Motivational training. Training "Increasing the motivation of professional activity

11.10.2019

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International Business University

Department of Social and Humanitarian Disciplines

Training on the topic "Motivation"

Completed:

Muhamadi Aigerim

Kuatov Didar

Samahunova Kamalat

Checked: d.k. Kulnazarova A.Zh.

Almaty 2013

Motivational training

Motivation- one of the most important problems modern psychology, and one of its most intriguing and mysterious areas.

The mental processes, phenomena and states we are considering (sensation, perception, memory, attention, will, character, temperament) provide mainly the regulation of behavior. As for his motivation, that is, stimulation, direction and support, it is associated with the concepts of need, motive and a number of other motivational factors.

The term "motivation" has two meanings. In a broad sense, motivation defines the area psychological research associated with the identification and study of factors that encourage and direct, supporting human behavior.

Knowledge of motivation and motivational training is necessary for anyone who is trying to encourage other people to work or who wants to work with interest, easily and naturally.

Goals of motivational training:

1. mastering the techniques of positive thinking and the formation of the vector striving for success (constructive overcoming of the motive for avoiding failure); mastering the basic strategy of motivation "from" and "to";

2. diagnosis and awareness of the individual map of motives - the identification of general and individual features of the hierarchy of motives;

3. mastering the techniques of working with dreams and desires (including professional ones); comprehension and selection of dreams. Transformation of meaningful desires into a goal (combining common standards for individual approaches in the process of motivation);

4. mastering the method of phased movement planning to achieve the goal;

5. mastering the methods of forming practical skills for managing one's motivation;

6. formation of a focus on the practical application of the results of the training (in the form of skills) in practical life and the future professional activity students.

Tasks: create conditions so that participants can first experience the action of motivational forces, then learn to control them, and after that learn to allow these forces to manifest freely and specifically call them when it helps to achieve maximum results.

Leading the training: Didar, Aigerim, Kamalat.

Age: 2nd year students (18-20 years old).

List of participants: 25.

Working mode: 30 minutes;

Relevance: The relevance of this topic lies in the fact that, having understood the mechanism of formation of the motivational sphere of a person, we will be able to purposefully influence the formation of the motivation of our children with the help of educational influences; managers will be able to effectively manage personnel, increasing the productivity of the enterprise by motivating their employees, we will be able to manage our own lives more effectively, adequately perceive not only the people around us, but the whole situation of interaction, enjoy the present, listening to our needs and desires, make plans for the future based on their true motives.

Training structure:

1. Org. moment - 4 minutes

2. Introduction - 5 minutes

3. Purpose of the task - 3 minutes

4. Warm up - 5 minutes

5. Main part -15 minutes

6. Reflection - 3 minutes

7. Org. end - 3 minutes

motivation motivational training

The course of the training session

1. Warm up

"Motivational Appeal"

The coach announces the introduction: “We are all managers of a factory for the production of felt boots. The situation of our factory is very disastrous. The salaries are very small. The outlook is unclear. Employees get out of hand, do not want to work. Please divide into 3 subgroups. Each subgroup should prepare a motivating appeal to subordinates.

During the speech of the representative of each of the subgroups, all other members of the group become ordinary employees of the factory.

The trainer gives instructions to each group and gives time for preparation (20 minutes).

The success of the task is determined by the voting of ordinary employees for a particular group of managers.

Instruction

“I want you to imagine that a photocopier broke down in your office this morning and they just fixed it. Now it is 16.30, and at 17.00 everyone usually goes home. But by tomorrow morning, by 8:30, 20 sheets of conference materials must be placed in each of the 150 folders. Your task as office manager is to convince the appropriate person to stay and prepare copies. Unfortunately, the matter is complicated by the fact that this man, as you know, has purchased tickets for the only jazz concert that the world-famous group is playing tonight. This employee stood in line all night to get tickets and talked about the upcoming concert for several weeks.”

Reflection

How will motivation come in handy in the future?

Org. the end:

How to motivate yourself?

Always and under any circumstances drive away negative thoughts from yourself! Keep in mind - all thoughts are material! And if you think about the bad for a long time and imagine it in all colors - this is bad for you and it will happen!

Make a promise to yourself that you will wake up early - regardless of the weekend! The best motivation is the motivation that starts in the morning!

Thank you very much for coming to our training, we hope that it will not pass without a trace in your life, we hope that something will be useful to you and that you have thought about something and will work in this direction.

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training client-centered interaction for employees of beauty salons

Coursework >> Psychology

The need for love, affection, belonging, and motivational spiral starts new round. More... group members in training. Program training The content of the program designed training client-centered interaction...

Motivational system (2)

Abstract >> State and law

There are many problems associated with motivational politics: the problem of relations with... value orientations etc. Motivational the structure of the individual has ... This may include a variety of trainings training(from the English "train" ...

2.3.2. Scenario of motivational training

Strengthening motivation means creating conditions in which the energy of activated motives increases. The goal of the training is to create conditions so that participants can experience the action of motivational forces, then learn to control them, and after that, learn to allow these forces to manifest freely and specifically call them when it helps to achieve maximum results in activity.

Structure of the training

1. Immersion in the element. Demonstrate the action of elemental motivational forces in a game abstracted from reality; help participants use these forces in a game close to reality; and then come back to reality and take stock.

2. Elemental management. Systematize spontaneous motivational forces by creating their classification; develop skills for the effective use of spontaneous motivational forces; determine the specific gravity of elemental forces when performing exercises.

3. Merging with the elements. To promote awareness of one's place in the social environment; to develop possibilities for reconciliation of conflicting impulses and strategic motivational self-management.

The training plan is determined by the logic of the transition from warm-up exercises to hard work, and then to exercises that have great internal motivating power, capable of overcoming fatigue and a drop in performance.

So that the training does not turn into a drill, it is necessary to diversify the exercises, forms of work, ways of presenting material and acquiring new experience.

Training Plan

1. Acquaintance. In the circle, everyone says their name and answers the question “What in my personality helps me motivate other people and what hinders me?”. Each subsequent participant first repeats what was said by the previous one, then speaks about himself.

2. Generalization benefits and challenges identified by participants. The purpose of the training is formulated: to master the methods of activating motives.

3. Exercise "Ball". Participants line up in a circle and throw the ball to each other, accompanying its flight with some kind of greeting or compliment.

4. Lecture-discussion, structuring participants' ideas about motivation. The structure must be "born" in place.

5. Exercise "My coat of arms". There was a custom in the old days - to depict on the gates of the castle, on the shield of a knight, the family coat of arms and the motto, that is, a short saying, expressed

giving the guiding idea or goal of the owner's activity. Each district is invited to draw its coat of arms, which reflects it life credo attitude towards oneself and the world in general. After the completion of the work, an exhibition is organized where the drawings are laid out in such a way that they can be seen so that everyone can walk and look at them and guess whose coat of arms it is. Then everyone gathers in a circle and exchanges opinions. During the discussion, participants have the right to ask each other questions and comment on the drawings. It is advisable to work on improving the coat of arms in the course of the training, making it clearer, clearer and really reflecting the life attitudes of everyone.

It is possible to design the coat of arms of the group, where the principles of relationships and interactions can be fixed.

This exercise makes you concentrate on the main thing: what do I value in life? what do I live for? what do I value? Finding answers to these fundamental questions helps participants become more aware of their life's purpose. The non-verbal way of presenting the material also contributes to its additional rethinking.

6. Teamwork to establish motivational groups.

7. Crazy session (in the manner of "crazy» - witty madness). The coach announces that a person came to the group who was not noticed yesterday, and he wrote everything down, although he did not understand everything. Now he will turn to others for explanations. The coach starts asking ridiculous questions, passing the ball to answer one of the participants.

You know that in organizations there are often people who understand everything somehow in their own way. We need to answer all questions accurately and clearly.

Sample Questions

1) How can you motivate with the help of terror in the office?

2) Why do I have motivation in the figure - - a small circle, and activation - a large one?

3) Someone who is afraid of failure can be at a higher level?

4) Why should I remember what I did not succeed?

5) Why should I forget what I did not succeed if I was given a more difficult task?

6) Why was the production department given more money than the HR and marketing departments?

7) I know the pyramid of Cheops. What is Maslow's pyramid?

8) Why did Van Gogh buy paints instead of food?

8. Role-playing game "Contract". Purpose: to determine what motives contribute to the conclusion, modification and rejection of the contract.

Instruction. After dividing into teams, each of them should think about what kind of contract it could conclude with another team. The contract must consist of four parts:

1) the estimated commitment of our team. The team will do so-and-so (write a note to each with three important qualities);

2) your team's perceived commitment. In exchange for this, your team will do this and that for ours (draw portraits of each of the participants by such and such a time);

3) forfeit of our team. If our team fails to fulfill the obligations stipulated in part 1, we will have to pay such and such a penalty (for example, bring a cake no later than such and such a time);

4) forfeit of your team. If your team does not fulfill the obligations stipulated in part 2, it will have to pay such and such a penalty (bring champagne by such and such time).

The first stage of the game. Teams are invited to enter into a contract with mutual obligations and penalties to be paid in case of default.

Second phase. Discussion of the proposed contracts, the conditions for their implementation. If some condition does not suit the team, then they prepare their proposals to change the terms of the contract.

Third stage. Each team announces its decision, having three formal options: to accept the proposed contract with all its conditions; offer to change some conditions; reject the proposed contract.

In the course of the game, any attempts to discuss contracts between teams are stopped. This is not negotiation training. The goal is not to negotiate or learn how to negotiate, but to explore the motivating power of the contract: what motivates you to accept a contract, change or reject it.

Discussion of results by teams. Discussed main question games: what motivated them to accept the terms of the contract, change them or reject them. When discussing, a metaphor of weights can be offered. Is the other team's penalty more significant or not? What can be obtained from the obligation of another team?

Making an unequal contract offends the sense of terrorism. If any condition is not met, then the corresponding team must "pay" the contractual penalty.

9. Business game "Distribution of salaries in the company"

This exercise (See: Sidorenko E.V. Motivational training. - St. Petersburg: Speech, 2000. - S. 141-145.) differs from other tasks in the clear measurability of the task, focusing on a tangible result that can be assessed not only qualitatively, but also quantitatively.

This money distribution game has an intrinsic motivating effect and serves as a living illustration of material taxis (mattaxis) and symbolic terrorism.

The goal is to establish differences in the ideas of the contracting parties about fair remuneration.

Leading:

Ladies and Gentlemen! Congratulations! We are all invited to work in the new company "Russkiy Ljon". (This or some other name is written on the board in English in order to intrigue, make you guess what it is: for example, here it is “Russian linen”.) This company was created on the basis of 100% foreign capital, but it has all the staff Russian. (The structure of the firm is given.)

The owner of the firm distributed positions among you based on the results of the interview, which you passed so successfully. Since he is a foreigner, he had some of his own criteria in the distribution of posts. Your positions will now be presented to you.

The trainer distributes cards with job titles to the participants. At the same time, it is advisable to use a psychodramatic replacement of roles: the most authoritative members of the group should receive the positions of office manager and secretary; the most inconspicuous, so far little shown themselves, positions of the general director and his deputy, the most expressive and unpunctual - the positions of the chief accountant and his deputy, etc. This will fill the game with a challenge and will contribute to achieving its goal - - sharpening the differences in the ideas of the contracting parties what compensation seems to them fair.

The owner of the firm (Mr. Sidoroff) allocated $15,000 per month for salaries. At the same time, he believes that employees themselves should distribute salaries among themselves. This will be more democratic.

So we have $15,000. They need to be distributed among 16 posts. (The number of positions depends on the number of participants in the group. If there are less than 16, you can donate the positions of the head of the packaging department, deputy chief accountant, secretary; instead of two heads of departments, you can make one deputy director each.) We will work in five teams:

1) the general director and his deputy;

2) three directors - for production, personnel and marketing;

3) seven heads of departments;

4) chief accountant and his assistant;

5) office manager and his secretary.

Your task: each team must assign salaries not only to themselves, but to all employees, from the secretary to the CEO. The $15,000 should be distributed among everyone in a way that maximizes the efficiency of the firm.

You have 15 minutes for this activity.

Firm structure

Office Manager

CEO

Chief Accountant

Secretary

Deputy

General

directors

Assistant Chief Accountant

Production Director

HR Director

Marketing director

Head of Department of Primary Processing of Raw Materials

Boss

traffic department

personnel

Head of Department

marketing

research

Boss

department of basic

operations

Boss

training

Head of Sales Department

Head of packaging department

Experience has shown that teams with 2 members complete this job faster than larger teams. Salary distribution example at Russkiy Ljon (bold italics indicate salaries assigned by the team to themselves).

5. Director of Marketing

6. Head of the Department of Primary Processing of Raw Materials

7. Head of Major Operations

8. Head of packaging department

9. Head of personnel movement department

10. Head of the training center

11. Head of Marketing Research Department

12. Head of sales department

13. Chief accountant

14. Assistant chief accountant

15. Office manager

16. Secretary

The sum of salaries in the second column (estimation of the group of directors) is 15,100, in the third (estimation of the heads of departments) - - 15,050, in the fifth (estimation of office workers) - - 14,800. The trainer draws attention to such errors. You can simply offer to fix them, you can try to discuss their causes.

As can be seen from the table, the group members were quite unanimous in assigning salaries to various positions.

Still, there are quite large discrepancies, for example, in the salaries assigned to the Director General and the Office Manager. Discussing these differences helps to approach the question of the overall philosophy of the organization. It is significant that in four out of five teams, the salaries of the heads of personnel departments are in last place and, in general, preference is given to production, and only in one case (for the team of directors) to marketing.

The results of the work are summed up, the identified differences are analyzed and commented on. For example, one can refer to the usual reproach of foreign partners to Russian managers: “You are product-oriented, instead of customer-oriented.” Or a reference to the fact that only 18-25% of the total working time in developed countries is spent on the production of goods, and the remaining 75-82% - on advertising, promotion of goods and related services.

10. Summing up the training. Homework, if needed.

Bibliographic list

(basic)

1. Averchenko L. K Practical Imagelogaya: Proc. allowance. - Novosibirsk: SibAGS, 2001. - 200 p.

2. Averchenko L.K. Communication management: Theory and workshops for the social worker: Proc. allowance. - M.: Infra-M, Novosibirsk: NGAEiU, 2001, - 216 p.

Z.Doronina I.V. Motivation of labor activity: Proc. allowance / I. V. Doronina, M. A. Bicheev. - Novosibirsk: SibAGS, 2003. - 184 p. 4. Egorshin A.P. Personnel management: Textbook for universities. - 3rd ed. - N. Novgorod: NIMB, 2001. - 720 p.

(additional)

1. Averchenko L.K. Psychology of management: Workshop for leaders and managers in personnel management / L. K. Averchenko, 3. A. Parfenova. - Novosibirsk: SibAGS, 2003. - 251 p.

2. Borozdina G, V. Psychology business communication: Proc. allowance.- M.: Infra-M, 2001.- 295 p.- (Higher education.)

3. Bachkov I.V. Fundamentals of group training technology. Psychotechnics: Proc. allowance.- M.: Os, 2000.- 224 p.- (Practical psychology.)

4. Voitik I. M. Social psychology: Textbook.-methodical. complex. - Novosibirsk: SibAGS, 2002. - 168 p. L.Jay E. Effective presentation: Per. from English. - Minsk: Amalfeya, 1996. - 208 p.

b. Dotsenko E. L. Psychology of manipulation. Phenomena, mechanism and protection.- M.: CheRo, 1997.- 286 p.

7. Psychology of professional activity of civil servants: Proc. allowance / Under the total. ed. L. K. Averchenko.-Novosibirsk: SibAGS, 2003.-204 p.

Friends, hello!

Before you understand what motivational training is, you need to understand what motivation is. There are several definitions of this concept. For example, motivation is considered as:

a complex of factors that direct and induce human behavior;
a system of actions to activate the motives of another person;
system of motives of a particular person.

Based on these definitions, we can say that motivation is the process of encouraging and activating oneself or other people to certain activities aimed at achieving personal goals, as well as the goals of an organization or enterprise. Motivational training, on the other hand, is an active training aimed at obtaining knowledge, skills and abilities of personnel to successfully solve the tasks set, as well as increase production efficiency.

General information about motivational training

Motivational trainings today remain the most popular and in demand (see). After all, it can be difficult to motivate a person to achieve desired goals.

Therefore, various psychological programs are constantly being developed, with the help of which a person understands what exactly is a motivating condition for him. And, in order to achieve the most positive result, everyone can choose for themselves the training that will best help in the situation that has arisen. The most common is considered staff motivation training, because it is the leaders of an institution that most often experience problems in managing employees.

The leader must be able to motivate his subordinates to perform challenging tasks. Otherwise, failure to achieve the set goals may result in the collapse of the enterprise. Most managers use the old, decades-old motivation - timely payment of wages and incentives in the form of cash bonuses.

But at modern motivational trainings, other ways of motivating staff are also considered, which are focused on achieving the necessary results, maintaining the energy and efficiency of staff, and overcoming stress. In this case, financial incentives are not used.

Goals of staff motivation trainings

understand the motives of employees who refuse to perform certain tasks;
give staff the opportunity to develop in the right direction;
provide an opportunity for self-expression;
improve the quality of tasks performed;
activate in a person those motives that he already has;
rally the team.

Principles and Methods

metaphorical biologization;
motivating force;
paradox;
imagery;
balance of comfort and discomfort;
focus on the application of the result in management.

Motivational training methods include organizational and administrative, economic and socio-psychological methods that have their own control structure.

Who needs motivational training and why?

Most often, the need for motivational training occurs in people who have good personal qualities but have poor self-esteem. In these cases, trainings help to gain self-confidence and believe in their abilities. For other categories of people, such trainings will either be harmful or will not give any results.

Motivation training help improve perception of the environment: the world will be perceived more broadly and more diversely, and all the details that were not noticeable before will be as if on the surface. In addition, employees, setting realistic goals, will be more responsible for their duties, which has a positive effect on the work of the enterprise.

After all, motivation encourages active actions, which, thanks to trainings, will give pleasure from work.

INTRODUCTION

Whoever wants to achieve great things must muster his strength.

Motivation is one of the most important problems of modern psychology, and one of its most intriguing and mysterious areas.

Our ability to use this or that phenomenon may be ahead of our understanding of this phenomenon.

Well, here's my concept. I believe that every person strives to go beyond his existence, limited by space and time. This is the main driving force, taking an infinite variety of forms and often not represented in the mind of man. But it remains the main driving force in those cases when it is conscious, and in those cases when it is not conscious.

The proposed material is only one of the possible options. The final decision on the conduct of the training, on the use of this or that etude or exercise, is decided by the facilitator. We emphasize once again that with all this, he must remember the extent of his professional responsibility for the results that will be obtained during the training.

1. Theoretical understanding

To do this, the manager should not be afraid to enter the wide expanse of the natural element and solve motivational tasks, in accordance with the laws of this element.

“Many people are accustomed to thinking that a person goes to work in order to “expend effort”, get tired, endure, overcome difficulties, suffer from confusion and disorganization, show cunning to avoid repression, return home like a “squeezed lemon” and get paid twice a month. all these troubles are monetary compensation called wages ... We are facing a revolution in the attitude of a person to work ... and the manager in this most noble of all revolutions is a key figure ... To create high motivation, you need to create conditions for satisfying needs. It is necessary to turn work from an occupation in the production of products into an occupation in the realization of the needs of an employee (Kaverin S. B., 1998, pp. 55-57).

2. Methodical aboutbase. Organization principles

This motivational training is built on the idea that a person's natural motives should be given freedom of expression. However, if the trainer formulates it in such terms, the participants can understand it in the sense that it is possible (and necessary) to give free rein to their passions and wild impulses, such as sexuality and aggressiveness. The fact that such an interpretation occurs most often, I had the opportunity to be convinced many times when reading lectures on motivation for managers, politicians, students.

In order to shift the focus from the problem of releasing "unallowed" impulses to the broader and more productive problem of using living natural energy, I have created a biological metaphor training model in which participants are invited to turn to the life of plants: flowers, fungi, bacteria, and animals.

So, metaphorical biologization is the first and main principle of motivational training (see Table 1.1).

Appeal to the engines of behavior in animals and plants plays another role. It opens up a new world, unexpected and attractive. It attracts attention, gives impetus to research, to attempts to understand and learn how to use what was previously outside the usual field of vision. In other words, turning to motif-zoology and motif-botany is motivating in itself. This implements the second principle of training - its motivating power. The memory that I myself was motivated during the training is the best assistant in motivating other people or self-motivating outside of the training.

The implementation of the principle of imagery is also facilitated by crazy sessions, modified compared to the "normal" crazy sessions that I conduct in sensitivity training.

In motivational training, the “crazy” questions of the trainer contain not only ridiculous formulations, but, above all, ridiculous images that need to be explained, since the “author” of these images himself is not entirely clear what is meant.

The principle of training is a balance of comfort and discomfort. Its essence is that, in general, the atmosphere in the group should be comfortable, convenient, safe and even fun. Thus, the strategic principle in training is comfort. At the same time, tactically, at certain moments of the training, the participants should experience discomfort. It can be caused by unsuccessful attempts to solve a problem, follow an instruction, achieve a positive result of any kind, or get the “correct” answer from the coach. It can be even more “fractional” difficulties, for example, the need to record something in uncomfortable conditions, right on your knees; write with the left hand; perform tasks in a noisy environment; to propose to another team, knowing that you will face a deliberate rejection, etc. The purpose of all these difficulties is to help participants feel "the great motivating power of discomfort."

At first, discomfort was considered by me only as one of the paradoxical motivational mechanisms. At the same time, I gradually became convinced that this was a principle, and not a technique. This is the message of the trainer, which should run like a red thread through all three days of training, starting with the first. The idea of the motivating value of discomfort meets with great resistance from the participants, and if it is not carried out as a principle, it is likely to be supplanted soon after the end of the training.

Another principle of training is the focus on applying the results in management. This principle is intended to help participants transfer what they have learned into practice. The training must have practical value. Therefore, it is important to fill it with data obtained from the experience of other companies,

1, "The concept of motivational training", formulates the main ideology of the training, its metaphorical "spontaneous-biological" language and the basic principles designed to ensure the implementation of the proposed version of the training.

2, When conducting training, the main help will be - "Structure". It gives a training program with a plan for each of the three days, briefly formulates the essence of all procedures and some of the most important points, concerning them. It also indicates in which sections you can find a detailed description of each procedure.

3, Knowledge, provides definitions and descriptions of the concepts used in the training. These texts can be directly used for short lectures and information inserts in the training. Sometimes they contain details that may not be necessary, but may be very important. It is better that these notes are always at hand. Maybe during the break, you need to clarify what needs are on Murray's list or where the hypothalamus is located.

4, "Technique", will tell about the exercises, role playing and tasks that I propose to include in the training program. The descriptions of the procedures are accompanied by my comments on the range of their application, their possibilities and "pitfalls". This chapter is needed in order to prepare for the training technically.

5, The Personality of the Coach, is addressed primarily to young coaches. She must inspire them!

As a result learning participants in the training study:

1: Motivation as a phenomenon and motivation as a process

Objectives: This module aims to understand the concept of motivation and motivation. Awareness of natural motivational forces and motivational potential, the use of which is possible to control motivation. The main goal of the module is to realize the need to use natural motivational forces in the process of managing motivation.

Results:

As a result of completing the module, participants:

· Consider the phenomenon of motivation as a psychological phenomenon and as a process. Analyze the relationship of concepts: need, need, motive, incentive, motivation, demotivation.

· Explore the process of motivation, Understand how to use motivation to control people's behavior. Consider the two-factor model of Herzberg's motivation, understand that money is not a motivating factor.

· Consider the concept of using incentives depending on the specifics of people and organizations (individual characteristics of the employee, the stage of development of the team, the duration of the existence of the organization). Learn to identify external stimuli that automatically encourage a person to certain actions.

· Consider the concept of labor motives. Recognize the need to identify the leading motives of subordinates.

· They will practice in identifying external stimuli that automatically induce a person to certain actions. Explore responses to various stimuli. It will be understood that the degree of motivation can be assessed by the threshold of response to appropriate stimuli.

· Explore motivation as a natural motivating force that determines human behavior. Source of control of human behavior. Consider the relationship between the concepts of activation, motivation, stimulation and manipulation.

· Investigate motivational mechanisms: terrorism and rivalry. Determine and study the factors that increase and decrease the effectiveness of motivational mechanisms.

· Recognize the possibility and necessity of using natural motivational forces in the process of managing people's behavior.

3. Motivation management: principles, tools, technologies

Objectives: This module is aimed at mastering the principles and tools of motivation. Understanding motivation as a targeted impact on the organizational behavior of employees. The main goal of the module is to master the motivation management tools used by the manager in the process of operational management.

Day 1. Immersion in the elements

First day logic:

Demonstrate the action of elemental motivational forces in a game abstracted from reality;

Help participants use these forces in a realistic game;

And finally, return to the world of modern business with the help of business game with the counting and distribution of money.

Day 2. Control of the elements

Second day logic:

Systematize spontaneous motivational forces by creating their classification;

Develop skills for the effective use of spontaneous motivational forces;

Determine the proportion of elemental forces in the conclusion and implementation of the contract.

Day 3. Merging with the elements

Third day logic:

To promote awareness of one's place in the "biosystem" of social organisms;

To develop the possibilities of coordinating conflicting motives and strategic motivational self-government.

The plan of the training and each of its three days, firstly, depends on the trainer's ideas about how the transition should be made from simple to complex, from impersonal to more personal, from safe to challenging.

Secondly, the plan is largely determined by the logic of the transition from warm-up exercises to hard work, and then to exercises that have great internal motivating power that can overcome fatigue and a drop in performance.

Thirdly, the plan is dictated by the need to diversify exercises, forms of work, ways of presenting material and acquiring new experience. Without variety, training turns into learning or drill.

Exercise 1: "The most unmotivated employee in my life"

The goal is to realize the negative motivational effect of our self-fulfilling predictions.

Instruction

Please remember your subordinate (if there were no subordinates, then an employee), who seemed to you the least motivated to work. Describe it using 10 scales by circling the appropriate score on each scale.

Now remember the subordinate (or employee) who seemed to you the most motivated to work. Describe it using the same 10 scales.

Note. In this case, we will consider a difference of ±4 points as significant differences.

So, you have established the qualities that distinguish between the most motivated and the least motivated employees. Questions for reflection and discussion:

Which of these qualities are not directly related to work motivation?

Why do they end up in the same block as motivation?

Some of the participants will most likely answer that “for some reason” the more motivated turned out to be kinder, or more intelligent, or more likeable.

It is important for the trainer to clearly generalize the results - otherwise not all participants will understand why, in fact, this exercise was performed.

To do this, the trainer must, after free statements, conduct a clear survey: “Who rated the most motivated employee as more likeable? Thank you... (hereinafter, the trainer writes the result of the vote count on the flip chart each time).

Who rated the most motivated employee as the least likeable? Thank you. Who rated the most motivated as kinder? Thank you ... How less kind? All data is recorded on a flip chart in two columns. In table. Figures 4.4 (Moscow, September 1999, n = 17) and 4.5 (St. Petersburg, March 1999, n = 11) show the results of two groups of participants.

Table 4.4 The results of the assessment of the most and least motivated employees by the group of the First Motivational Training

Note. Perhaps the data on scale 7 is explained by the fact that initially on the scale the pole "Stubborn" was opposed by the pole "Adaptive". The participants of the first group drew attention to the fact that these two poles are not, in the strict sense, opposite. In the current version of the scale, "Adaptive" has been replaced with "Pliable".

Table 4.4 The results of the assessment of the most and least motivated employees by a group of psychologists who participated in the presentation of the Motivational Training Program

The exercise concludes with a discussion of halo phenomena and self-fulfilling predictions.

Halo effect -- turn on positive traits into the idea of a person who is highly valued by us in terms of an important quality for us (for example, in terms of the level of motivation), and in the idea of a person who is estimated by us low in terms of an important quality for us - negative traits, although in life these traits are not related to the quality of interest to us.

A self-fulfilling prediction is a prejudice against a person, which is expressed in behavioral signals that we are not aware of, provoking a person to behave in accordance with our prejudice.

One of the most common self-fulfilling predictions is Theory X, developed by D. McGregor (McGregor D., 1960).

This exercise can be given at home, but it is not an implementation exercise. If it is set on the first day, then on the second day you can set the implementation exercise "Self-Fulfilling Predictions".

Exercise 2:Self-Fulfilling Predictions

The goal is to gain real experience in transforming self-fulfilling predictions.

Instruction

I propose to practice using self-fulfilling predictions in real life. As we saw from the exercise “The most unmotivated employee in my life”, a person who is not motivated to work seems to us less likeable, less kind, less intelligent (here the trainer refers to the data actually obtained in the group). In a sense, we put an end to it.

We ourselves do not notice how our prejudice is involuntarily transmitted by us in words, intonations, gestures (verbally, paralinguistically and non-verbally). A person perceives these signals, and, perhaps, without even realizing it, begins to behave in the way we expect him to. This is a psychological law that has been confirmed experimentally.

I propose to use this law consciously.

“If you take people as they are, with all their inherent flaws, you will never make them better. If you treat people like perfect people, you raise them to the height at which you would like to see them ”(Goethe).

Let's try to work with our prejudice.

We will act according to the following algorithm (the trainer issues the Algorithm of self-fulfilling predictions, see Appendix 4).

Think of a person whose motivation to work seems insufficient or wrong to you. Leave behind the threshold of consciousness everything that you think you know about the motivation of this person from the previous history of interaction with him.

Make up your mind about the other person. How would you like to see it? What should be his goals? What are the motives?

Imagine vividly and clearly what will drive this person in the picture of the future you desire. Let your imagination be bold and free. Create a new image of this person in your imagination.

Write down how you see the new image of this person.

What is he striving for? What motivates him?

And now - act towards him as if he were the way you want him to be.

If you can't meet him tonight, call him on the phone, send him a message on e-mail etc.

If you can't reach him in any way, imagine what you will do when you meet him and how he will react.

The next day, you need to sum up the results of homework. At the same time, the following question can be brought up for discussion: “What effect did positive self-fulfilling predictions have?”.

It must be remembered that this exercise is a search, heuristic. In the process of discussion, the trainer can learn more than he himself could say.

Exercise 3:Zeigarnik effect

The goal is to achieve a real experience of the Zeigarnik effect, that is, the tension caused by the incompleteness of the task on which work was interrupted, and better memorization of the material of this task compared to completed tasks.

Instruction (given energetically and even with pressure, like a command)

Pick a spot in the room and sit there. Put your chair there. Take your notes with you. Don't associate with anyone. This time, no teamwork. Everyone is for himself. This is purely individual work.

Solve the following problem (the trainer opens a flipchart sheet with the text of the problem):

Task 1

There are 736 g of a 16% solution of iodine in alcohol 1 . It is required to obtain a 10% solution of iodine in alcohol. How much alcohol do you need to add?

You have 3 minutes to solve this problem.

(The trainer turns over the flipchart sheet - a new task is given on the next page).

Please move on to the next task. You also have 3 minutes to solve it.

Task 2

From a full barrel they took 14.4 kg of sauerkraut and then another 5/12 of this amount. After that, 5/8 of the sauerkraut that was previously there remained in the barrel.

How many kilograms of sauerkraut were in a full barrel?

I repeat, you also have 3 minutes to solve this problem.

(The trainer turns the flipchart sheet over again - the third task is given on the next page).

Please proceed to the third and final task. You also have 3 minutes to solve it.

Task 3

To buy an ultra-modern computer and monitor, Alexei will need $2,600. He decided to accumulate them.

1 You can replace “iodine in alcohol” with “alcohol in cherry tincture”, etc.

In the first month, he saved 8.5% of the required amount, in the second month, $30 more. How much money does he have left to save?

You have 3 minutes at your disposal.

Three minutes later: Time is up. Let's summarize. Please check the correctness of the problem solution.

Task 1: Correct answer: 441.6 grams. Who solved the first problem correctly?

Task 2: Correct answer: 54.4 kilograms. Who correctly solved the second problem?

Task 3: Correct answer: $2128. Who correctly solved the third problem?

Now open a blank sheet of paper (or the appropriate page in your brochure) so that you don't see your previous entries. Write down the condition of task 1 from memory, then tasks 2 and 5. (5 minutes are given to reproduce the conditions.)

Check how accurately you were able to reproduce the conditions of the tasks. (Coach repeats the conditions.)

The task can be simplified: for example, give only one problem out of three, or instead of mathematical problems, invite participants to solve anagrams. In the latter case, anagrams must be composed in such a way that they appear as a meaningless set of letters. For example, the anagram TYARPILE should not be given in this form, since this meaningless word is easy to remember. It is better to give just a set of letters, for example: YATIERPL. (The word "buddy" is encrypted in this anagram.)

First, for a warm-up, you can give an anagram KRUA so that the participants understand how to solve anagrams. KRUA is the encrypted word for "hand". Then you can offer participants the following anagrams to solve:

IAALNTKSP

JAAITTGRS

Correct answers: record, sister, strategy. You can come up with other anagrams. The more consonants in a word, the more difficult it is to solve an anagram.

The trainer writes the results of the survey on the board in the following form:

The tables above give an almost “ideal” version of the Zeigarnik effect demonstration: those who have correctly solved the problem immediately forget its conditions. Those who have not solved the problem remember its conditions better.

Table 4.6 Summary table for the Zeigarnik effect

Together with the group, you can calculate what is the ratio of reproduction of completed and incomplete tasks. In the experiments of Bluma Zeigarnik, it was known to be 1:1.9. In this case, it is perfect - 2:4 (we compare the numbers in cells A and C: completed tasks were correctly reproduced twice and incomplete ones 4 times).

The Zeigarnik effect is also confirmed by the fact that completed tasks are forgotten more often, and also by a factor of 2 (see the ratio of numbers in cells A and B).

If the group is too tired to calculate, you can simply separate participants with different ratios into different parts of the room. But in this case, the results of only one task are used.

Instructions for summarizing the results in groups that are afraid of mathematical calculations: Those who correctly solved the problem, let them stand to my right; those who have not solved it are on the left. Now those who have correctly remembered its conditions, please step back to the window. Those who could not correctly remember its conditions will remain near me.

We see that there are 4 people on the left by the window. They haven't solved the problem, but they remember the conditions.

To the right of the window were 2 people. They solved the problem, but they also remember the conditions. At the same time, there are exactly two times fewer of them than those who did not solve the problem, but remember its conditions.

We can conclude that the Zeigarnik effect is confirmed: if the problem is not solved, it is better remembered.

Further, next to me on the right - 4 people. These are those who solved the problem and immediately forgot its conditions. Like A.S. Griboedova: "Signed - and off your shoulders!". Please note that there are twice as many of them as those who solved the problem and still did not forget its conditions (these are the participants who are standing to the right of the window). This ratio also indirectly confirms the Zeigarnik effect.

To my left are 2 people. They did not solve the problem and forgot its conditions. This group is "unconventional" for the Zeigarnik effect. If they did not solve the problem, then, in accordance with the Zeigarnik effect, they would have to remember its conditions.

It is important for the trainer to come together with the group to the conclusion that an unsolved problem leaves tension, turns into a “quasi-need” (see section 3.9.3).

Exercise 4: Algorithm for the picture of the future !

The goal is to create a strategic life plan for the next 5 years and a motivating motto for the next 2 months.

Instruction

Let's try to regulate our own motivation by building a picture of the future.

The trainer distributes to the participants the Algorithm of the picture of the future (see Appendix).

Now everyone should define their goal for 5 years ahead. Write this goal down in your notebooks.

“The best way to strengthen any kind of feeling in oneself is for a long time and as often as possible to maintain in our minds the ideas with which it is connected; try to make these ideas stand out before us convexly, brightly, distinctly. And in order to achieve this, it is necessary to imagine each thing concretely, with all its living, characteristic details ”(Payo J., 1903, p. 60).

“In order for an emotion, a desire, to acquire full vivacity, it is only necessary that the object of desire become quite clear to the mind, so that all its pleasant, seductive, or simply useful aspects appear convex and bright in the mind” (Paio J., 1903, p. 45).

Algorithm questions can help you paint a bright and clear picture of the future. Who will you be in 5 years? What will you get by this time additional education? What will be your monthly income? How will you feel? What will be your prospects for the future?

If these questions don't quite align with your vision of your own future, ask yourself other questions. These may be questions about your achievements in business, about prospects family life, about scientific achievements, etc. The main thing is that you can draw a picture of the future that you really want in 5 years. Write it down in your notebook.-

This job may take 5 to 10 minutes. There is no need to set a time in advance. This work requires a fairly deep immersion in oneself, introspection. It should flow organically and take as much time as necessary.

Now determine what you must do during each of these 5 years to achieve this goal. Write what should be done in 2010? In 2011? In 2012? IN 2013? IN 2014? (This activity may take 6-7 minutes.)

Now decide what needs to be done within the next 3 months so that you can move towards your goal.

I will give you these wonderful cards so that you write your motto on them. (It may take the group about 4-5 minutes to formulate mottos.)

Now those who can show their motto to everyone else will put it on their badge. If the motto is very personal, of course, you can not show it to anyone. Let's get up, walk around the room, read the mottos of others ...

Hopefully these mottos will help us motivate ourselves over the next 3 months. It is best to carry the card in your pocket. Pull it out whenever you feel confused, discouraged, out of purpose.

After 3 months, you will need to formulate a new motto, and then repeat this every 3 months.

At the end of the year, compare the result with your goal for the year. If the goal is achieved, reward yourself. Give yourself something that you appreciate, something that you have long denied yourself, something that you love. Then specify the goal for the next year and proceed further according to paragraphs. 4-- 10a.

If the goal is not achieved, reward yourself anyway. Give yourself a little vacation, buy yourself the thing you need for work or to achieve your goal, go through some interesting and important training. You fought, but so far you have not succeeded.

After that, refine your goal for the next year and make certain commitments that include some deprivation if the goal is not achieved next year.

The first thing you can do is tell as many people as possible about your intention to achieve your goal. Your name will be put on the card. If self-love is not one of your main traits, you can choose a different path.

Draw up a contract that would provide for certain material deprivations if the goal you set is not achieved. In behavioral therapy, such contracts are practiced quite often. Do you want to lose 10 kg, but willpower is not enough? You can conclude an agreement that for a period of 6 months or 1 year you transfer to a therapist in the clinic certain values which will be returned to you if you lose 10 kg and will remain in the clinic forever if you do not. Thus, the motive to lose weight receives serious reinforcement in the form of fear of losing material values.

In my practice of working with training participants, many contracts were concluded for various amounts and for various reasons. For example, we could talk about changing jobs, preparing and defending a project, passing a candidate's exam, mastering a conversational English language and even the observance of Great Lent.

The maximum amount of the contract that was concluded with me was 300 dollars.

As a rule, contracts are fulfilled. One listener signed a contract that in 5 months he would lose 6 kg. When asked if the contract really helps to lose weight, he replied gloomily that it helps, but that he would not advise anyone to do this. In this case, the contract was fulfilled by him. Only about 7% of the contracts concluded with me were not fulfilled.

If after a year it turns out that you have reached your goal, you inform your trustee about this and return your deposit to yourself. If you do not reach the goal, the pledge remains with him forever. The next year you enter into with the same or another trustee new contract, but its amount must be at least doubled.

The idea of such a contract is usually liked by most of the participants. At the same time, whether they will realize this idea is unknown.

The main goal of this individual exercise is to form the conviction that we have much control over what happens to us if we systematically plan our activities and regulate our level of activation ourselves.

Application separately

4. Algorithm for the picture of the future

Who will you be in 5 years?

Mini-yexercise1:

Instruction: “Now we will see what color our eyes are. To do this, we will walk around the room for two minutes and look into each other's eyes, remembering the color of the eyes, and then we will all need to line up according to the color of the eyes - from the darkest to the lightest.

Mini-yexercise 2 :

The group members are divided into two subgroups.

Instruction. “Each subgroup is given seven minutes to prepare, during which they will have to develop a feeling or emotion and think of how to portray it. While the first subgroup shows what they have prepared, the second group looks carefully, trying to understand what state or feeling is depicted. Then the subgroups switch places.

Exercise 5:"My name --my character"

The fate of a person, a city, and even

the state is destined for his name

ancient wisdom

"Each of us at birth receives a name that accompanies us all our lives. By name we are called relatives, acquaintances and completely strangers. Our name is written in the passport and in all other documents. But what does it mean? Do you know the meaning of your name? Do you like your name? Maybe you would like to be called by a different name? What? And why did you choose this name for the duration of the training? Is this your real name or did you take another one? Why? What does it express?

In addition to presenting the generally accepted meaning, for example, Polina - the colloquial form of the name Appolinaria, comes from the word Apollo (in ancient Greek mythology, the god of the sun, the patron of the arts, the god of predictions), you need to think about your character. To do this, for each letter that yours consists of, name a trait of your character. For example, Polina:

P - fundamental

Oh - charming

L - inquisitive

I - intelligent

N - persistent

A - careful

Think for 2 minutes, write down your thoughts, and then, in turn, name the signs of your character associated with your name.

If your name has two or even three identical letters, then you can limit yourself to decoding this letter only once. Naturally, the letter Y is replaced by And, and the letters b, b, y are skipped, but they can be replaced by any other letters at your request.

When discussing your names, the group has the right to question any quality of character expressed in the letter of your name. And if you do not prove the opposite, and with arguments and agree with this, then you get one penalty point. For each character trait revealed by the name, you get one point."

Recommendations for the presenter. At the beginning of the etude, the participants work individually, writing down their thoughts, and then unite in a general circle to discuss the results. To sum up the results and record them in the record sheet, in addition to bonus and penalty points, which are mentioned in the instructions for the exercise, you can use the individual self-assessment of the participants. In this exercise minimum score maybe 2, and the maximum - 5. The participant independently decides how effectively he worked in this study and puts his opinion in the accounting sheet.

After completing the exercise and summarizing the results, reflection is carried out - understanding the problems that the participants encountered during introspection and discussion of their notes.

After 12 hours, the participant has the right to change his name, taking another one that corresponds to his understanding of himself after the first part of the training.

Psychological commentary. This study opens a series of individual trainings under the general title "Thinking About Yourself". The main purpose of this form of work is the formation of introspection skills. These trainings help participants to understand themselves deeper and more fully, learn to understand themselves, their strengths and weak sides to understand their attitude to various social phenomena.

For individual studies, first of all, you should think about a separate place for each participant. A member of the group must be sure that he is working alone at the moment and no one prevents him from writing down his thoughts frankly.

During work, it is advisable to use light or classical music, which helps to tune in to calm reflections, concentrate, and extinguish extraneous noise. All this enhances the feeling of solitude, does not allow distraction from serious analytical work.

Once again, we emphasize the basic principle of this form of training - independent analytical work to study one's personal characteristics. It should be borne in mind that far from it, all participants have at least the primary skills of such introspection. Therefore, at first they need to be helped by giving specific examples, relieving the psychological stress that has arisen with a light joke.

Case Studies. Vladislava (Impressive - Loving - Accurate - Friendly - Sincere - Capable - L - Active - Amorous - Aggressive); Tatyana (Solid - Absolutely illogical - Same as everyone else - B - Snarky - Normal - Aggressive (in moderation); Katyusha (Cranky - Aggressive - Patient - Humorous - Playful - Active). Inga (Playful - impatient - graceful - active (aggressive).

Findings:

As a result of the training, participants:

· Master the technique of identifying the leading motives of professional activity using projective questions and the method of observation.

· Practice using tools to identify the leading motives of professional activity.

· Master the tools of motivation used in the work of the manager (setting the task, assessment interview, Feedback).

· Practice using the motivational component of each of the tools.

· Explore the motivating and controlling functions of the contract. Consider various tools to motivate subordinates in the unit.

· Explore the concept of demotivation. Analyze the causes of staff demotivation.

· Master the tactics of interaction with a demotivated subordinate.

The effective solution of motivational problems is hampered by the fact that motivation as a system of motives of a certain person exists according to its own laws, which are not always clear and, moreover, not always accessible for regulation from the outside. Motivational forces arise, develop, collide and fight each other, weaken and freeze according to their own laws, like forces of nature. It is necessary to use these forces for the benefit of your organization, but at the same time not to the detriment of the bearers of these forces - people.

Withlist of used literature

1. Sidorenko E.V. Motivational training. SPB., 2000. 234s.

2. Sobchik L.N. Heckhausen motivational test St. Petersburg: Speech, 2002, - 16 p.

3. Pavlenko G. Topics of the article: Thinking. Psychology of thinking. Problems are psychological. 2008

4. Games for intensive learning / Ed. V.V. Petrusinsky. - M.: Prometheus, 1991. - 219 p.

5. Prutchenkov A.S. Personal Growth Training: Methodological developments classes. - M.: 1993. -- 48 p.

6. Rudestam K. Group psychotherapy. Psycho-correctional groups: theory and practice / Per. from English. L.V. Trubitsina. - M.: Progress, 1990. - 368 p.

Appendix

to the exercise "Algorithm for the picture of the future"

Algorithm for the picture of the future

1. Define your goal for 5 years ahead.

2. Brightly and convexly draw a picture of the future for yourself:

Who will you be in 5 years?

What kind of additional education will you receive by this time?

What will be your monthly income?

How will you feel?

What will be your prospects for the future?

3. Determine what you need to do during each of these 5 years to achieve this goal.

4. Formulate your motto for the next 3 months and make a card on which this motto would be printed.

5. Carry a card with you and pull it out whenever you feel confused, discouraged, or out of focus.

6. After 3 months, formulate a new motto.

7. Repeat steps 5 and 6 2 more times during the year.

8. At the end of the year, compare the result with your goal for the year.

SOBCHIK L. N - HACKHAUSEN'S MOTIVATIONAL TEST

This technique is a psychological tool for studying the strength and direction of a person's motives and deals mainly with two main aspects - the motivation to achieve success and the motivation to avoid failure. Heinz Hekhausen - President of the German Psychological Society in Munich - is a recognized international authority in scientific psychological circles and the developer of a whole trend in the study of behavioral determinants. The traditions of this direction are based on a deep analysis of both biological and social preconditions for human activity. In our country, he is known as the author of the monograph “Motivation and Activity” published in 1986 (Moscow, “Pedagogy”), which widely covers the history of the issue and methods for studying the motivational sphere. When developing this test, Heckhausen used Murrey's thematic apperceptive test - TAT as a basis.

In his modification of Murray's TAT, Heckhausen limited the search for psychological phenomena to the motivational sphere. He believes that the study of motivation should be focused on the study of human activity from the point of view of the question "Why?" We are talking about arbitrary activity, which is aimed at achieving a specific goal. This is an activity in which the goal pursued is realized and which is controlled in the course of unfolding events. It proceeds against the background of more or less distinct expectations of the expected result of the activity. These expectations appear most clearly in volitional actions, but they can also be traced in impulsive reactions. “Even when volitional actions are automated to the level of skills, expectations continue to play an implicit role in the regulation of activity, which becomes immediately apparent when the flow of automatism is disturbed.” The category "motive" in the interpretation of Heckhausen includes such concepts as need, motivation, attraction, inclination, aspiration. Each of these concepts points to the dynamic moment of activity orientation, to the value attitude, to the goal towards which the individual strives, and to the means used by him to achieve this goal. Based on the understanding of the motive as a desired goal, then the following main problems of the psychology of motivation should be borne in mind: a meaningful classification of motives, the problem of the development and transformation of motives at different age intervals, individual differences in motivational orientation, situational conditionality of the relevance of certain motivations, taking into account overall structure the established hierarchy of the individual's motives, motivation as a process of choosing actions, as well as the totality of numerous variables included in the structure of the motive. In the process of developing the motivational test, H. Heckhausen relied on the concept of J. Atkinson and D. McClelland, according to which the entire complex diversity of the motivational sphere can be reduced to two main structural components: motivation aimed at achieving success and motivation associated with avoiding failure.

As a stimulus material that provokes the subject to unconsciously discover the strength and direction of his motivational sphere, Heckhausen uses 6 pictures that differ from the pictures of the TAG test mainly in that they depict fragments of service and production situations. According to the plots created by the person being examined, using the “key” described below, those main positions (features) are distinguished, a simple calculation of which allows one to calculate and compare the two leading motives aimed at achieving the goal and avoiding failure.

Modifications of this method proposed by E.A. Kalinin and V.G. Norakidze, since 1972 have been used both for individual and group testing. Each subject is given a sheet with printed questions:

1. What is going on here and who are these people?

2. How did this situation come about, what happened before*?

3. What does each person in the picture think about, what does each of them want?

Each picture can be exposed on the screen as a transparencies. The instruction that must be given to the subjects before the start of the study is as follows: “This is a test for the study of fantasy and the ability to imagine. You will be presented with pictures in sequence. You have a little time to look at the picture and then five to ten minutes to write a story about it. Before you lies a double notebook sheet, half a page for writing a story for each of the 6 pictures. If you need more paper, you can use additional sheets. The same 4 questions are asked each time. They should help you in the shortest possible time to combine all existing parts into complete history: describe the situation in the picture, what is happening here, who are these people; how this situation arose, what happened before it; what each person in the picture is thinking about - what he wants, what will happen next, after all this is over. Try to spend no more than 10 minutes on each picture.

There are no right or wrong answers in this test. You are completely free to come up with any story that comes to your mind. There can be more than one story for each picture. Try to compose the stories in such a way that they are as lively and interesting as possible. Do not just describe what is shown in the picture. Write a story. Work as fast as possible to meet the deadline. Remember: this is not about beautiful style or calligraphy. If you make a mistake, just cross it out and write on. If you need more space, use the reverse side of the sheet."

Testing should be carried out in a room where there are no strangers and the subject feels free.

Each subject's story is processed separately with a "key" to help decipher the text; there are categories of motivation to achieve success (denoted as OU - expectation of success) and categories of motivation to avoid failure (denoted as OH - expectation of failure). Then the number of mentions of these categories for each type of motivation is counted: first for individual stories, then for the entire experiment) "as a whole. The total number of mentions of categories for each type of motivation indicates the degree of its intensity. Each mention is quantitatively equated to one point.

Experience with the technique has shown that middle level the severity of the intensity of achievement motivation is 12 points, and the motivation to avoid failure is 6. That is, their ratio is expressed on average as 2:1. In addition to quantitative processing, a meaningful interpretation of the story is made - and this is very important.

Here you need to pay attention to the following points:

* thematic complex:

* the need to achieve success or avoid failure;

* the determinant of achievement activity is the hope for success or the expectation of failure;

* prospects for meeting needs;

* barriers to meeting needs (internal and external);

* attitude to overcome obstacles (active and passive);

* means of overcoming;

* Availability of other needs.

The stories compiled by the subjects almost always contain much more information than the proposed key allows to highlight. For a more complete characterization of the motivational-need sphere of the subject, it is advisable to use the developments on the analysis of the materials of the Murray Thematic Apperceptive Test. Based on the results of all six stories, a general conclusion is drawn up about the characteristics of the subject's achievement motivation.

Attention is drawn to how the motivation to achieve success and the motivation to avoid failure are quantified and correlated. The sphere of achievement is revealed. The prospects for satisfying needs, the obstacles that stand in the way of their satisfaction, the reasons for blocking needs, and the means of overcoming failure are described. Further, the features of the connection between achievement motivation and other needs of the individual (friendship, helping others, support, games, pleasure, etc.) are revealed.

The keys for assessing test performance are used abbreviations reflecting the essence of phenomena.

The key to identifying “hope to succeed” (“HP”) includes the following categories.

1. The need for achievement and success ("NP"). "PU" is taken into account when a person sets himself a positively formulated goal of achieving or performing a certain work. Desire and hope aimed at achieving the goal, whether they are associated with any quality or not, are counted as "B". When desires or hopes relate to circumstances that lie outside the sphere of influence and actions of the desiring, it is not “PU”, but “ON” (expectation of failure) that counts.

2. Instrumental activity ("And"). "And" is counted when a person (or group of persons), within a work situation or course of activity aimed at achieving, does, has done or will do something that will bring him (or them) closer to achieving or resolving the task without the help of others.

The following cases are not considered as "AND":

a) statements indicating the completion of a certain activity (“finish”, “conclude”, “complete”),

b) statements that indicate, together with the activity, its outcome (result),

c) statements about the fact that someone helps or teaches someone at work.

d) statements explaining that the activity is entrusted to be performed,

e) statements relating to non-essential activities, such as signing something, handing over, reporting, watching, listening, etc.

Also not considered as "AND" statements, which are counted as "IN" (failure avoidance). On the contrary, “attentively”, “carefully”, etc. “listen or look” or “listen or look in order to learn something, then be able to do it yourself” is “And”. For an "I" score, the actual activity must be named.

3. Expectation of success ("OS"). The expectation of success on the part of one or more individuals within the associated activity or achievement of a goal is counted as 'OS'. The expectation associated not only with the complete certainty of success, but also with its probability, is also considered as "OS". In any case, it should be a clear positive expectation of success. If the expectation of success is associated with some condition, then “OS” is not taken into account, since in this case the expectation of success is made dependent on the fulfillment of an internal or external condition, from which it can be concluded that the expectation of success is not clearly positive (conditionally). The expectation of success is also taken into account when someone relates it to the work or achievement of someone else.

4. Praise ("P"). "P" is taken into account when someone praises, notes or rewards someone for doing well or achieving good results. As a reward, various material rewards can serve as recognition for a good achievement, regardless of what their value is.

5. Positive emotional state ("E +"). As "E +" all positive emotional states within achievement-oriented activities, relating in general terms to work, active acquisition of knowledge, achievement or success. Self-praise or thoughts that are an expression of self-importance are counted as "E +" if they relate to a successful activity. As "E +" such statements regarding a positive emotional state are not taken into account, which at the same time express the expectation of success. In order to avoid double counting, in these cases only "DU" is assigned.

6. The theme of success ("TU"). “TU” is an evaluation category that is taken into account in the story if there are certain signs of success and in the absence of indicators of failure, with the exception of a negative emotional state (“E-”) and the expectation of failure (“ON”). The theme of success is taken into account in two cases. First, when there is at least a "LE" or "OS" of the success categories. Secondly, when only “E-” and “ON” are noted from the categories of failure. Of stories that meet these conditions, we can say that the activity described in them is determined more by the hope of success than by the fear of failure. The presence of other topics that are not related to the activity does not affect the accounting of "TU".

The key to identifying the fear of failure (“FS”) includes the following categories.

1. The need to avoid failure ("IN"). "IN" is taken into account in all cases when a need, intention, desire or hope to avoid failure in an activity aimed at achieving is openly expressed or can be identified by some signs.

"IN" is taken into account when one or more persons in the story set a negatively formulated goal. If a negatively formulated intention, hope, or desire is directly related to a statement that allows one to conclude that there is a tendency behind it to achieve a goal or success (but not to avoid failure!), then “NU” is taken into account, not “IN”. If desires or hopes refer to circumstances that are outside the sphere of influence and activity of the desiring, then "IN" is not taken into account. Of course, "IN" is not taken into account if the word "must" indicates an action on a task.

"IN" is taken into account if one or more persons in the story express a desire or hope for an event that could warn, prevent, or mitigate possible failure.

Desires expressed in the subjunctive mood upon the occurrence of failure are taken into account as "IN".

When someone hesitates, cannot decide or is afraid to present his work to another, or to do work in front of another, because he is afraid of failure, as well as censure - this is "IN". But the statement is not taken into account when it is clear that we are talking only about socially determined fears and feelings of inferiority, which are not based on failure.

2. Instrumental activity to avoid failure ("IIN").

"IIN" is taken into account if someone does or intends to do something in order to avoid a negative outcome of the activity aimed at achieving himself, as well as to avoid the consequences of failure that has already occurred. This includes, first of all, all types of instrumental activities that clearly serve to avoid failure. Often these instrumental activities consist of monitoring and checking one's own activity undertaken on one's own initiative. Sometimes there is already a failure that prompts a special instrumental activity.

When statements about activities have a positive wording, but clearly represent a reaction to a previous failure, "IIN" is also taken into account.

"IIN" is also taken into account if someone is trying to avoid the consequences of a failure that has already occurred, no matter what he does for this. This also includes cases where someone does not accept or reject justified criticism. Finally, "IIN" counts when someone tries to insulate themselves from failure through excuses and embellishments (rationalization and lies). All cases of fraud and forgery are not taken into account as "IIN", while all other categories are not taken into account.

A "TIN" counts when someone: a) submits their work to another for evaluation or review (without a requirement) or b) turns to another for advice and assistance in order to avoid difficulties encountered in the work. It is always about the involvement and temporary participation of another in one's own work. "IIN" is also taken into account when someone asks another for help in an activity in which not he himself, but only another, has the necessary qualifications.

"IIN" is taken into account if a person's activity is interrupted by himself, slows down, worsens, or cannot continue at all, because he takes a break, thinks about something extraneous, or generally does something that is not related to this activity. In this case, it should be stipulated what exactly the person is doing or has done instead of the activity aimed at achieving. The interrupted activity must be carried out by the person himself. Breaks and extraneous activities included after the main purposeful activity are not counted as "IIN", as well as planned breaks in work. If a person's activity is interrupted by someone else, then "IIN" is taken into account in one special case-- when it is quite clear from the text that a working person likes it.

3. Expectation of failure ("ON"). The expectation by one or more persons that the activity will fail, or any other expressed uncertainty about the possibility of achieving the goal, is counted as "OH". In any case, a clear positive expectation of success must be ruled out.

The expectation of failure (or lack of confidence in success) should be expressed by one of the persons in the story, and not be an objective statement of fact by the narrator. The expectation of failure is also taken into account when someone relates it to the work or achievement of another. "OH" is also taken into account when the expectation of failure refers to phenomena that are outside the personal sphere of activity and influence. Fear or expectation of the social consequences of a possible failure is also taken into account as "OH", if the relationship between failure and a negative effect (punishment) is obvious.

Desires and hopes ("hope", "hope"), related to the achievement of one's own goal, always reflect a certain confidence in success. They are not taken into account as an expectation of failure ("OH"), but as a need ("PU" or "IN"),

4. Criticism ("K"). Open criticism expressed by any person in the story about the activities, achievements or abilities of another is counted as a "K". Criticism should reflect the shortcomings of the achievement-related activities in which the person participates. As a “K”, not only censure, “scoldling”, but also a warning, ridicule, punishment, penal assignments, dismissal for poor work, etc. are taken into account.

On the contrary, statements like “The teacher thinks: this lazy person has not learned anything again” do not belong to the “K” category, since here we are not talking about open criticism. "K" is not taken into account if someone only notes the shortcomings of the work of another, for example, if the teacher gives the student a bad mark without expressing reproach. Also, you can not take into account "K" in the case when someone is reproached for idleness. Reprimand or punishment for forgery, deceit or hack work does not count as a "K". "K" is also taken into account when the narrator leaves open the possibility of censure. If the narrator leaves open the question of whether the person's activity will be successful or unsuccessful, and depending on this he will receive praise or blame, only "K" is taken into account.

5. Negative emotional state ("E-"). As "E--", a negative emotional state during the activity is taken into account, associated with failure, inability to continue the activity, or work in general.

A negative emotional state in connection with the failure of another person in the story is taken into account as "E-". If the narrator leaves open the question of whether the work will end with success or failure, and depending on this the person will have a positive or negative emotional state, then only "E-" is taken into account. "E-" is not taken into account if one is envious because the other's activity was more successful. It is also not taken into account when someone experiences uncertainty or confusion when achieving a goal. On the contrary, a negative emotional state is considered to be “excitement” when performing an activity. As "E-", all statements reflecting negative emotional states, accompanied at the same time by the expectation of failure, are not taken into account. In order to avoid double counting, only "OH" (expectation of failure) is assigned in these cases.

6. Failure ("N"). "H" is taken into account if the activity ends in failure, and also if the story mentions failure in the past, which is not eliminated by the corresponding person.

"H" is also taken into account in the following cases:

a) if failure (including in the past) is mentioned by the narrator only as possible or probable;

b) if the story after failure ends with positive intentions or ends with instrumental activity after failure even when this activity makes a further favorable outcome likely,

c) if the failure of any person in the story is stated, which is subsequently eliminated by someone without the participation of the one who caused this failure.

d) if the failure is only partial, but clearly marked.

"H" is not taken into account when, after stating failure, at the end it is said that one's own goal is nevertheless achieved by that very person, even with the assistance of other people. The achievement of "own goal" should be understood not only as the correction of an incorrectly manufactured object of work (part or document), but also mastery of the workflow, educational material or readiness for activity, as well as correcting irregularities through additional work.

"H" is also not taken into account in the following cases:

a) if the narrator leaves open the question of failure as an alternative possibility, or specifies conditions under which failure is likely,

b) if failure is not given importance by any of the people in the story or by the narrator, or if at the end of the story it is clearly indicated that in the end everything will end well,

c) if it is clearly indicated that the failure is due to purely external circumstances for which the person concerned cannot be held responsible. Note: Idleness and laziness are not failures, since here we are not talking about the failure to perform any activity, therefore "H" is not taken into account. "H" is not taken into account in cases where the student does not do homework or is inattentive. If these shortcomings entail failure to fulfill the tasks set (for example, a test), then "H" is taken into account.

7. The theme of failure ("TN"). "TN" is an evaluation category. It is taken into account in the story in the presence of certain categories of failure and in the absence of categories of success, with the exception of instrumental activity (“I”). “TN” is taken into account if at least “PU” or “N” is present from the failure categories, or if only “I” is present from the success categories.

For stories that satisfy both of these requirements, it can be assumed that the goal-directed activity contained in them is determined more by the fear of failure than by the hope of success. The presence of other side topics not related to success or failure does not affect the accounting of "TN".

When interpreting test results, the following general points should be kept in mind.

1. Each category of both keys is taken into account only when the corresponding statement refers to an activity. Statements should refer to the thematic complex "work", "achievement and profession". If other topics come to the fore, for example, social (communication, prestige, fear of superiors) or others (pleasure, play, aggression, etc.), then we are not talking about achievement-oriented activities. If the story mentions a workplace, a task, training, a boss, then activity is assumed when these references do not belong to any extraneous categories. Situations related to assessment and learning (activities and needs of the educator or evaluator - to teach, clarify, assist, correct) are not taken into account as related to achievement, since these activities or needs arise from the social relations of the teacher and the student, the student and the master etc.

If the teacher (which happens rarely) points out the value of his own activity, then this is also not taken into account. Only in cases where teaching or evaluating another is unquestionably related to success or failure, such as expressing a desire to be a good teacher or to uphold the firm's reputation accordingly, are the needs considered relevant to achievement.

Motivational training. Training "Increasing the motivation of professional activity

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Completed:

Muhamadi Aigerim

Kuatov Didar

Samahunova Kamalat

Checked: d.k. Kulnazarova A.Zh.

Almaty 2013

Motivational training

Motivation- one of the most important problems modern psychology, and one of its most intriguing and mysterious areas.

The term "motivation" has two meanings. In a broad sense, motivation defines the area psychological research associated with the identification and study of factors that encourage and direct, supporting human behavior.

Knowledge of motivation and motivational training is necessary for anyone who is trying to encourage other people to work or who wants to work with interest, easily and naturally.

Tasks: create conditions so that participants can first experience the action of motivational forces, then learn to control them, and after that learn to allow these forces to manifest freely and specifically call them when it helps to achieve maximum results.

Leading the training: Didar, Aigerim, Kamalat.

Training structure:

1. Org. moment - 4 minutes

2. Introduction - 5 minutes

3. Purpose of the task - 3 minutes

4. Warm up - 5 minutes

5. Main part -15 minutes

6. Reflection - 3 minutes

7. Org. end - 3 minutes

motivation motivational training

The course of the training session

1. Warm up

Reflection

How will motivation come in handy in the future?

Org. the end:

How to motivate yourself?

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