. For example, if at some stage a boss or subordinate is characterized as a bad person, a "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 seems to be the opposite.

Thus, the manager is primarily responsible for the conflict that has arisen, 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 leader is a decrease in employee motivation. Outwardly, this is expressed in the unwillingness 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 financial 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 leader doesn't think so. Perhaps the only "technical" way to find consensus on this issue is the introduction of a KPI system - key indicators efficiency and regular, understandable for both parties, procedures for assessing or attesting personnel. An increase in salary is possible only if the required indicators are achieved. All other methods are individual and raise questions.

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

Managers can be advised to keep agreements with their employees - nothing demotivates employees more than non-commitment in this matter. Some managers are sure that a salary delay, for example, for a month, allows them to tie the employee more closely (he won’t leave without receiving money). The employee really won’t leave, but he won’t work properly anymore.

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 private life into hell.

The general rule here is that you need to set rules on both sides and play by the rules. When problems arise, appeal to rules, not individuals.

Only financial incentives.

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

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

Bad working conditions.

Workers often complain about poor working conditions. It is bad that these complaints are most often verbal and directed at work colleagues. If you, as an employee, are not satisfied with the working conditions, draw up a document with a date and a signature (it is advisable to collect the signatures of colleagues) and send it to your immediate supervisor. No result - to the head of the company or the head of the organization. What you don’t need to do is to swear on this topic with the manager and, especially, with 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 factor. Of course, the formal and informal structures of the organization never coincide 100%, there are informal leaders. However, leaders need to avoid showing that they have favorites at all costs. This reduces the productivity of other employees. A correct, business-like attitude should prevail in the organization.

Some people have more, others less, but aggressiveness, readiness for conflict is inherent in everyone. The subordinate must understand that the boss, in principle, as a rule, is 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, there are, in fact, two promising scenarios for a subordinate: either to find a common language with the boss, often at the expense of one's own interests; or, if there is confidence that there is a real chance to take a leadership position, go for an aggravation deeper than the leader can afford. For example, to "knock out" a negligent boss from the organization and take his place. But here you need to soberly assess your strengths and the situation. Other scenarios are obviously losing and create instability for the subordinate - an attempt to maintain imaginary independence in the organization, to have "one's own opinion" on all issues, to oppose the leader without leaving the team. With such an employee, the manager is forced to deal with one way or another.

Wrong punishment.

There is a simple management rule: you need to praise employees in public, and scold them in private. This is understandable: the goal of the leader is to manage, and 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, leaders pay insufficient attention to the quality of their instructions, the way information is conveyed. 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 good way 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 the mediator in the conflict

A modern leader is faced with the task of compiling 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 disagreement, which will help to discover the hidden interests of each of the parties. Interest is the key to unraveling the conflict situation!

If the matter has gone too far and normal communication is not possible, invite each party to put their arguments in writing. Using the right of a leader, talk to each opponent separately. In no case should you "freeze" the conflict or, conversely, inflame it. It is not necessary to punish one of the parties, even if your decision seems to you correct and the only acceptable one. This will only aggravate the situation and not resolve the conflict.

The reason for the confrontation can be both objective and subjective. The objective is usually associated with production issues, and the subjective - with specific individuals. As you know, people in a team are not always psychologically compatible, but they have to work together, adapting to each other. A subjective cause can often give rise to an objective one, and vice versa. Be fair and unbiased to 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 parties and thus relieve the tension that arises, among other things, from a misunderstanding of the importance of tasks and functions performed. The reason is often elementary ignorance of the situation, rumors, intrigues. Such a discrepancy gives rise to misunderstandings between the trade sector and administration, enterprise and management, supplier and production - the list can be continued indefinitely. The leader needs to remember that the conflict situation is primarily psychological in nature and only then historical, legal or any other.

Theoretically, there are several lines of behavior to get out of the conflict. If one side is adamant and set only to win, and the other does not want to concede, then we should talk about rivalry. A wise compromise, as a rule, occurs when the sides are relatively equal. With a clear preponderance during the discussion of the conflict situation, more than weak side begins to adapt: ​​at first he agrees, then he gives up, and in the end he indulges and begins to flatter the stronger, winner. And it also happens like this: one side believes that the conflict is not worth a damn thing or that it is unprofitable to solve it at the moment, and therefore tries in every possible way to avoid any discussion whatsoever.

Cooperation is the most effective and reliable way 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. The aerobatics of leadership is to be able to "resolve the situation" in such a way as to leave both sides to win. If you sympathize with one, then others may feel slighted, hold a grudge and begin to be at enmity with new force. And this is in no way included in the plans of the leader to resolve the conflict. Discarding emotions, you need to consider several solutions and find the best one. The leader needs to keep in mind that the outcome of conflict resolution directly depends on his actions.

In some cases, it is enough in the process of discussion to change the positions defended by the parties. Quite often, the conflict can go out by itself if the opponents are reoriented, the motive or cause of the contradictions is excluded. So, in one company, managers of the trading sector and employees training center long time were arguing over the meeting room. As a result, the premises were converted for a new department, and the conflict was settled.

One conflict can provoke another or flare up with a vengeance. Under no circumstances should this be allowed. The head is obliged to foresee the consequences of the way out of the conflict situation, to determine the criteria for its resolution. That is why the discussion should be productive, alternatives should be correctly put forward (without significant infringement of the interests of one side or another), and effective arguments for a mutually beneficial compromise should be selected. Once it is found, the leader needs to follow up on the promises made and analyze the results to avoid repeating mistakes. We should not forget about the normalization of relations after the conflict, the elimination of discomfort and the minimization of 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 short introductory conversation.

positive + negative

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

Mark the details

Detailed criticism leaves more room for understanding. Speak to the point. Avoid generalizations and non-specific remarks such as: "You're doing a bad job." It is better to directly tell the employee what exactly he did wrong. Avoid criticizing what a person is unable to change due to their obvious motives, life circumstances or birth defects. 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 ...".

Avoid reproaches

Competent criticism does not consist in reproaches and accusations, but in providing people with new information about themselves - so that they can take it into account and further act in accordance with it. In a negative assessment of previous activities, a person should not see a threat to his pride, but a potential for further improvement. Therefore, an experienced leader is interested, first of all, in constructive criticisms that spare the vanity and ambitions of the subordinate.

Sympathize

Sometimes it is 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 you to...". Compare what was said not with your personal desires, but with the interests of the business: "Our company cannot afford ... otherwise we will go bankrupt ...", "The specifics of our work is such that it requires ..."

Focus on Behavior

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

Understanding

Make sure that the interlocutor understands you correctly. Use cross questions for this (i.e. questions for understanding what you said). Take the time to ask your interlocutor again: did he correctly understand the reasons and the need for 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 free to manoeuvre.

You must not force your opinions, attitudes, or beliefs on another person. He has the right to object, accept or reject your criticisms, the right to make arguments in his defense and the right to evaluate his own behavior. Give him 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. It will bring it down negative emotions and flatter his ego. "Now think and tell me how you will correct the situation...", "How do you think, how can you increase your current level of sales?"

Keep calm

Do not let the subordinate see that you are bothered by the need to express unpleasant things about him. This is fraught with the loss of the authority of the leader. Use special relaxation techniques when necessary, avoid treacherous voice fluctuations, be mindful of eye contact and body language, and do not allow yourself to get angry and succumb to shyness.

Changes

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

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 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:

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

"arbiter" - very similar to the situation of an arbitrator, when the leader 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 they are not satisfied with the decision.

"intermediary" - this role is neutral. The leader, choosing such a role, does not take on 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.

"assistant" is an even less active role than "intermediary". 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.

"observer" - a completely inactive role, choosing which the leader does not influence in any way the decision that will be made, and does not intervene 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 the leader in conflict resolution. Of these, two main ones can be distinguished:

.The leader should focus on the role of an intermediary, not an arbiter.

.A leader must be able to apply all types of roles. Briefly describing both approaches, we can say that in the first approach, attention is paid to the following points: it is believed that the role of the arbitrator has some negative aspects that reduce its effectiveness in resolving interpersonal conflicts, namely:

· The leader must make a decision. The obligation to make a decision prompts the leader to seek "truth", and human relationships cannot be evaluated by such a criterion, which means that the search for truth to make a decision is an inadequate approach.

· The head 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 regarding the leader, which, accordingly, will negatively affect the overall climate in the organization.

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

No conflict resolution. Since the problem is solved by a person who is far from the relationship between the participants in the conflict, then only the problem is solved, but the conflict itself does not exhaust itself, therefore there is no resolution of the conflict, which implies an agreement between the participants.

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

Starting activities to resolve the conflict between subordinates, it should be fully taken into account 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 activities of the leader include the analysis of the conflict situation and the resolution of the conflict. Thus, dealing with conflict includes the following stages:

· Receiving the information

· Data collection

· Validation of information and data

· Data analysis

· Assessment of the conflict situation

· Role selection

· Refinement of information and decisions

· Implementation of the chosen method

· Withdrawal after conflict tension

· Experience analysis

The leader receives information about the conflict through various channels: one or both participants in 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 stops the confrontation or limits the interaction of opponents.

The collection of data on the conflict allows you to obtain information about the contradiction that underlies the conflict, the causes of the conflict, the subjects of the conflict, their relationship, the position 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 real reasons and the cause of the conflict, the stage of the conflict, the damage done. 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 the conflict situation, while maintaining objectivity, it is necessary to assess the possible outcomes of the conflict, its consequences for various development options, as well as one's own ability 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 type of mediation: arbitrator, arbitrator, mediator, assistant, observer.

The 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 the opponents, the problem can be submitted to a team meeting.

Removal after conflict tension - the leader needs to help opponents to 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 to work: The proposed sequence of actions can be refined based on the specifics of the situation.

th step. Present 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 the opponents, whose position at the moment seems more justified to you. Find out about his point of view on the causes of the conflict, what he wants to achieve and what he fears. Establish his opinion about the main interests and concerns of the second opponent.

th step. Be sure to talk to the second opponent

th step. Talk about the causes and nature of the conflict with 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 causes, nature and method of resolving the conflict with friends of the second opponent.

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

th step. Understand main reason conflict and imagine that not these specific participants, but abstract people are involved in the conflict. Now for the manager to analyze the data and develop specific actions. This may be the reconciliation of the parties, the presentation of recommendations that must be implemented, or simply the solution of issues that ensure the success of the interaction of opponents.

th step. Identify subconscious motives hidden behind external reasons. Accurately understand the hidden content of the conflict.

th step. Determine what each of the opponents is right and what is wrong. Support where they are right and point out weaknesses in each 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 hidden, delayed and long-term consequences of your intervention in the conflict. In order not to become the enemy of one of the opponents.

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

th step. Think over and develop a minimum program. Prepare 3-4 options for proposals to 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. Make adjustments to the general action plans.

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

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

Conclusion

In conclusion, I would like to say that interest in the topic under consideration is growing. This is due to the fact that the situation in the modern world quite often becomes a conflict. And there is a need to manage and direct conflict situations in a more acceptable direction that suits all participants in the conflict. It is also impossible not to mention the development of such a phenomenon as neurolinguistic technologies, which are also aimed at managing conflicting human behavior.

The leader must not only be a good manager, but also have a basic understanding of psychology and the basics of labor legislation. If the leader does not combine these qualities, it is better to resolve controversial issues with the help of the personnel service, and then many conflicts can be avoided. You must always remember that working with people requires great tact and responsibility. He must restrain his temperament, demonstrate restraint and dignity. A leader involved in a conflict must certainly cope with managerial psychosis, use all his strength not to prevail at any cost in the confrontation, 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 managing conflicts is very large, and sometimes decisive. The ability to analyze the current situation, the choice of the right strategy for getting out of it, the ability to direct events and their participants in a positive direction - these are the distinguishing 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: a textbook for universities / V. G. Antonov [and others]; edited by G. R. Latfullin, O. N. Gromova. - M. [et al.]: Peter, 2006 .- 432 p. - 4 copies.

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

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

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

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

Sergeev A.M. Organizational Behavior: Those who have chosen the profession of manager: Proc. allowance for universities / A.M. Sergeev.- M .: Academy, 2005 .- 288s. - 3 copies.

Internet resources:

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Jobs similar to Organization Theory and Organizational Behavior

Course of lectures "ORGANIZATIONAL BEHAVIOR"

Topic 1. Fundamentals of organizational behavior (Lectures 1-5).

Lecture 1. The dynamics of individuals and organizations.

1. Essence, subject and methods of organizational behavior.

2. Scientific approaches to organizational behavior.

Essence, subject and methods of organizational behavior. Organizational behavior.

Behavior- this is a set of actions that are characteristic in certain conditions for a certain person.

Action- this is a one-time contact with the outside world, the exit of the subject to the outside world. Professional actions in the organization form the general professional behavior, or activity. Organizational behavior manifests itself in actions (technological, creative, etc.); attitudes towards oneself, colleagues, management, organization, etc.

Hence the discipline organizational behavior studies the behavior of individuals, groups and organizations in order to understand, predict and improve the individual performance of work and the functioning of organizations.

In this way Organizational behavior considers three levels behaviors: personal, group, organizational .

Psychological aspects are widely considered in organizational behavior.

Knowledge of the basics of organizational behavior allows you to describe the behavior of personnel, explain the reasons for their actions, predict behavior, and, accordingly, manage it in the organization, as well as more fully reveal the potential of the organization's personnel.

Factors that determine certain organizational behavior:

1) personal parameters of an employee of the organization: socio-psychological qualities of the individual;

2) parameters of the organization: organizational and technical parameters, working conditions, style and methods of management;

3) parameters of the external environment: laws, culture, morality.

The main forces that determine organizational behavior are organization, stimulation, group, control.

Peculiarities organizational behavior is driven by four groups of changes: human capital, customer expectations, organizations, management processes.

One of the features of organizational behavior in modern Russia is to increase the effectiveness of interpersonal relationships.

Psychological structure organizations are informal (informal) connections and relations that do not have regulated legal prescriptions. They develop between workers in the course of their activities under the influence of the coincidence of interests, opinions and views on various issues, mutual sympathy and trust, community of hobbies (sports, hunting, music, etc.).

The foundation organizational behavior - the use of socio-psychological methods of management aimed at managing the socio-psychological processes occurring in the team, to influence them in order to achieve the goals set for the organization.

Ways of implementation social impact:

purposeful formation of the personnel of the organization;

moral stimulation of employees;

use of individual behavior management methods;

implementation of the collective activities of employees and the use of their social activity.

Methods of psychological influence:

use of methods of psychological motivation (motivation);

taking into account the individual characteristics of employees (temperament, character, abilities, personality orientation, human needs);

taking into account the psychological aspects of human activity (attention, emotions, will, speech, skills).

Scientific approaches to organizational behavior.

Organizational behavior as a scientific field is based on two directions: the school of human relations, the concept of behavioral sciences.

Its main elements are the cognitive approach, the behavioral approach, the social learning approach.

cognitive(cognitive - from French "understand", "be aware") an approach- direction in psychology, proceeding from the recognition of the primacy of human mental activity.

Behaviorism(from English "behavior") - a direction in American psychology in which human behavior is understood as physiological reactions to stimuli.

Social learning theory combines and integrates behavioral and cognitive concepts. She claims that learning is possible on the basis of imitation, self-control and taking into account such a personality parameter as self-efficacy.

self-efficacy- this is the perception by the individual of how much she is able to cope with problems as they arise, and the desire of the individual to realize their capabilities.

In addition, the following approaches to the study of organizational behavior are used: an approach that involves the accumulation of life, managerial experience; an approach related to mastering theoretical knowledge and practical skills; psychological approach; motivational approach.

Basic theoretical approaches. O relies on fundamental concepts about the nature of man and organizations. We will rely on the main theoretical approaches: for human resources, situation, results and systems.

Orientation to human resources. P involves analysis personal growth and development of individuals, their achievement of ever higher levels of competence, creative activity and diligence, since a person is the main resource of an organization and society. Traditional approach to management assumes that the decision on the goal is made by the manager, who strictly controls the performance of the task by the employee, i.e. directive and controlling character. Oriented on human resources approach is supportive. It is assumed that the task of management is to provide opportunities for improving the skills of employees, increasing their sense of responsibility, creating an atmosphere conducive to increasing their contribution to the achievement of the organization's goals.

Human nature. It is customary to distinguish six basic concepts that characterize any individual: individual characteristics, perception, personality integrity, behavior motivation, the desire for complicity and the value of the individual.

INDIVIDUAL CHARACTERISTICS . There is a lot in common between people, but each individual differs from other people in a million characteristic features. The presence of individual characteristics predetermines the fact that the most effective motivation of employees involves a specific approach of the manager to each of them. The proposition that each person is unique is commonly referred to as the law of individuality.

PERCEIVE E. Each of us individually perceives what is happening around c80

events. The reasons that determine the unequal perception of the “world of work” by employees are different. We are dealing with the so-called process of selective perception, when a person's attention is attracted primarily by those features of the working environment that are consistent with or reinforce his individual expectations.

Managers must learn to analyze the characteristics of the perception of employees, their emotionality and find individual approach to every employee.

INTEGRITY OF THE PERSON . Each of us is a whole human being. The implementation of the EP suggests that the administration of the organization needs not just qualified employees, but developed personalities. Our work activity largely determines our individual traits, which means that managers should think about the impact of work on the personality as a whole.

MOTIVATED BEHAVIOR . One of the main provisions of psychology says that normal human behavior is formed under the influence of certain factors that may be associated with the needs of the individual and / or the consequences of his actions.

Employee motivation- a mandatory attribute of any organization. Regardless of the technology and equipment at its disposal, these resources cannot be used until the labor of previously motivated people is applied to them.

VALUE OF THE PERSON . Today, the high value of qualifications and abilities, opportunities for self-development of each employee are in “fashion”.

The Nature of Organizations. The foundation of the organizational concept is formed by the position that organizations are social systems.

SOCIAL SYSTEMS. One of them is a formal (official) social system, the other is an informal one. The social system assumes that the environment of the organization is subject to dynamic changes, all its elements are interdependent and each of them is subject to the influence of any other element.

Systems approach to organization and management is a way of thinking, gives a holistic view of the system based on its interaction with the external environment, is a way of interconnecting individual components into a single composition.

situational approach. The use of a situational approach involves an appeal to an extended range of scientific disciplines, consistency and research orientation. Thus, it contributes to the practical application of all the knowledge available in the “arsenal” of managers about the behavior of people in organizations.

Results orientation. Each organization strives to produce some specific products or achieve certain results. The key factors for the success of an organization are in two areas - external and internal. The dominant goal for many is results orientation. concept performance.

Lecture 2. Models of organizational behavior

Let us consider four models of OP developed on the basis of different theories of human behavior and used in different historical periods: authoritarian, custodial, supportive and collegial.

AUTHORITARY MODEL. The authoritarian, power-based model of the OP dominated during the Industrial Revolution. In order to demand from a subordinate “you must do this - or ...”, the manager must have the appropriate authority to subject the employee who does not obey orders to penalties.

Under certain conditions, the authoritarian model demonstrates high efficiency; should not be abandoned completely. The authoritarian model was assessed as acceptable in the absence of alternative approaches and is still adequate for certain conditions (for example, for an organization in crisis).

CUSTODY MODEL. In the late nineteenth - early twentieth centuries. some companies have begun to implement social security programs. The OP guardianship model was born. The success of the guardianship model depends on economic resources.

Guardianship leads to increased dependence of the employee on the organization. The fact that his weekly earnings depend on the immediate supervisor, the employee feels, realizing that his safety and well-being largely depend on the organization.

The guardianship model assumes that employees of the company are constantly indoctrinated with thoughts about economic incentives and benefits, and as a result of this kind of psychological processing, they feel quite satisfied with life. However, the feeling of satisfaction is by no means a strong stimulus, it causes passive cooperation. Therefore, the effectiveness of the guardianship model is only marginally better than the performance achieved with an authoritarian approach. The guardianship model is good in that it instills a sense of security in the worker, and yet it is only the basis for moving to the next step.

SUPPORTING MODEL. The supportive model of the OP is based on the "principle of supportive relationships". Supportive behavior does not require the attraction of significant financial resources. Rather, it is about the style of behavior of the management of the organization, which is manifested in the treatment of leaders with people. The role of a manager is to help employees solve problems and complete work tasks. The supportive EP model is particularly effective in high-affluence countries because it responds to the desire of workers to meet a wide range of needs.

PARTICULAR MODEL. The collegiate model is a further development of the supporting EP model. The term collegial refers to a group of people striving to achieve a common goal. The success of the collegial model is determined by the possibility of forming (under the guidance of management) among employees a sense of partnership, a sense of their necessity and usefulness.

The feeling of partnership comes in different ways. Some organizations are eliminating designated parking spaces for senior executives, others are banning words like "boss" and "subordinate" as they see them as separating managers and other employees, others are deregistering check-in times, forming "committees to leisure activities pay for employee hikes or require managers to go out on a weekly basis. All these activities contribute to the formation of a partnership atmosphere in the organization, when each employee makes the maximum contribution to the achievement of common goals and highly appreciates the efforts of his colleagues.

The management of such an organization is focused on teamwork, when the leader is treated as a coach who creates a winning team. The employee's reaction to such a situation is a sense of responsibility when the work task is performed at a high level, not because the manager ordered it, and not under the threat of punishment, but because the employee feels a sense of duty to achieve the highest quality.

SITUATIONAL APPLICATION OF MODELS. Although one model usually prevails at one time or another, there are still opportunities to use others. Managers have different knowledge and different skills; the role expectations of employees, determined by the cultural context and historical features, also differ. The policies and cultures of organizations are different, but the most important thing is the features of their production processes. Some types of work require routine, unskilled, hard-coded labor, are tightly controlled by management, and their performance guarantees mainly material incentives and a sense of security (the conditions of the authoritarian and guardian model). Intellectual, non-regulatory types of labor require teamwork and self-motivated employees. Workers engaged in this type of work are most responsive to supportive and collaborative approaches.

Lectures 3-4. Communicative behavior in the organization.

1. Two-way communication process.

2. Communication barriers and symbols of communication.

Bilateral communication process.

Communication process is a contact, communication for the purpose of exchanging ideas, opinions and information orally or in writing with the help of symbols or actions.

primary goal communication process - ensuring understanding, accepting, informational message.

Communication in the organization- this is the exchange of information, on the basis of which the manager receives the information necessary for making decisions, and brings this decision to the performers. I.e., oh organizational communications- These are specific processes through which the movement and exchange of information takes place within the organization.

Information exchange is built into all major views management activities(control functions). Therefore, communication is called bridging process.

Types of information exchange:

a) between the firm and the external environment;

b) between the hierarchical levels of management of the company (vertically);

c) between units of the same level (horizontally);

d) between the leader and subordinates (makes up 2/3 of the total);

e) informally between employees of the firm (rumors, the level of accuracy of which can be quite high).

To exchange information in the company, various means are used: business conversations, discussions, meetings, telephone conversations, meetings, memos, reports, certificates and similar documentation circulating within the company, which is often a reaction to opportunities or problems created by the external environment.

Communication should: be carried out at the right time (on time), be reliable (word and deed should not diverge), be complete enough (excessive communication is harmful).

Effective leaders are people who are effective in business communication. They understand the essence of the communication process, have a developed ability of oral and written communication, and understand how the environment affects the exchange of information.

Effective communication implies that the meaning given by the source of the message and the meaning perceived by the recipient are practically the same.

If communication is poor, then decisions may turn out to be erroneous, people may misunderstand what management wants from them, and finally, interpersonal relationships may suffer from this.

By subject and means, types of communications in the organization there are: interpersonal, communication using technical means, communication using information technology.

By types, communicative behavior is: written - oral, official - unofficial, indirect (indirect) - direct (direct).

Consider two-way communication process. A two-way communication process is the way in which a sender's message reaches the recipient.

The main elements of the communication process are the sender, the message, the channel and the recipient. Any individual (employee) who has certain ideas, intentions, information and purpose of communication is a sender. The information that the sender transmits to the desired recipient is formed as a result of encoding, there is a message. The person who receives the sender's message is the recipient. Communication channel is the path along which the message is transmitted.

The communication process includes eight steps.

THE BIRTH OF AN IDEA. Step 1- the birth of an idea that I would like to convey to the recipient without it there can be no message itself.

CODING. On the second step the idea is encrypted (transformed into a form convenient for transmission) with the help of suitable words, diagrams, and other symbols used to convey information. At this stage, the sender also determines the method of transmission, the most adequate order of words and symbols.

BROADCAST. Step 3 After determining the form of the message, it is transmitted. The sender chooses a communication channel and transmits the message, taking into account the time factor.

RECEIVING. Step 4 Transmitting allows the recipient to receive the message. At this stage, the initiative passes to the recipient, who must tune in to the perception of the message. If it is a verbal message, the recipient must be a good listener. In cases where the addressee is not ready to receive the message, its content is largely lost.

DECODING. Step 5 The process of turning a message into a meaningful form is called decoding. The sender strives to ensure that the recipient adequately perceives the message exactly as it was sent.

For example, if the sender "transmits a square, and after decoding it turns out a circle, the message was received, but understanding could not be reached."

Understanding can only be realized in the mind of the recipient. The communicator can get the other party to listen to his message, but has no ability to make him understand it. Understanding the received message is the exclusive prerogative of the recipient. Communication cannot be considered successfully completed until there is understanding, this process is known as "bringing the message to the recipient.

ADOPTION. Step 6 Once the recipient has received and decrypted the message, they can accept or reject it. The sender, of course, would like the addressee to accept the message and respond adequately to it, but acceptance is a matter of choice and inclination; so it is the recipient who decides whether to accept the message in whole or in part. USAGE. Step 7- the use of information by the recipient, who may not respond to the message in any way; complete the task as directed; save the information for the future or do something else. This step is decisive and depends primarily on the addressee.

FEEDBACK (step 8) is a message sent by the recipient (receiver) back to the sender. It reflects how a person feels about something said or done by another. Demonstrating a reaction to a received message is feedback.

Feedback characteristics: intention, specificity, descriptiveness, usefulness, timeliness, readiness, clarity, reliability, constructiveness, clarity of expression, understandability to the recipient.

Types of communications in an organization are classified according to the following criteria: by the subject and means of communication, by the form and channels of communication, by the direction of communication, by the spatial arrangement of channels.

According to the form of communication, types of communications in the organization there are: verbal (words), non-verbal (gestures).

By communication channels types of communication in the organization distinguish between formal and informal.

On an organizational basis, the types of communications in an organization are distinguished: vertical, horizontal and diagonal.

According to the direction of communication, the types of communication in an organization are distinguished: descending and ascending.

Communication between people in situations "face to face" and in groups using words and non-verbal means of communication is interpersonal communications.

Factors influencing interpersonal communications: competence and compatibility, trust and status, feedback and socio-cultural environment, expectations.

Communications carried out by employees of departments and subdivisions of various levels of the hierarchy are diagonal.

Communications aimed at coordinating and integrating the activities of employees of various departments and divisions at the same levels of the hierarchy to achieve the goals of the organization are horizontal.

Communication directed from the bottom up from subordinates to the leader is ascending.

Top-down communication from the leader to subordinates is top-down vertical.

Complex problems are best solved by teams using a common channel communications network.

The prerequisites for an effective approach to communications in an organization are as follows. First, managers must develop a positive attitude towards communications; convince themselves that this is the most important part of their job. Secondly, it is necessary to work on obtaining information that will be of interest to employees. Third, managers must consciously plan communications. And also managers are called upon to gain trust, which is the most important condition for communications of all kinds.

2. Communication barriers and symbols of communication. Even if the recipient receives the message and honestly tries to decode it, understanding may be limited by a number of obstacles or barriers that may arise either in the physical environment or in the emotional realm of the person involved in the communication process.

Everything that distorts the communication process is called noise, i.e. it is any interference that disrupts the transmission of a message and interferes with the communication process. There are 6 sources of "noise": 1) physical distortions; 2) semantic problems - poor choice of words or their inappropriate use, as well as the use of mixed messages, and here it is necessary to apply KISS (keep it simple and short) - the principle of communication; 3) mixed messages - take place in cases where the words "say" one thing, and non-verbal signals - another; 4) lack of feedback; 5) status-MUM effects - the effect is that people are unwilling to report bad news; 6) cultural differences.

Communication interference, obstacles, any interference in the communication process in any of its sections, distorting the meaning of the message, there are barriers. Communication hindrances arise depending on the following factors: organizational barriers, difference in status and unwillingness to share information, cultural and temporal barriers, communication overload.

Communication interference arising from the language differences between the sender and the recipient are language barriers. Communication interference arising from a misunderstanding of the meaning of the symbols used in communications are semantic barriers. Communication interference due to the personal characteristics of the sender and/or recipient are personal barriers.

Communication interference that occurs in the material environment of communications are physical barriers.

SYMBOLS OF COMMUNICATION. There are three symbols of communication: words, actions, drawings. Communications carried out with the help of speech as a coding system are verbal communications. Words are the main communicative symbol used in the labor process. The main problem with the use of words is their ambiguity, due to the fact that we are trying to "reflect" the infinite complexity of the world using a limited number of words. Many of the meanings of the words are completely different. The complexity of the language increases when people with different levels of education, ethnic traditions or culture try to make contact.

Context allows you to clarify the meaning of words with the help of signals that a person receives from the external social environment. Social signals can carry both positive and negative information that affects the reactions of communication participants. Social positions include positions, clothing, or the meaning of words adopted in a particular region or ethnic group. Our susceptibility to the influence of such signals varies depending on the degree of trust in the source, the level of familiarity with the issue, the nature of the signal, and individual differences (such as cultural traditions). Prior knowledge of social cues is important because using certain words in an inappropriate context creates a semantic that, like the real thing, irritates our senses and negatively affects the accuracy of sensations.

DRAWINGS. Communication symbols also include drawings used to explain verbal messages - projects, work schedules, samples, diagrams, maps, visual aids in training programs, scale drawings, etc. Drawings can provide a powerful visual means of depicting (once see than hear a hundred times. However, to achieve maximum effectiveness, they must be combined with carefully chosen words and actions.

ACTION (NON-VERBAL COMMUNICATION). The third type of communicative symbols is actions or non-verbal communication. Non-verbal communications are messages sent to the sender without using words as a coding system, using gestures, postures, facial expressions, looks, mannerisms, and the like. Body language is an essential addition to verbal communication.

Very important in working situations is the expression of the interlocutor's eyes, eye contact, their movements, smiles, as well as eyebrow movements.

Non-verbal signals can be either involuntary or intentional, which greatly complicates the communication process. Body language also includes physical touch, hand movements, tilting the body forward or backward, crossing arms or legs, wadoh or yawning. Non-verbal signals are useful, but their interpretation is subjective and carries the possibility of error in advance.

The methods of communication between individuals are: reaction, facial expressions and gestures, listening.

Non-verbal means of communication include: kinesics, prosody and extralinguistics, proxemics and takesics.

Visually perceived movements of another person, performing an expressive-regulative function in communication (expressive movements, visual contact) are kinesic means. Kinesics is the study of the interlocutor by his gestures, facial expressions, postures, gait, looks. Dynamic touches stand out here: a handshake, a kiss, a pat.

Prosodic and extralinguistic (voice and speech characteristics) features are: intonation, loudness, timbre, speech rate, rhythm, diction, modulation, pitch, tonality, pauses.

Visual contact (gaze): direction, length of pause, frequency of contact.

The spatial structure of communication is distinguished, which includes: the orientation and angle of communication of partners and the distance.

In the process of communication, attraction techniques are used to convince the interlocutor of something.

Persuasion is carried out through informing, proof, clarification, refutation.

Communication is one of the ways to influence the interlocutor. The ability to influence other people, their behavior, relationships in various ways is called influence.

Features of communications in the organization.

The manager's external communications appear in relationships with: partners and suppliers. The manager's internal communications appear in relationships with: employees subordinate by status, senior management and colleagues - managers and leading specialists.

The center of the manager's communication space is the position.

In addition, we can distinguish such processes in the organization as communicative overload and communicative needs.

1. COMMUNICATION OVERLOAD. Sometimes managers give employees huge amounts of information until employees discover that having huge amounts of different kinds of data does not contribute to understanding at all. This situation is called communicative overload, when the volume of communicative inputs significantly exceeds the possibilities of their real needs. The conditions for effective communication are time and quality of information.

2. COMMUNICATION NEEDS.

It is customary to refer to the communicative needs in the organization: work briefing, feedback on the results of activities, news, social support. Let's consider each need separately.

WORKING INSTRUCTION. One of the communicative needs of the employees of the organization is briefing on the performance of work tasks, which implies, within the framework of objective requirements, the formulation of instructions by managers. The consequences of inadequate work instructions are dire. Managers must relate the communications they carry out to the nature of the work tasks they supervise.

PERFORMANCE FEEDBACK. In addition, employees are in dire need of management feedback on the results of work assignments. Sustained feedback allows them to assess the correctness of the chosen direction and track the movement towards their own goals, shows how interested other people are in the results of their activities. If positive indicators are achieved, feedback increases the employee's self-esteem and his sense of his own competence. In general, performance feedback leads to both improved performance and improved relationships between employees and managers.

NEWS. Downlinks should be breaking news, not belated confirmations of information received from other sources.

SOCIAL SUPPORT. The communicative needs of employees of the organization also include social support, i.e. the desire of the individual to feel cared for and respected by others, their high appreciation. It does not matter whether such communications are about work assignments, promotions, or personal matters. In any case, employees feel an increased level of social support.

Ways to improve the exchange of information that the leader must learn to use in their daily activities.

1. The manager must evaluate the qualitative and quantitative aspects of his information needs and the needs of his subordinates and colleagues.

2. The leader must regulate the flow of information through personal meetings, meetings, etc.

3. The leader must check the awareness of his subordinates to determine their awareness of the goals of their activities.

4. The manager should promote the publication of newsletters that contain information for all employees.

Lecture 4. Communicative behavior in the organization (Continued).

Formal communicative behavior in the organization.

2. Informal communicative behavior in the organization.

3. Business communication.

Formal communicative behavior in the organization.

The flow of messages from lower levels to higher levels is called upward communication. And vice versa.

If the two-way information flow weakens due to limited upward communication, the company's management begins to experience a lack of data necessary for making informed decisions, loses an understanding of the needs of employees, and therefore loses the ability to ensure the effective performance of its functions and social support.

The implementation of upward communications is associated with overcoming specific difficulties. The first is delays, i.e., the slow ascent of information to high levels of organizations. Managers do not risk raising problems, because they are afraid of the negative reaction of management. The second is filtering, i.e. some form of "censorship" from below. And finally, in upward communications, distortions or deliberate changes in the message are possible in such a way that it contributes to the achievement of someone's personal goals.

METHODS OF UPCOMING COMMUNICATIONS. The starting point for improving bottom-up communication is the formulation of policy principles for the treatment of employees, which may include areas of responsibility of senior management, controversial topics, issues that require management opinion or recommended changes.

QUESTIONS FOR EMPLOYEES. One of the practical methods is the questions of managers to employees, demonstrating the interest of management in the opinions of employees, its desire to obtain additional information, and an assessment of the role of subordinates.

ABILITY TO HEAR. The ability to actively listen, not just hear. Effective "receivers" master the art of perceiving not only "pure" information, but also the emotional message of the sender. It is equally important that a manager who listens attentively to an employee regularly sends signals on the air about his interest in the subject of conversation.

EMPLOYEE MEETINGS. One of the most effective methods for developing upward communication is holding meetings of managers with small groups of employees, where employees have the opportunity to speak out on current work problems, management methods, and talk about their needs.

OPEN DOOR POLICY. The open door policy assumes that the appeals of the company's employees to their immediate superiors (primarily) or higher-ranking managers on any issues that concern them are encouraged by the top management of the organization, which allows you to unblock upward communications.

PARTICIPATION IN SOCIAL GROUPS. Informal, often entertaining events provide exceptional opportunities for “extra-scheduled” upward contacts. This spontaneous exchange of information allows managers to understand the real situation in the company much faster than in formal communication.

Lateral communications coordinate problems, needs, consultations, feedback.

Communication can be divided into formal and informal. Formal communications allow you to streamline and limit information flows, based on the organizational structure and regulations on departments and services. Informal communications are social interactions between people, an expression of the human need for communication.

Groups within an organization exhibit different interactive models and use different communication networks.

Communication networks. In some organizations, work involves the creation of interactive teams whose members work on tasks side by side and are characterized by coordination of activities. Such a model of interaction leads to the emergence of a decentralized communication network in which all members of the group communicate directly with each other and freely exchange information. Sometimes such a structure is called a common channel or communicative network of the "star" type.

The second scheme for organizing work is collaborative teams, whose members work on the task independently, although they are connected to each other through central coordination. Information flows to the central figure and then is distributed among the members. This creates a centralized communication network, the central figure of which acts as the "axle of the wheel". Sometimes such a figure is called an information network built like a wheel or chain. The central communications network links group members through a central control point.

Limited communication networks link opposing subgroups that are at odds with each other on some issue.

OTHER FORMS OF COMMUNICATIONS.

ELECTRONIC COMMUNICATIONS.

EMAIL.

TELECOMMUNICATION SYSTEMS. Research shows that the benefits of telecommunications for workers include the absence of distractions, reduced communication time and money, the ability to reduce the cost of work clothes, and the ability to spend more time with or care for family members. Benefits for corporations include increased productivity (sometimes by I5-25%), reduced need for workspace, the ability to attract talented people who live in remote cities, increased employee loyalty, since the employer has "went the extra mile", by setting up a system to provide employment to disabled or chronically ill people Benefiting communities - reduced traffic and emissions, fewer unemployed people who do not have opportunities to work outside the home. Moreover, in "exchange" for the comforts of home, some individuals increase their working hours and work intensity.

As a result of physical isolation, telecom workers often feel disconnected from conventional (social) networks. They are deprived of intellectual stimuli from peers, informal channels of communication and feel isolated from most sources of social support. Emotional costs may turn out to be unacceptably high, so the task of the employer is to support "teleworkers", provide them with up-to-date information, encourage active contacts, and participate, to the extent possible, in events held by the company. It is obvious that technological progress in the field of communications is inevitably associated with certain costs and organizational efforts.

VIRTUAL OFFICES. Technological progress in communication processes has both positive and negative consequences. Some companies are creating virtual offices that don't require space or desktops. PRIMARY means of production are compact means - e-mail, cell phones, voice mail recorders, laptop computers, fax machines, modems and video conferencing systems. Employees "armed" with them can perform work not only at home, but practically anywhere - in cars, restaurants, customer offices or airports. Communication through electronic means allows employers to significantly reduce the working space per employee. However, we should not forget about the risk of losing opportunities for social interactions, because employees need to communicate in an informal setting, exchange ideas and experiences in person, and identify new areas of teamwork.

2. Informal communicative behavior in the organization. An informal communication system is often referred to as a "vine" - conveys information through a network of friends and acquaintances. This term applies to any informal communications. Informal information is usually disseminated orally, but there are also communications in written form. Sometimes handwritten or typed notes are used, but in today's electronic office, these messages are usually displayed on computer screens, creating a new era of "electronic vine" that greatly increases the speed of information dissemination. However, it will never replace the "face-to-face vine" for two reasons: (1) not every employee has access to a personal computer network, and (2) many employees prefer face-to-face social interactions.

"VARIETIES OF GRAPES". Often, managers get the impression that the "vine" is organized according to the principle of a chain in which A tells B, who breaks the news to C, who passes it on to D, and so on until after 28 people the information reaches Z - with a significant delay and in a very distorted form. There are several varieties of grapes: 1) clustered chain because each link in the chain seeks to inform colleagues, and not one of them.

2).One-way chain. 3). Gossip. 4). Probabilistic chain.

In each specific case of dissemination of information in the "vine" only a certain part of the employees actively participates. Of the 87 employees, no more than 10-15 employees. People who are actively involved in the transmission of information through the "vine" are called messengers.

ACTIVITY OF "GRAPEVINE"

The Vine is the product of a situation rather than a personal initiative. This means that in a certain situation and with the appropriate motivation, any employee can take part in it. Both men and women participate equally in it.

RUMORS. The main problem of the "vine" is the transmission of rumors. Rumor is information carried by the "vine" that spreads without providing generally accepted evidence of authenticity. Sometimes it is confirmed, but in most cases it turns out to be false.

The possibility of rumors is determined by two factors - interest and uncertainty. Usually the rumor is filtered, by which it is reduced to a few basic points that are easy to remember and pass on to others. Often, in order to express their own feelings and thoughts, messengers add new “details” to the rumors that completely distort the original meaning, this process is called addition.

TYPES OF HEARINGS. Some of the rumors have historical roots and are easy to explain, as they indicate an attempt by individuals to reduce the degree of uncertainty they are faced with. Others are more spontaneous, action oriented. Sometimes rumors are negative, driving a wedge between individuals or groups. The existence of different types of rumors reminds managers not to curse them en masse, even if they sometimes create managerial problems.

HEARING MANAGEMENT.

Eliminate the causes of rumors.

Pay particular attention to countering serious rumors.

Refute rumors with facts.

Start countering rumors as early as possible.

Pay special attention to personally presenting the facts, if necessary, in writing.

Provide facts from reliable sources.

Refrain from retelling the rumor when refuting it.

Encourage the help of informal and trade union leaders if they express a desire to cooperate.

Listen to all the rumors to see what they might mean.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION

"SAINT PETERSBURG STATE

ECONOMIC UNIVERSITY (SPbGEU)

Abstract

Discipline: Organization Theory and Organizational Behavior

Completed:

Evtushenko Oleg

Petrov Anatoly

Saint Petersburg 2014

• 2.1 Positions of the manager and leader in the organization. Key competencies leader and manager
• 2.3 Leadership theory
• 2.4 Behavioral approach
• 2.5 Situational theories
• 2.6 Charismatic leadership
• 2.7 Influence strategies (dominance, authority and leadership)
• 3.1 Maslow's motivational hierarchy of needs
• 3.2 Aldorfer's ERG Motivational Theory
• 3.3 McClelland's motivational theory of learned needs
• 3.4 Herzberg's motivational theory of two factors
• 3.5 Motivational expectancy theory by V. Vroom
• Topic 4. Person and organization
• 4.1 Formal and informal groups in the organization: characteristics, reasons for formation, stages of development
• 4.2 Team and group: similarities and differences, levels of development
• 4.3 Types of conflict 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 Communications
• 5.9 Team and group science
• 5.10 Organizational culture
• 5.11 Conflicts

Topic 1. Communications in management

communication manager motivation conflict

1.1 Communication process structure, feedback requirements

The simplest communication model looks like this:

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

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 the information that the source conveys to the recipient. Most messages are transmitted in a 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 transmitted from a source to a recipient. Well-known channels - speech and written materials, e-mail, videotapes, etc. It is important to choose the right channel for communication to be effective. The channel should be consistent with the idea that was born in the first stage, be compatible with the type of characters 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 recipient's thoughts. If the characters chosen by the sender have exactly the same meaning for the recipient, then he will know exactly what the sender meant. If the recipient has demonstrated understanding of the idea by performing the actions that the sender expected from him, the exchange of information is effective. These actions are feedback.

Feedback - This is the recipient's reaction to the source's message. This and taking into account 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 outcome of the message has been achieved. Negative feedback informs the source that the desired outcome of the message was not achieved.

Effective feedback must have a number of characteristics.

1. Orientation. The purpose of effective feedback is to improve the quality of work of each individual employee, increasing his value. It should not humiliate self-respect or affect the reputation of a person.

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

3. Descriptive. Effective feedback should not evaluate the performance of the employee, but objectively describe what he actually did.

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

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

6. Desire and willingness of employees to accept feedback. If feedback is forced on employees, it is much less effective.

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

8. Reliability and reliability characterize how much the recipient trusts the information received through feedback and how accurately it reflects the real state of affairs. Distortion during transmission can lead to both an incorrect reaction of the leader and subsequent incorrect changes in the actions of the subordinate.

Communications in the organization are divided into formal (official) and informal.

Formal communications are defined by policies, rules, job descriptions given organization and carried out through formal channels. Formal communications include:

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

· horizontal - between different departments, intended to coordinate the activities of various departments.

Vertical communications, in turn, are divided into:

o ascending, when information is transmitted from the bottom up (from lower levels to higher ones). This type of communication contains the information that managers need to assess the area of ​​activity 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 a given organization and are carried out through informal channels that exist due to personal relationships between members of the organization.

The existence of informal communications is associated with the problem of rumors in the organization.

Rumors are any information that is received through unofficial channels of communication. Rumors arise if employees experience a lack of information provided through formal communication channels, if information is supplied 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, conflicts. From a psychological point of view, such factors include differences in temperaments, characters, manners of communication and emotional states of communicating partners.

The temperamental barrier arises as a consequence of the meeting of two people with different types of nervous system. Temperament is the foundation of character, which determines the characteristics of the response of the nervous system to the environment. The type of temperament depends on the innate type of higher nervous activity. In the nervous system, as is known, two main processes alternate - 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 of people who are different in their temperamental structure can form barriers to interaction and even lead to conflict.

Character is an individual combination of the most stable personality traits that manifest themselves in human behavior and in a certain respect:

1) to oneself (demanding, critical, self-esteem);

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

3) to the task assigned (laziness - industriousness, accuracy - slovenliness, 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 the communication of people who have differences in this manner. Therefore, it is important to know the techniques for 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 turn to any person, without caring about the appropriateness or expediency of communication. He wants to seize the initiative in communication, to influence others, to suppress the activity of a communication partner. His attitude to this can be caught by his posture, facial expressions, gestures, look, and remarks. In communication, he raises his voice, interrupts his partner, repeats the same thing over and over, and 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 outward signs intelligence, strength, emotional partner. Indecisive in disclosing his own knowledge. Sometimes he lets himself be confused; yielding, easily lost; he never interrupts his partner himself and patiently demolishes when he is interrupted.

A 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 catch the meaning of speech, without delving into the "verbal vestment". Always strives to add variety to communication, changing superficially discussed topics, jumping from one to another.

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

An extraverted 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, is inquisitive, shows 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. Able to speak openly and sincerely.

An introverted subject of communication is not prone to external dialogue. Most of all, he focuses on a dialogue with himself (autocommunication). Shy, touchy, not inclined to discuss personal topics. However, he 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 the skills of understanding the characteristics of the personality of another person, recognizing its merits. Only then do conditions arise for effective communication of people in a team.

1.3 Communication networks, matrix of personal contacts

At enterprises, communication channels are combined into networks that connect the elements of the management structure into a single whole. They combine formal and informal communication channels, both duplicating and complementing 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 into 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 which, for some reason, prevents 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. Combined 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, while remembering that we are talking about their schematic diagrams, and not about "portraits" of certain real organizations or departments.

The simplest type of open communication network is a linear one, called a snake (Scheme 1). It characterizes the elements of the control structure of A and B, which, when connected, 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 level of management, most often of an informal nature, or is an element of a more complex network.

Networks consisting of two or more levels are primarily inherent 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 range of control, the most suitable for it is a communication network called a star (Scheme 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 administrative structures, such a communication network is unsuitable. The central link A is no longer able to independently develop all decisions and bring them to the executors. In this case, an assistant (intermediary) B appears, concretizing commands and distributing information between performers C, D, E. 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 first person. Such a network is called a spur (Scheme 3).

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

Therefore, for large multidisciplinary functional structures, other communication networks are characteristic, for example, an awning (Scheme 4) and its modifications. The essence of these modifications, called the tent and the house (Scheme 5), is the official admission, along with vertical, horizontal communication channels, through which subordinates can directly solve many minor problems on their own, which allows 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 a strict subordination of some links to others and formal ties predominate. However, within the framework of such enterprises, there may also be flexible structures - consultative and advisory (committees, commissions, special creative groups), which are based primarily on informal or semi-formal internal communications and principles of self-government. Communication here is carried out through closed networks, in which intermediaries play the role of not controllers, but liaisons, facilitating interaction between the participants in these structures.

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

In large enterprises, it can be complex, involving additional communication channels that connect 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, stimulates creative processes.

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

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

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

Consider the main types of non-verbal communication:

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

· Tactile behavior - it was found that when communicating, all people use a variety of types of touch to those interlocutors who are in close proximity. Different kinds of touches are worn different character and have different, distinct from others, effectiveness and significance. Tactile behavior can conditionally be divided into the following types: professional, ritual, friendly and love. Each type of touch is necessary for a person to weaken or strengthen the process of 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 sensory perception by all cultures. Attitude towards a partner is formed on the sensation of the sense organs: smells, taste sensations, perception of sound and color combinations, sensations of the body of the interlocutor and the warmth emanating from him. Thanks to all this, non-verbal communication with this partner is built;

· Proxemics is 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 relationships between people. As a result of some studies, four zones of non-verbal communication of a spatial type were identified: intimate, personal, social and public;

Chronemics - this type implies 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, may be based on sociocultural norms that regulate tactile contacts. Therefore, interpersonal distance can be considered as a means of communication, which is derived from the tactile channel of communication. The space between people carries semantic, psychological meanings, which is why the anthropologist Edward Hall (1966), probably the most authoritative specialist in the field of research on interpersonal distance, gave it the name “psychology of space”. He also compiled the most well-known today classification of distances, or zones of interpersonal interaction. True, it mainly reflects the cultural norms that exist among North Americans, since it was created on the basis of observations of the behavior of Americans.

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

intimate,

personal,

social,

official (public).

The intimate zone is the distance between people from direct contact to 0.5 meters. Such a distance indicates a very close relationship between the interlocutors. Of course, except when strangers they find themselves tightly crowded against their will in public transport, in shops, at stadiums, etc. Such a forced decrease in interpersonal space usually causes a feeling of discomfort in a person, since close physical contact with complete strangers occurs in the crowd.

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

Social zone - it is more extended and extends 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 testifies to the completely official nature of communication. These may be distances during public speaking, communication with officials, solemn ritualized events.

1.5 Types of communication in the organization

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

Classification of communications in an organization

Communications carried out with the help of technical means, information technologies, in modern conditions acquire essential. They are carried out using e-mail, telecommunication systems, management information technologies (MIS). Managers, using MIS, can, for example, contact other employees for information needed to solve problems, and can also study the literature on current developments in any area of ​​interest to them.

Interpersonal communications. Interpersonal communications - communications carried out between people in situations "face to face" and in groups using words and non-verbal means of communication. They are the most important for the study of organizational behavior. Various factors influence interpersonal communication

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

Factors affecting interpersonal communications

Topic 2. Power and leadership in the organization

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

The manager-leader is a key figure in the management of the organization, and leadership is the crown of managerial activity. A manager is a member of an organization that carries out managerial activities and solves managerial tasks. With full responsibility it can be argued 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 performed by different managers are far from the same, and, finally, the functions performed by individual managers are not identical either. This is due to the fact that there is a hierarchy in the organization, that various functions are performed in the organization, and, finally, that there are various types of management activities. An organization cannot exist without managers.

Organizations that succeed differ from those that oppose them primarily in that they are 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 (leading staff), or a process, that is, a way of managing an organization that has individual characteristics. Synonyms for the words leadership and leader are the words leadership and leader.

The nature of leadership can be better understood by comparing it with management itself. Being a manager and being a leader in an organization are not the same thing. The 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 the sources that feed it. 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 high level interdependence of its members. Unlike management itself, leadership involves the presence of followers in the organization, not subordinates. Accordingly, the “boss-subordinate” relationship, characteristic of the traditional view of management, is replaced by the “leader-follower” relationship.

Being a manager does not automatically mean being considered a leader in an organization, since leadership is largely informal. You can hold the first position in an organization, but not be a 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, the establishment of a control system);

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

Key competencies of a leader:

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

* uniting people (formation and management of communication, coalition building, networking);

* motivation and motivation (stimulating activity and creativity, maintaining values ​​and emotions, learning).

2.2 Power and its main forms

Power - means the ability (opportunity) to influence the behavior of other people, in order to subordinate them to one's will.

Power allows the manager to control 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 no definite order in activity.

The definition of power as an organizational process implies the following:

· Power exists with those who can potentially use it, i.e. it exists not only when it is used.

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

· Power is not absolute; the one to whom the power is applied has some freedom of action.

The main types of power:

Power based on coercion. Influence through fear.

Reward-based power. Positive reinforcement, but limited resources when issuing a reward.

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

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

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

· The power of the position does not arise from the position itself, but delegates to its 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 by 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 the position, due to the official place of the person occupying it in the management structure of the organization, and is measured either by the number of subordinates who are directly or indirectly obliged to obey his orders, or by the volume of material resources that this person can dispose of without coordination 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 informal system of relations and is measured either by the number of people who are voluntarily ready to obey this 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), which allow forming 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 a different set of qualities.

Leadership theory reflects the earliest approach to the study and explanation of leadership. The first studies attempted to identify the qualities that distinguish the great men of history from the masses. The researchers believed that leaders had some unique set of qualities that did not change over time. Based on this, scientists tried to determine leadership qualities, learn how to measure them and use them to identify leaders. This approach was based on the belief that leaders are born, not made.

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

2.4 Behavioral approach

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

Leadership style reflects:

degree of delegation of authority by the head to his subordinates

used type of power

Methods of working with the external environment

Ways to influence staff

habitual manner of behavior of the leader in relation to subordinates.

The main behavioral models of leadership include the theory of "X" and "Y" by D. McGregor, the theory of leadership by K. Levin, the continuum of leadership styles by R. Likert, the management grid of R. Blake and D. Moutan, the theory of E. Fleishman and E. Harris and etc.

The main theories of leadership distinguish between two possible behavior leader:

behavior oriented towards human relations (respect for the needs of employees, concern for the development of personnel);

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

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

The behavioral approach laid the foundation 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 regarded as limited, since it did not take into account a number of other important factors that determine the effectiveness of managerial activity 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 theories of leadership are the leadership model of F. Fiedler, the “path-goal” approach of T. Mitchell and R. House, the life cycle theory of P. Gersey and C. Blanchard, the decision-making model of V. Vroom and P. Yetton, etc.

Most situational models are based on the proposition that the choice of an adequate leadership style is determined as a result of 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 the leadership model of F. Fiedler. She focused on the situation and identified three factors that influence the behavior of the leader:

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

the structure of the task (labor regulation);

The power of the leader (the amount of official authority).

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

Task-oriented leaders ensure that the group performs better in both favorable and unfavorable situations. Relationship-oriented leaders ensure higher 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 works. This can be achieved in two ways:

adapt the leader to the situation (through his selection, stimulation, training, retraining, in extreme cases - replacement);

change the situation (by giving the manager additional powers).

The condition for optimal management styles is the focus on 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 managerial situation.

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

Theory of the life cycle of P. Ghersi and C. Blanchard

Of great importance is the theory of the life cycle of P. Ghersi and C. Blanchard. It is based on the position 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 bear responsibility, the desire to achieve the goal, i.e. is a characteristic of a particular situation.

Analyzing various combinations of focus on work tasks and human relationships, P. Ghersi and K. Blanchard identified the following leadership styles: command, training, participation in management (supportive) and delegation, corresponding to the levels of development of employees.

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

high task orientation and low people orientation (to give directions);

equally high orientation to the task and people (to sell);

low task orientation and high people orientation (participate);

Equally low task and people orientation (to 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 managerial 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 style (AI and AI), consultative (CI and SI) to group (full participation style) (GII):

A1 - the manager himself solves the problem and makes a decision using the information available to him;

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 style C1, but consultations are held 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 evaluation of which seven criteria have been developed that are consistently used in the decision-making process: the value of the quality of the decision; the manager has sufficient information and experience to make an effective decision; the degree of structure of the problem; the importance of the involvement of subordinates for making an effective decision; the likelihood of supporting the leader's autocratic decision; 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 seriously criticized. Many note that the model explains how to make and execute a decision, and not how to achieve efficiency and satisfaction of subordinates.

2.6 Charismatic leadership

The first to put forward the idea of ​​a charismatic type of leadership was Max Weber. Charismatic leadership is defined by Max Weber as "based on a devotion to exceptional holiness, heroism or the exemplary character of the individual and the normative attitudes or order determined by him." He defines Charisma (Charisma) as “a certain quality of an individual personality, thanks to which it 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 to be of divine origin, and on their basis the individual is perceived as a leader. How the analyzed quality will ultimately be considered from an ethical, aesthetic or other point of view is irrelevant from the point of view of definition.

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

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, and the other leads to leadership charisma and an attempt by followers to ascribe to the leader almost magical, and in some cases divine qualities.

Charisma is a form of influencing others through personal attraction that elicits support and leadership recognition, which gives the charismatic owner power over followers. As a source of leadership power, charisma refers to the power of example, associated with the leader's ability to influence subordinates by virtue of their personal qualities and leadership style. Charisma gives the leader the advantage to more effectively influence his 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 of the concept of charismatic leadership discussed 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 profound impact on his followers. Leaders of this type have a high need for power, have a strong need for action, and are convinced of the moral rightness of what they believe. The need for power motivates them to become leaders. Their belief in their rightness in action conveys to people the feeling that he is capable of being a leader. These qualities develop such traits of charismatic behavior as role modeling, image creation, simplification of goals "focus on simple and dramatic nature of the goal", emphasis on high expectations, manifestation of confidence in followers of the impulse to action.

Research suggests that charisma has a negative side associated with the usurpation of personal power or a leader's complete focus on himself, and a positive one associated with an emphasis on shared power and a tendency to delegate part of it to followers. This helps to 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 act; extraordinary behavior in realizing their vision.

Models of charismatic leadership differ in the number of stages in the development of charisma itself and relationships with followers. It is believed that it is first necessary to develop sensitivity to discovering 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, something that no one has previously proposed and that seems to be able to immediately advance the solution of the problem.

2. 7 Influence strategies (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 the demotivation of personnel, the decrease in efficiency, the likelihood of destructive conflicts and hidden disobedience.

· The luring strategy is to influence people through rewards. The disadvantage of this strategy is that not every person is suitable for what the leader can offer him. The baiting strategy must be used very carefully, because if people feel that the leader is unfair, this can cause jealousy or resentment, which will eventually cause a decrease in motivation and conflicts.

· The use of 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 leader does not necessarily appear as such to other people. When persuading, you need to remember that other people can see the world differently.

· Preparatory strategies consist of preparing the ground for influencing people.

· Preventive strategies consist of influencing people by preventing any action or decision. Disadvantage - exposure of covert activities can lead to poor communication and conflicts.

Topic 3. Motivation of activity

3. 1 Maslow's motivational hierarchy of needs

Motivation is the process of encouraging oneself and others to act in order to achieve personal and organizational goals. The effectiveness of motivation is related to a specific situation.

Motivation has been around for a long time. The carrot and stick method (one of the first methods of motivation) has been used since the dawn of civilization. However, during the F. Taylor period, managers realized that wages were on the verge of starvation - 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 scientists 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, group relations.

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

40s CC in. A. Maslow.

Hierarchy of needs according to A. Maslow

human need

A need is a physiological and psychological lack 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 completely satisfied. Although this is not necessary in life, and a person may 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 in.

hygienic (external in relation to work), which remove dissatisfaction with work;

motivation factors (internal, inherent in work).

The first group includes normal working conditions, sufficient wage, respect for superiors. These factors do not automatically determine motivation. The second group of factors suggests that each person can be motivated to work when he sees a goal and considers it possible to achieve it.

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

D. McClelland singled out three needs: power, success, involvement. Success is not just a result, but a process of bringing to success. Involvement 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 primary needs have already been satisfied, the enumerated needs of a higher order begin to play a decisive role.

Alderfer agrees with Maslow that individual needs can be placed 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 (existence) - needs satisfied by factors such as food, air, water, wages and working conditions;

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In recent decades, the study of organization, as one of the main driving forces in the development of society, has become the main task of representatives of many sciences. The organization was studied within the framework of social psychology, sociology, political science, management theory, economic theory, computer science, legal sciences, etc. Finally, the study of organization took shape as an independent branch scientific knowledge- organization theory.
in Russia until the early 1990s. the organization was studied mainly within the framework of management theory (scientific management), but the transition to the market required a change in this situation. Currently, the theory of organization is actively developing in Russia.
The theory of organization is based on the concepts and achievements of such sciences as the theory of social phenomena (I. Plenge, T. Katarbiński), organization of labor and management (A. Fayol, M. Weber, A. Gastev), biological theory of organization (D. Haldane, I.Ikskul), general systems theory (L.Von Bartalanffy) and cybernetics (N.Wiener).
Thus, organization theory is an interdisciplinary field of knowledge that arose at the intersection of natural, technical and social sciences, which determines the variety of approaches to organization theory (Table 1).
According to the table, the neoclassical approach to organization theory corresponds to the positions: A 1, B 1, 2, C 1, D 1, D 1; approach based on transaction costs - A 2, B 1, 2, C 1, D 1, 2, D 1; modern approach - A 2, B 3 (1, 2), C 2, D 2, D 2, 3.
Table 1
Basic questions of organization theory and main approaches to it

Organization theory studies: essence, types; goals, environment; structure; functioning mechanism; adaptation mechanism; modeling; dynamics and development of the organization. At the same time, organization theory is an integral part of management science. It serves as a general theoretical and methodological basis for a number of particular organizational sciences. In addition, it is closely related to organizational behavior.

2. Organizational behavior as a scientific discipline

In the 21st century there are significant changes in views on the assessment of the importance of certain management concepts. Today, the manager works in conditions where he is constantly influenced by a large number of factors that make it difficult to develop and make effective management decisions.
Contemporary Issues management, which include significant changes in the sphere of production, the structure of world trade, in the structure of labor resources, the nature of labor and technology, globalization, the growing role of public organizations, etc., have sharply increased attention to the person, his psychology, social environment as a driving forces that can significantly affect the performance of the organization.
Organizational behavior(OP) is a branch of knowledge, the essence of which is the systematic and scientific analysis of the behavior of individuals, groups, organizations in order to understand, predict and improve the performance of individuals and, ultimately, the organizations of which they are a part.
The essence of EP lies in the description, awareness, prediction and management of certain phenomena and processes.
The subject of the EP is the relationship of the management system at all levels.
Distinctive feature OP is an interdisciplinary approach to its study.
The theoretical basis of the EP is based on the achievements of psychology, sociology, economics, history and philosophy. In turn, the EP represents the basis for studying a whole range of management disciplines.
The EP includes the following main components (Fig. 1):
individual (personality);
Group;
organization.

Rice. 1. The scope of organizational behavior

EP as a new scientific discipline began to develop in the late 50s - early 60s of the XX century. Since that time, a unified system of knowledge, theoretical and practical developments has been created, which is defined by the term "organizational behavior". The OP has absorbed such disciplines as industrial engineering, social psychology, sociology of labor, business research, management theory and law.
In the 21st century EP is becoming one of the most important management disciplines, knowledge of which allows you to effectively manage both people and organizations.
Organizational Behavior System
Achieving the goals set for the organization involves the creation, dissemination and implementation of a system of organizational behavior.
The foundation of the organizational behavior system is its philosophy, which includes the basic beliefs and intentions of the individuals who combine their efforts to create it (for example, the owners of the company), as well as the managers who currently manage its activities.
Philosophy is based on two sources - factual and value premises.
Managers are primarily responsible for introducing into the system of organizational behavior three more basic elements of it − vision, mission and goals. The vision is a contradictory image of what the organization and its members can be, i.e. its possible (and desirable) future.
The mission defines the direction of the organization, the market segments and niches that the company seeks to occupy, the types of customers with whom it seeks to maintain sustainable relationships. The mission statement includes a concise list of the organization's competitive advantages or strengths. Unlike the vision, the mission statement is more descriptive. Further specification tasks organization involves setting (based on a mission statement) its goals.
Goals are specific indicators that the organization strives for in a certain period of time (for example, within a year, in the next five years).

3. Relationship between organization theory and organizational behavior

The relationship between organizational theory and organizational behavior is reciprocal: organizational behavior is based on the principles and implications of organizational theory, and organizational theory, in turn, uses the insights and insights of organizational behavior to improve the effectiveness of its recommendations.
These disciplines in their unity are focused on the following functions:
cognitive - the study and explanation of the processes and phenomena occurring in the organization;
practical - development of principles and methods for the effective functioning of the organization;
predictive-pragmatic - the development of scientific forecasts of the behavior of individuals, groups and organizations and changes in their basic properties in the future.

Issues for discussion

1. Prerequisites for the emergence of organizational behavior.
2. School of scientific management (1885-1920).
3. Classical school of management (1920-1950).
4. Industrial psychology and the school of human relations (1930-1950).
5. School of Behavioral Sciences (1950 - present).
6. Development of the theory of organization and approaches to management in the second half of the 20th century.
6.1. Science of management and quantitative approach.
6.2. Organization as an open system.
6.3. Japanese type of management.
6.4. "The Quiet Management Revolution".
6.5. Development of the theory and practice of management in Russia.
7. Models of organizational behavior.
8. Development of theories of organizational behavior at the present stage.

At the same time, it seems possible to preserve the traditional structure of the company, but much lighter (along with networking, or moving away from the vertical structure of the organization)

Higher professional education

National Research University -

"High School of Economics"

St. Petersburg branch

department management

discipline program

PART 1. ORGANIZATION THEORY

For the direction 080200.62 "Management" of bachelor's training

Annotation.

The program is based on the requirements of the State educational standard higher professional education.

"Theory of Organization and Organizational Behavior" combines two relatively independent, but interrelated areas of professional knowledge, in which scientific research and special studies are widely conducted related to the phenomenon of organization, the impact of organizations on the life and behavior of people, factual material on the development of organizations, their transformation and corresponding change in the activities of managers and employees.

Purpose of the course– to form in students a holistic view of organizations, the main patterns of their existence and development, the features of managing organizations. And also to determine the role of a person in an organization, the influence of the main organizational characteristics on the behavior of employees, to highlight organizational, sociocultural, interpersonal and other methods of understanding, predicting and managing the behavior of people in an organization, to give basic skills in applying these methods.
The training course consists of two complementary parts.

Part 1. Theory of organization. Read to 2nd year students. Within the framework of this part of the course, a holistic evolutionary approach to understanding the organization is implemented, the main components of the organization, their role in management, the evolution of the organization as a system, classical and modern types of organizations, methods of designing and managing an organization are considered. The main task- to form basic knowledge about the organization as a special social system, highlight its functions, specific features and characteristics. To give ideas and basic skills of theoretical understanding of the organization, to master the elements of organizational design, to conduct a comparative analysis of various approaches to working with the organization.

Learning objectives and expected results of studying the discipline
As a result of studying the discipline in Part 1 "Organization Theory", the student must:

know:

Functions and essential features of the organization;

• 
  basic approaches to the study of organizations;
• 
  basic concepts that make it possible to describe the process of functioning and development of an organization (organizational structure, mission, vision, strategy, life cycle, etc.);
• 
  basic laws of organizational design and development of organizations;

Development of a goal tree for the organization.

4. Control work - 10 points(admission to offset)

5. Work - 10 points(admission to offset)

Total seminars - 13

150 -145 points --10

144-140 points --- 9

139-135 points --- 8

134-117 points --- 7

116 - 100 points ---6

99-81 points -- 5

80-61 points ---- 4

60-30 points ---- 3

29- 0 points -- 2

"2" and "3" - unsuccessful.

The theory of organization in the system of sciences. Organizations as a subject of interdisciplinary study. The system of sciences about organization. The contribution of various sciences to the theory of organization: management, psychology, sociology, social psychology, anthropology, economic sciences, legal sciences, computer science.

Models of organizations based on the historical and systemic approach, classical and modern views on the organization. The specifics of understanding the organization in various management schools, the features of the approaches of M. Weber, J. Odiorne, N. Smelser. Tectology of A.A. Bogdanov as a general organizational science. Theory
systems and chaos theory in understanding the organization. Modern perspectives on organization. Functions of the organization as part of society. Tasks of the organization in the external and internal environment. Hierarchy of organizational models.
Topic 2. Organization as a system.

Organization definition. Formal and informal organizations.

Management approaches. Approach from the standpoint of identifying different schools in management. Process approach. Systems approach. situational approach.

System concepts. History of systems theory. System definition. Features of the system: integrity, structure, hierarchy. Hierarchy levels of systems: living and non-living systems. social systems. Open and closed systems. Subsystems. Management as a system. Management based on a systematic approach.

Stages of the life path of the organization of the L. Greiner model. Theory of life cycles of the organization I. Adizes. The practical importance of the theory of Adizes. life path organizations in business from a sociocultural point of view by E. Emelyanova and S. Povarnitsyna . The specifics of the organization's work at different stages. Organization development management.

4.1. Principles of organizational design and organizational design.

The essence of organizational design. Sequence of organizational design. Stages of implementation of the organizational project. Organization design directions: structuring, composition, regulation, orientation.

4.2. Vertical constructs: goal tree, work with organizational structure.

Classification of the goals of the organization. Stages of designing the goals of the organization. Mission, vision, strategy as the basis for designing an organization. Formation of quality goals. Goal assessment. Building a tree of goals. Research and formation of quantitative goals. Assessment of the degree of achievement of qualitative and quantitative goals.

Designing the structure of the organization based on the goal tree. Types and features of the use of structures of various types.

Clarification of the concept of "business process". Modeling of business processes. Technologies for describing business processes. Technologies implemented in business processes. Evaluation of the effectiveness of business processes. Benchmarking.

Topic

Two directions for evaluating the effectiveness of an organization: evaluating the effectiveness of all its subsystems and evaluating the effectiveness of an organization's development during external environment. Personnel, organizational, informational potential. Organization performance indicators. Criteria for assessing the effectiveness of the organization. Approaches to the definition of performance criteria. Problems in assessing the effectiveness of the organization.

Disclosure of the term "organizational pathology". Growing pains in the organization. The difference between pathologies and diseases of growth.

Types of organizational pathologies. Pathologies in the structure of organizations. Pathologies in managerial decisions. Pathologies in organizational relations. Fight against pathologies. Innovation as a way to overcome the crisis. The danger of innovation is the possibility of the formation of new pathologies.
Topic

organic organizations. Their goals. Problems of organic organizations. Construction principles. organizational learning. Characteristics of companies with long-term activities. "Live" and "economic" companies. Principles of learning organizations. Trends in harmonization and innovation in the development of organizations.

III. TOPICS OF TASKS ON DIFFERENT FORMS OF CONTROL.

3.1. Preparation of the abstract analytical work) "Comparative analysis of organizations

In preparing the analytical work, the materials of the joint home-classroom work of a microgroup of students on the design of the main elements of some imaginary organization are used.

The created project is compared by each member of the group with any real organization - a potential “competitor” in terms of the main stages of design and expected effectiveness.

A reasonable conclusion is made about the features, competitiveness, efficiency of a real and designed organization.

3.2. Questions to prepare for the final control on the course of organization theory:

1. 
   Organization as a special system of interaction between people. The value of the organization for society.
2. 
   Forms of existence of organizations.
3. 
   Functions of organizations in the modern world.
4. 
   Modern and traditional organizations: similarities and differences.
5. 
   Characteristics of the organization as a system.
6. 
   System properties of organizations: synergy, emergence, holism, non-additivity and others.
7. 
   System processes in the organization.
8. 
   Stages of development of the organization. Their features and significance.
9. 
   Organization goals. Their importance for its functioning and development.
10. 
    The main subsystems of the organization and their role in the life of the organization.
11. 
    Communication of goals, processes and structure of the organization as a manifestation of systemic laws.
12. 
    The formal structure of the organization. History of development and significance for the activities of the organization.
13. 
    Modern understanding of types of structures and their meaning.
14. 
    The influence of information and communication factors on the structure of the organization.
15. 
    Position as the basis of the structure of the organization.
16. 
    The size of the organization and its importance for life.
17. 
    Designing an organization: main tasks and principles.
18. 
    Designing vertical constructs: goal tree, structure.
19. 
    The role of the mission, vision, strategy in the design of the organization.
20. 
    Designing horizontal constructs: business processes and technologies.
21. 
    Features of business processes: basic, auxiliary, managerial.
22. 
    Organization efficiency: main approaches and criteria.
23. 
    Pathologies of the organization: types and causes.
24. 
    Relationship of violations of the development of the organization with the stage of development and the main characteristics of the organization.
25. 
    Methods of working with pathologies: prevention and correction.
26. 
    Organization and innovation: principles and main problems.
27. 
    Organization culture. Value for work efficiency.
28. 
    Modern trends in the development of organizations.
29. 
    Training organization: basic principles and specifics.
30. 
    Innovative organizations: problems and opportunities.
31. 
    Virtual organizations: features, limitations.
32. 
    Requirements for management in modern organizations.

IV. Educational and methodological support

Literature

Basic Tutorial

1. 
   Vesnin V.R. Organization theory. M., TK Velby, Prospect Publishing House, 2008.
2. 
   Daft R. Theory of organization. M., UNITY-DANA, 2006
3. 
   Milner B.Z. Organization theory. M., INFRA-M, 2009.

1. 
   Gibson J.L., Ivantsevich J.M., Donnelly D.H. - ml. Organizations: behavior, structure, processes. M., 2000.
2. 
   Gunjar F.J., Kelly J.N. Organization transformation. – M.: Delo Publishing House, 2000.
3. 
   Kaplan R., Norton D. Balanced Scorecard. From strategy to action. M., Olymp-Business, 2006
4. 
   Lafta J. Effectiveness of the management of the organization. M., 2007.
5. 
   Prigogine A. I. Methods for the development of organizations. M.: MTsFER, 2003.
6. 
   Prigogine A.I. Disorganization: causes, types, overcoming. M., 2007.
7. 
   Senge M. Peter. The fifth discipline is the art and practice of the self-learning organization. M., CJSC "Olimp-Business", 1999
8. 
   Organization Theory: An Anthology. Comp. V.L. Semikov. M.: Academic project Gaudeamus, 2005
9. 
   Hall R. Organizations: structures, processes, results. - St. Petersburg, Peter, 2001
10. 
    Shemetov P.V. Organization theory. M.: INFRA-M, 2004

additional literature

1. 
   Becker J. et al. Process management. M., 2008.
2. 
   Bovin A.A., Cherednikova L.E., Yakimovich V.A. Innovation management in organizations. M.. Publishing house Omega-L., 2011.
3. 
   Vikhansky O. S., Naumov A. And Practicum on the course "Management". – M.: Gardariki, 2002.
4. 
   Vlasov P.K. Psychology of organization design. Kharkov, 2003.
5. 
   Vudyuk M., Francis D. Unfettered manager: Per. from English. - M., 2003.
6. 
   Daft R. Management. - St. Petersburg: Peter, 2008.
7. 
   Dawson R. Confidently make decisions: Per. from English. - M: Culture and sport. UNITY, 1996.
8. 
   Duncan DW Fundamental ideas in management. Per. from English. - M.: Delo, 1996.
9. 
   Mescon M., Albert M., Hedouri F . Fundamentals of management. / Per. from English. - M.: Case LTD, 2000.
10. 
    Mintzberg G. Structure in a fist: creating an effective organization. - St. Petersburg, 2001.