One of the main tasks comes to the fore is the problem of communication and its role in the formation of personality. The practice of communicating with children, organized by adults, enriches and transforms their communicative needs. What we put into the child’s soul now will manifest itself later and become his and our life. Here it is very important to follow the rule - “be close, but a little in front” - communication as equals, but with a certain distance. In a child, you need to respect an individual equal to yourself (but do not let the adult sink to the child’s level, but, on the contrary, raise him to your level).
Communication, being a complex and multifaceted activity, requires specific knowledge and skills that a person masters in the process of mastering social experience accumulated by previous generations.
A high level of communication is the key to a person’s successful adaptation in any social environment, which determines the practical significance of the formation communication skills from early childhood.
The process of developing communicative skills is limited to forms of joint adult-child (partner) activity, since the specific content of these forms is planned by the teacher taking into account the interests and needs of children, and is not strictly regulated by the position of the adult.
For a child, the image of an adult is not just an image of another person, but an image of himself, his own future, embodied in the person of the “other.”
The nature of joint activity is determined not only by the presence of joint actions, but also by the external manifestation of children’s activity. An important point is that interaction in the course of joint activities organized according to the type of cooperation does not exclude, but, on the contrary, presupposes the leading role of the adult. The adult creates the conditions for personal development preschoolers, their manifestation of independence, elementary creative activity, and the acquisition of cooperation experience. The main function of an adult becomes not the transmission of information, but the organization of joint activities to master it and solve various problems.
However, as practice shows, organizing joint partnership activities causes certain difficulties for preschool teachers:
- teachers do not realize the benefits and effectiveness of joint activities between teachers and children;
- many teachers do not know the technology of organizing such activities (creating motivation, presenting new material, organizing children, summing up).
Therefore, Federal State Educational Standards have been established for the preschool education system, where requirements for the structure of the basic general education program preschool education, which defines mandatory educational areas and the main objectives of educational areas.
The introduction of the Federal State Educational Standard presupposes a change in approaches to the organization of the educational process: in this case, not through a system of classes, but through other, adequate forms educational work with kids preschool age.
The development pattern of any type of activity is as follows: first it is carried out in joint activities with an adult, then in joint activities with peers and becomes an amateur activity.
Federal State Educational Standards require practitioners to solve educational problems in the process of joint activities of a child with an adult (during regime moments; in direct educational activities carried out in the process of organizing children's activities and in the independent activities of children).
The choice of forms of organizing joint adult-children’s activities as a means of developing communication skills is determined by the preschooler’s development of non-situational - business uniform communication with peers and extra-situational - personal communication with adults.
Partner - A partnership relationship is a relationship of equal subjects, each of which has its own value.
Joint adult-child activity is quite complex in its structure and also involves the participation of an adult and a child in a variety of role positions.
The organization of educational activities in the form of joint partnership between an adult and children is associated with a significant restructuring of the teacher’s behavior style.
In psychology, it is customary to distinguish two different styles of a person’s relationships with other people: authoritarian and democratic. The first is associated with superiority over others, the second with equality and mutual respect.
When we say this about the teacher’s partner position, we mean that he accepts a democratic style of relationship, and not the authoritarian one associated with the teacher’s position. The easiest way to understand what it means to be a partner with children is to compare these two positions. The democratic teacher is “next to the children”, being a partner, accepting them individual characteristics, encourages independence, involves each child in common activities in the group, involves children in discussing problems, and objectively evaluates their actions.
An authoritarian teacher is “above the children”, directs everything, strictly demands compliance with discipline and order, using categorical instructions, does not welcome children’s display of initiative and independence, subjectively evaluates the results of children’s activities, focuses attention on negative actions without taking into account their motives, little interacts with children.
The teacher's partner position contributes to the child's development of activity, independence, the ability to make decisions, try to do something without fear that it will turn out wrong, evokes a desire to achieve, and promotes emotional comfort. “The style of interaction between a teacher and children has a direct impact on the nature of children’s communication with each other and the general atmosphere in the children’s group. So, if a teacher demonstrates a respectful attitude towards children, supports initiative, shows interested attention, and helps in difficult situations, then there is a high probability that children will communicate with each other according to the same rules. And on the contrary, the authoritarian attitude of the teacher towards children, the suppression of independence, the presence of negative assessments regarding the personality, and not the actions of the child, can lead to low group cohesion, frequent conflicts between children, and other difficulties in communication.”
The constant teaching position of an adult, on the contrary, causes the child’s passivity, the inability to make an independent decision, emotional discomfort, fear of doing something wrong and aggression as the other side of fear, as a release of accumulated tension.
Educational activities in a partnership form, they require an adult style of behavior, which can be expressed by the motto: “We are all included in the activity, not bound by obligatory relationships, but only by desire and mutual agreement: we all want to do this.”
Forms of joint adult-children (partnership) activities of preschoolers:
- Practical course program for teaching children the basics of communication “The ABC of Communication”
- Cooperative games
- Project activities
Practical course program for teaching children the basics of communication “The ABC of Communication”(authors L.M. Shipitsyna, O.V. Zashirinskaya, A.P. Voronova, T.A. Nilova). This course is designed for children aged 3 - 6 years and aims to form social contacts and develop abilities for joint actions in everyday life and play activities. The authors of the course see the following tasks, the solution of which is necessary in preschool age: learning to understand oneself and the ability to “be at peace with oneself”, fostering interest in people around, developing communication skills with people in various situations, developing the ability to use verbal and expressive language (facial expressions, gestures, pantomime) means of communication, development of adequate evaluative activity and self-control. We believe that the most successful thing in this course is introducing children to various languages (the language of nature, the language of communication), the culture of communication, the specifics of communication between boys and girls, with peers and adults. The authors offer a variety of methods of working with preschoolers (psycho-educational games, observation, walks, excursions, modeling, mini-competitions, competitive games), a number of works of art to analyze communicative behavior literary heroes, an interesting lesson topic was proposed (“Nature has no bad weather”, “My affectionate and gentle animal”, “How I remember what I remember”, “The Secret magic words", "Write me a letter").
The book presents an original method of teaching and developing communication skills in preschool children. Authors, experienced teachers of the Institute of Special Pedagogy and Psychology International University family and child them. Raoul Wallenberg, offer in their book reviews of theoretical and practical training courses for specialists. Of particular value is a detailed lesson plan, provided with texts and comments on games, conversations, exercises, themed walks, etc., as well as a set of methods for assessing the effectiveness of a teacher’s work in developing communication in children. Designed for a wide range of readers - teachers, defectologists, kindergarten teachers and methodologists, psychologists, students and parents.
Another form of organizing the activities of a preschooler, which has great potential for the formation of communication skills, is cooperative games- creative, active, didactic, educational games with adults.
Play is the main activity of preschool children. This position is generally recognized in the pedagogy of preschool childhood. Many convincing words have been said about the role of play in a child’s life. Play, being the closest and most accessible type of activity, contains inexhaustible opportunities for the full development of a preschooler. However, in the traditional practice of preschool education, play is relegated to the background. Of course, teachers include game moments, situations and techniques in different kinds children's activities, but the development of play as a free, independent, joint activity with peers is not given due attention.
As researchers note, children in older preschool age prefer games with rules, which include active, didactic and educational games. Playing with rules is an element of children's subculture, a part of children's life from preschool to adolescence (I. Ivich, N. Ya Mikhailenko and H. Shvartsman, etc.). Games with rules (according to the studies of J. Piaget, D.B. Elkonin) serve as exercises for older preschoolers in relationships with other people: they help them understand their responsibilities, which appear here in the form of universal rules; come to an understanding of moral standards, the comprehensive requirements of justice, and the obligations that every person has to himself.
Games with rules confront children with the need to come to an agreement, plan things, and reveal the child’s ability for business cooperation in increasingly complex circumstances. Despite the fact that the cooperation of children continues to be practical in nature and connected with the real affairs of children, it acquires a non-situational character. Games with rules become an incentive to improve children's communication skills. This is precisely the form of the game, according to L.A. Wenger, is of decisive importance in the development of the child and his socialization.
However, traditionally the problem of communication has been considered in the context of creative, role-playing games children. Communication and relationships between children in play, emphasizing that communication is the most important means of establishing friendly relationships. A.P. Usova noted: “Acting together with another child is not so easy at the age of three, four or even six years. And, although the widespread opinion is that the language of the game is understandable to all children, it turns out that a language of communication is also needed...”
Since communication takes place in various forms and through various channels, it involves various types of communicative activities: speaking, listening, reading, writing, etc. Communication is a two-way process, and therefore the actions on the part of the sender and recipient of information are synchronized, being a kind of mirror image of each other. So, speaking is always paired with listening, and gestures and facial expressions are paired with their visual perception. These patterns are universal both for communication within one culture and for intercultural communication. The specificity of MC may manifest itself in a different distribution of types of communicative activities between native and non-native speakers as a consequence of different levels of cultural and linguistic competence. Thus, a communicator who has poor command of the language will most likely speak less than his interlocutor who is a native speaker. A person with a low level of linguistic competence more often has to resort to facial expressions and gestures, etc. This pattern is one of the manifestations of asymmetry in MC.
MK context
Information that forms the basis of communication does not exist in isolation, but in a macro- and micro-context, against the background of a certain picture of the world, which is formed throughout the life of an individual. The term “context” itself is used in two ways in MI theory. This duality, in particular, is well reflected in the works of E. Hall. From his point of view, the concept of context is associated with two completely different, although interrelated processes, one of which takes place inside the human body, and the other outside it. Interior context includes the past experience of the communicator, programmed in his consciousness and structure nervous system. Under external context, in turn, refers to the physical environment, as well as other information implicit in the communicative interaction, including the nature of interpersonal relationships between communicants and the social circumstances of communication (Damen 1987: 77 – 79).
Based on this point of view, the internal context is the entire set of presuppositions and background knowledge, value systems, cultural identity and individual characteristics linguistic personality. This can also include the mood (humorous, serious, friendly, etc.) with which the communicant enters into communication and which, in the terminology of R. L. Weaver II, constitutes the “psychological context of communication”: (Weaver II 1993: 22 – 23).
In concept external context includes place (local context), time (chronological context), sphere and conditions of communication that determine its nature. For MK, an important circumstance is on “whose” territory (one’s own, someone else’s or neutral) communication takes place. Geographical position defines the varieties of culture that form the background of the communicative process. At the same time, the state can be considered as a macro context, and the specific place where communication takes place – as a micro context. In this case, a number of steps will be visible between the concepts of micro and macro context: state – region – city/village – specific location of communicants (for example, street, school or office). The local context will influence a number of parameters of intercultural communication and determine its specificity. A communicator who is on his own territory feels more comfortable than a foreigner and is better oriented in the space of his own culture. In the capitals, intercultural differences are leveled out to a greater extent than in the outback, where ethnic traditions are preserved and there are various forms of manifestation of provincialism. The nature of communication in the workplace and at home will differ in the degree of penetration into everyday culture and the influence of personal factors.
The temporal context, that is, the chronological period to which a specific communicative situation belongs, also influences its outcome. At different periods of time, relationships between states and their international authority develop differently, which, in turn, determines the nature of self-identification of MC participants, their sense of usefulness/deficiency, attitude towards their communication partner and other manifestations of the dynamic nature of MC.
From a chronological point of view, communication can be simultaneous or multi-temporal. Simultaneity is a relative concept due to the linearity of communication. However, simultaneous communication can be considered in person and by telephone, as well as via the Internet on-line. There is a small gap between sending and receiving email, a larger gap between sending and receiving a regular letter. There is also communication across years and eras using literary works, monuments, paintings, etc. Due to the non-simultaneous development of different cultures, there is a discrepancy between them in synchrony (ahead/lag in some parameters), which can become a cause of misunderstanding in MK.
Another parameter of the external context is the sphere of communication, the characteristics of which, according to B. Yu. Gorodetsky, directly or indirectly reflect the circle of potential participants in the dialogue and the types of life functions they satisfy (Gorodetsky 1989: 16). It seems possible to identify the following areas of communication for MK:
Ø diplomatic activities;
Ø professional contacts;
Ø trade, business;
Ø international exchanges;
Ø study abroad;
Ø travel;
Ø migration;
Ø military actions.
A. Appadurai considers new “non-isomorphic” ways of global cultural information flows, which are carried out with the help of:
1) ethnic groups (ethnoscapes) - immigrants, refugees, tourists, etc.;
2) financial resources (finanscapes);
3) equipment and technical means(technoscapes);
4) mediascapes,
5) ideologies (ideoscapes) (Appadurai 1990).
These flows are also directly related to various spheres of communication as types of communicative context.
In addition, there is the possibility of viewing the context from other angles. Thus, M. L. Makarov distinguishes “existential context - the world of objects, states and events; situational context - a broad class of social determinants (type of activity, subject of communication, level of formality or formality, status-role relations, place of communication and setting, socio-cultural environment)<...>; actional context - a subclass of situations that are constructed by themselves speech actions”(Makarov 1998: 114 – 116).
Moments of external similarity between communication contexts can mislead MC participants. For example, the sphere of professional communication in different cultures varies in terms of the degree of formality/informality, communication strategies used, the nature of the relationship between superior and subordinates, etc.
The distinction between high-context and low-context cultures developed by E. Hall is considered traditional for communication science. Low-context cultures are those in which the bulk of the information exchanged between communicants is encoded in messages at an explicit level. In high-context cultures, by contrast, most information exists at the level of context (internal or external). The characteristics of high-context cultures are considered to be traditional, stable, emotional and averse to change, while low-context cultures are associated with dynamism and a high level of technological development. Thanks to active use context, the nature of information transfer in high-context cultures is economical and efficient.
Almost all researchers without hesitation classify American culture as low-context. Because the significant role context in communication is usually associated with collectivism; many scientists tend to consider Russian culture as high-context.
It appears, however, that Russia, which has experienced significant influences from both the West and the East throughout its history, occupies an intermediate position between low-context (Western) and high-context (Eastern) cultures. On the one hand, Russians are proud of their directness and express information quite explicitly (for example, in business communication situations); on the other hand, in the emotional sphere they tend to encrypt some information in an implicit, indirect, complicated form.
When cultures come into contact, there is a danger of both underestimating and overestimating the role of context in communication. For example, Americans do not always sufficiently consider the role of contextual information when communicating with representatives of high-context cultures, as a result of which their communication partners regard their behavior as impolite and insensitive. Americans, in turn, blame representatives of high-context cultures for their reluctance to clearly express their thoughts and be truthful.
On the other hand, Americans who come to Russia with the confidence that it is a high-context culture begin to look for Russian behavior hidden meaning hidden behind explicit communication, which can also lead to communication failures.
In general, MC is characterized by lower-context communication than communication within the native culture, since MC participants intuitively realize that their foreign partners are not familiar enough with the foreign cultural context. In such situations, it is important to maintain a sense of proportion and behave in such a way that clarification of the context actually serves the purposes of communication, and does not turn into “chewing” information that is offensive to the interlocutor. Establishing a reasonable balance between known and new information requires an understanding of both native and foreign cultures.
Introduction
Conclusion
Introduction
Communication is one of the most controversial processes in the field of organizational behavior.
In practice, effective communications are a necessary condition to successfully achieve the goals facing the organization, but they constitute one of the most important problems modern management, because often form the basis of most of the difficulties facing an organization.
In their daily work, every person, that is, an employee or a manager, necessarily interacts with other participants in the labor process. Accordingly, the work itself is collective in nature.
Therefore, questions of special management psychology occupy a special place in the test work. Among such issues there are social psychological climate in the organization and the communication processes occurring in the organization.
The relevance of this topic is due to the fact that employees of organizations have an urgent need for information about events occurring in the company and around it. In turn, depending on how the process of information exchange occurs, the socio-psychological climate in the organization also depends. Accordingly, what the socio-psychological climate in the organization will be, such will be the result of the activities of the company itself. Therefore, this topic will always be one of the main ones.
expressive - manifestations of excitement, experiences.
Based on the relevance of the topic, the goal and objectives are formulated test work.
The purpose of the study is to study the basic rules of communication activities of the organization.
.Consider the concepts: communication, mass communication, management communication
.Reveal the components and forms of communicative activity
.Describe the communication network and its types.
Thus, the topic of the test is: “Communicative behavior in management.”
Basic rules of communication activities of the organization
The communication subsystem is a relatively independent element of the control system, which represents:
a set of information, information flows as a means of ensuring consistency in management;
a set of connections, diverse interactions and management relationships in the management system.
The term “communication” (from communicare - I make it common, message, transfer) in the semantic aspect of social interaction is the exchange of thoughts, information, ideas, the transfer of one or another content from one consciousness (collective or individual) to another through signs recorded on material media.
Communication is a social process that reflects the social structure and performs a connecting function in it.
Mass communication is the systematic dissemination of messages (through print, radio, television, cinema, sound recording, video recording) among large, dispersed audiences with the aim of affirming spiritual values and exerting an ideological, political, economic or organizational influence on people's assessments, opinions and behavior. In the system of mass communication, communication in management is of particular importance.
Management communications is a set of information connections between subjects of management activities vertically and horizontally ( internal environment) and with the external social environment.
The concept of “communication” has a double meaning:
firstly, it captures the statics of interaction, for example, an act, a written document that carries information, performs functions: informative, emotive (stimulates emotions, motivation for interaction), including a legal act that performs managerial function(encourages legal relations) and through this establishes and maintains actual contacts.
secondly, it records the dynamics, the process of interaction, contacts, relationships.
One of the most important conditions Effective behavior management is communication.
As stated in educational and specialized literature, communication should be understood as the communication of people in the process of their joint activities. This is the exchange of information, thoughts, feelings and ideas. Without communications, no organized system can exist. It is communications that ensure effective relationships between people.
There are two aspects of communication, the first is informational, and the second is personal.
Much of what we see in organizations is communication activities that are necessary to ensure mutual understanding.
Communication is the transmission and understanding of a message.
In organizations, communication performs the functions of control, motivation, emotional expression of feelings, and provision of information.
Communication turns out to be effective if the meaning embedded in the message reaches the recipient and is correctly understood or decoded. The process can stop here or continue through feedback. Most organizational members participate in the communication process several times a day, being both sender and receiver.
The communication process can be carried out in upward, downward and horizontal directions.
Upward communication links are used primarily for the purpose of informing, but also as ways of influence and persuasion. Descending ones are used for management, instruction, and also for information purposes.
Horizontal communication links are used primarily as ways of influence and persuasion, and they are also necessary when integrating various forces, processes, skills, etc.
Communication activity is a very complex phenomenon, which has the following components:
perceptual - perception of each other;
informative - transfer and understanding of information;
interactive - organization of interaction - human behavior through the use of various forms of influence: suggestion, persuasion, requests, orders, etc.;
expressive - manifestations of excitement, experiences.
There are two forms of communication activity: indirect (mediated - telephone, fax, letter) and contact.
contact form involves the following types of communication activities in the organization:
-formal communication;
-primitive communication;
-business conversation;
-spiritual communication;
-manipulative communication;
-secular communication.
Each type of communication involves communication tactics and communication techniques. Communication tactics are the implementation of a specific communication strategy, and communication techniques are a set of specific communication skills.
The choice of tactics and communication techniques depends on knowledge of the structure of communicative activity.
The main components of communication activities are:
the subject of communication is the communication partner;
the need for communication - consists in a person’s desire to know and evaluate other people, and through them and with their help to self-knowledge and self-esteem;
communicative motives - for the sake of which communication is undertaken;
the action of communication is units of communicative activity, i.e. a holistic act;
communication tasks are the purpose for which the communication process is carried out;
means of communication are those operations with the help of which the action of communication is carried out;
a product of communication - education of a material and spiritual nature.
Communicative activity has static and dynamic features.
The static feature of communicative activity is distinguished as follows:
distance - means mutual attraction of partners, status, intensity of interaction;
orientation - it can be carried out in different ways: “face to face”, “side”, “back”, etc.;
postures - may contain information about tension or relaxation;
physical contact - they can touch each other.
The dynamic feature of communicative activity is determined by facial expression, gestures and glances.
Communication activity in an organization is a complex system of interactions with the organizational environment.
The relationships that develop as a result of interaction form a multi-channel communication network.
A communication network is a connection in a certain way of those participating in communication activities. The objectives of the communication network are:
.ensuring effective exchange of information;
.improving interpersonal relationships in the process of information exchange;
.creation of information channels;
.regulation and rationalization of information flows.
The created networks are:
vertical: top - down (setting goals and objectives) and bottom - up ( Feedback);
horizontal (exchange of opinions) and diagonal (receiving additional information).
They are divided into centralized and decentralized and are characterized by speed, accuracy, and stability.
To reduce possible noise in an organization, it is advisable to have a minimum number of communication channels in the communication network.
The main types of communication networks are: sequential, fan-shaped, circular.
The table shows the characteristics of established communication networks.
Table 1
Characteristics of established communication networks
consistent fan-circular Speed good good slow Accuracy good good good Stability stable stable unstable Need for a leader moderate high none Morale of group members low low high communicative information personal
The effectiveness of communication activities depends on the way in which the communication impact is built, i.e. a certain style, which is understood as a set of techniques, methods and manner of behavior in relation to another person in order to influence him.
Style is an expression of one’s behavior regardless of the situation and should be open and adequate.
Openness means opening ourselves to others in order to receive feedback from the other and how others understand us.
Adequacy is the degree to which people share their thoughts and feelings with others. The literature describes the following communication styles, knowledge of which allows you to determine the interaction strategy.
Communicative style is the individual characteristics of interaction, which expresses the characteristics of communication capabilities and the developed character of a person.
Each act of communicative activity is determined by:
1.subjects - the initiator and to whom the communication is addressed;
2. norms;
Goals;
The situation.
It is very important to understand that effective communication activities are hampered by various types of barriers, called communication barriers.
Conclusion
The socio-psychological climate of a team is defined as a mental state that integratively reflects the characteristics of its life activity. The socio-psychological climate is the emotional atmosphere that develops in the work collective, comfortable or uncomfortable for its members.
The state of the psychological climate in the work team is influenced by the general situation in society and the nature of social relations. Also influenced by the features of this sphere of work activity, the features of the management processes implemented in it, the features of connections with other work teams, etc. Another important group of factors that shape the psychological climate are group phenomena and processes occurring in the work community.
Such factors include the nature of official organizational ties between members of the workforce, enshrined in the formal structure of a given unit. The social and psychological climate is greatly influenced by its informal organizational structure. Informal contacts at work and outside of it, cooperation and mutual assistance create a more comfortable climate than hostile relationships expressed in quarrels and conflicts.
In management psychology there is such a concept as communication, which generally characterizes all of the above factors.
Communication occupies a vital place in the life of an organization and has a huge impact on individuals and groups.
Communication is the transfer of information from one person to another, one of the ways an individual communicates ideas, facts, thoughts, feelings and values to other people. The purpose of communication is to obtain from the receiving party an accurate understanding of the sent message. Communications always involve at least two persons - the sender and the recipient.
This creates a two-way communication process, which is the method by which the sender's message reaches the recipient. This process, regardless of whether the interlocutors are talking, whether people exchange gestures or communicate via e-mail, always includes eight steps: generating an idea, encoding, transmitting, receiving, decoding a message, accepting a message, using information, providing feedback.
Communications in an organization are classified into the following types:
By subjects and means of communication - interpersonal communications and communications using technical means, information technologies.
According to the form of communication - verbal and non-verbal communications;
Through communication channels - formal and informal;
By organizational basis (by spatial arrangement of channels): vertical, horizontal and diagonal;
By direction of communication: downward and upward communications.
When a message is received, its understanding may be limited by a number of interferences or barriers.
Barriers are communication obstacles, obstacles, any interference in the communication process at any of its sections that distort the meaning of the message.
The following types of barriers are distinguished: personal, physical, semantic, linguistic, organizational, cultural, time barriers, differences in status, communication overload, reluctance to share information.
As a result, it can be noted that effective communications contribute to increasing the organization’s performance indicators and the level of employee satisfaction with work, creating a sense of involvement in the company’s work, and ensuring the implementation of all basic management functions - planning, organizing, directing and controlling.
List of used literature
1.Antonov V.G., Bobyleva N.V. Organizational behavior in tables and diagrams / Scientifically edited by Dr. E. n. G.R. Latfullina, D.E. n. HE. Gromovoy - M.: Iris-press, 2012 - 288 p.
2.Kochetkova A.I. Introduction to Organizational Behavior. - M.: Gardariki, 2011 - 512 p.
3.Krasovsky Yu.D. Organizational behavior: Proc. allowance for universities. M., Gardariki, 2009 - 511 p.
.Lutens F. Organizational behavior. - M.: UNITY, 2009 - 490 p.
.Mashkov V.N. Psychology of management: Tutorial 2nd edition. - St. Petersburg: Publishing House Mikhailov V.A., 2012 - 254 p.
.Milner B.Z. Organization Theory: Textbook. - 3rd ed. reab. and additional - M.: INFRA-M, 2008 - 551 p.
7.Newstrom J.V., Davis K. Organizational behavior /Translation from English. Ed. Yu.N. Kapturevsky - St. Petersburg: -Peter Publishing House, 2010. - 448 p.
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Communication activities-- this is the activity of transmitting information from a source (communicator) to a recipient (recipient) through a specific channel. “Feedback” can occur between the communicator and the recipient, that is, the process by which the communicator receives information about the extent and with what quality the recipient received information.
There are three possible forms of communication action:
· imitation;
ImitationЇ one of ancient forms transmission of meanings used by higher animals and birds; It is not without reason that some scientists considered the herd instinct to be the source of imitation. Imitation means the recipient’s reproduction of the communicant’s movements, actions, and habits. Imitation can be voluntary or involuntary (unconscious).
· dialogue;
Dialogue-- a form of communication interaction mastered by people in the process of anthropogenesis during the formation of human language and speech. The participants in the dialogue treat each other as equal subjects who possess certain meanings. Between them it develops subject-- subjective attitude, and their interaction is creative in the sense that a socio-psychological community of partners is achieved, denoted by the word " We".
· management.
Control-- such a communication action when the communicator considers the recipient as a means of achieving his goals, as an object of control. In this case, there are established between the communicant and the recipient subject-object relationship. Control differs from dialogue in that the subject has the right to monologue, and the recipient cannot discuss with the communicator, he can only report his reaction through the feedback channel.
The boundaries between these forms are conditional; they can merge and complement each other.
The communication procedure includes the following stages.
- 1. The need for communication (it is necessary to communicate or find out information, influence the interlocutor, etc.) - encourages a person to come into contact with other people.
- 2. Orientation for communication purposes, in a communication situation.
- 3. Orientation in the personality of the interlocutor.
- 4. Planning the content of your communication - a person imagines (usually unconsciously) what exactly he will say.
Unconsciously (sometimes consciously) a person chooses specific means, phrases that he will use, decides how to speak, how to behave.
Perception and assessment of the interlocutor’s response, monitoring the effectiveness of communication based on establishing feedback.
Adjustment of direction, style, communication methods.
Communication can be:
- 1. oral and written
- 2. verbal and visual
- 3. communicative and metacommunicative
- 4. hierarchical (with priority of direct communication) and democratic (with priority of feedback).
- 5. aggressive and favorable
Communication models
· two-stage model (media - opinion leaders - recipients)
One of the most important stages in studying the impact of the media on the audience was the discovery by the American P. Lazarsfeld in the late 40s of the last century, a two-stage communication model.
The impetus for this was the results of surveys showing that the coverage of the population when exposed to a message two weeks after its broadcast was higher than immediately after the broadcast itself.
Further analysis showed that the increase in coverage was a consequence of discussion of these messages with those called “opinion leaders.” Moreover, not only the reach has increased, but also the degree of influence of the message on the audience.
- · spiral of silence (E. Noel-Neumann) - German public opinion researcher; The essence of the model is that the media can manipulate public opinion by giving the floor to the minority instead of the majority.
- · gatekeeper model (Kurt Lewin)
A “gatekeeper” is someone who controls the flow of news and can change, expand, repeat, and withdraw information. It is known that out of hundreds or thousands of messages, editors select only 10% for publication in their publication. Sociologists were interested in the principles by which selection occurs. When selecting, editors are guided by their values and their ideas about what might be interesting to the listener. The second benchmark is based on league tables.
· Jacobson's model (represents speech communication in the form of six factors, each of which corresponds special function language: emotive, conative, phatic, metalinguistic, poetic, referential).
Functional aspect in language learning, orientation on the communication process inevitably led to the identification communicative unit higher order , through which it is carried out verbal communication. Such a unit is text, which is conceived primarily as a dynamic unit, organized in conditions of real communication.
External, communicative factors are decisive for the speech organization of a text. And therefore, the generation of the text and its functioning are pragmatically oriented, i.e. text is created when a certain target settings and operates in certain communication conditions.
Communication terms, or specific speech situations, are amenable to typology, thus, texts focused on certain communicative conditions should also have typological features. The theory of the text is primarily concerned with establishing these features - scientific discipline, which received access to sociolinguistics, psycholinguistics, and many others.
Types of mass communication
A modern researcher of the problems of the theory of MC G. Pocheptsov gives, perhaps, the most extensive and detailed classification of types of communication.
If we talk about the fundamental principles of division, then they are based on the methods and capabilities of human perception (visual - auditory - sensory (tactile - writing for the blind). From these principles follows the division of MC into visual and auditory types. Moreover, the latter can be divided into verbal (verbal) and non-verbal (non-verbal) types.
A.G. Pocheptsov expands the list of types of communication, basing it on various basic settings. He distinguishes performance, mythological, and artistic communications. Performance is a type of theatrical performance, so it can be included in artistic communication. Mythological communication is identified by many researchers on the basis of the epistemological principle, which allows it to be included in artistic, political, cognitive, and religious communication, that is, in those types that are formed on the basis of forms public consciousness. Of course, mythological MC is an alternative to cognitive, journalistic and especially scientific communication, although in modern practice of MC, myths and the irrational often invade not only journalism, which was previously considered accurate knowledge (and today makes money on inventions), but also scientific knowledge that excludes mythology, and try to bring “some” order there.
Mass communication can also be divided based on the channel of information dissemination. We are talking about formal and informal MK. The first is communication in the form of texts from one or another technical channel of MK. The second is mainly oral communication in the form of rumors, gossip, anecdotes, tales, songs, possibly recorded and printed, but circulating outside the officially recognized sociocultural cycle. The effectiveness of informal communication is greatly influenced by the so-called “opinion leaders”. MC researchers and sociologists have long registered the phenomenon of assimilation of information and decision-making by the socialist not directly after reading, listening, viewing certain messages, but after consultations with neighbors or colleagues who, for a number of social and psychological reasons, have won the status of a leader of public opinion of a particular social group , microenvironments.
Modern QMS systems are divided into three types:
Mass media (media);
Telecommunications;
Computer science.
The media are organizational and technical complexes that allow for the rapid transmission and mass replication of large volumes of verbal, figurative and musical information.
The structure of the modern media system is as follows: press (newspapers, magazines, digests, weeklies, etc.); audiovisual media (radio, television, documentaries, teletexts, etc.); information services (telegraph agencies, advertising bureaus, PR agencies, professional journalistic clubs and associations).
The press is mass periodicals. The press is the only means that gives the consumer of information the opportunity to control the dynamics of the events being covered, the circumstances and directions of their development. Newspapers occupy the main place in the system of periodicals.
Radio is a mass auditory media. The uniqueness of radio lies in its ubiquity and accessibility. By listening to the radio, people can find out news, listen to music, entertainment programs and at the same time do other things. Radio is one of the essential means social control (in particular, state control), thanks to which it is possible to control the consciousness and behavior of a large number of people at the same time.
Television is an audiovisual media that, by synthesizing sound and image, provides greater communication opportunities.
Information services are organizations that collect and forward news. Traditionally, they form the basis of national and international news dissemination systems. Correspondents of information services collect information, which is then resold to subscribers - newspapers, magazines, government agencies, television companies, commercial and other structures.
PR firms are organizations that develop and propose to the management of commercial, political, public and other structures the key concept of their policies or individual recommendations in the field of public relations.
Public relations (PR) is a special information management system (including social information), where management is understood as the process of creating information occasions and information by the party interested in it; dissemination of finished information products by means of communication for the purposeful formation of the desired public opinion.
Telecommunications are technical services that provide the transmission and reception of messages. Telecommunications specialists are engineers and technicians. They mainly work with codes, signals, noise. The tradition of searching for information encoding, economy and reliability of its transmission goes back to the times of embassies and secret services, which used encryption and coding to write secret letters.
Computer science is a system of data processing tools using computers (computers). Computer Science in historically continues the so-called culture of evidence, where truth comes first, Scientific research and evidence of the existence of natural limits. This QMS deals with the study of human language and its logical foundations from the point of view of the problem of creating a new language and implementing its communicative functions.
All types of QMS are united in the open information environment of social communications - the Internet.
The Internet is a relatively new information medium that is gradually acquiring the features of mass media. This is a gigantic network of computers located all over the world and creating a new information space (cyberspace), in which messages can be exchanged in a matter of seconds with thousands of people simultaneously; access a remote computer containing databases and retrieve this data; subscribe to discussion sheets and other materials; participate in the discussion of various issues, including interactively; receive regular news releases, press releases on specific topics, etc.
Conclusions for Chapter 1.
The science of mass communication has developed quite actively over the past decades, but it has developed predominantly “in breadth” rather than “in depth”; the research has been descriptive rather than explanatory in nature, resulting in a generally relatively weak development of theoretical problems proper, as well as insufficiently clear highlighting the very subject of research - journalism, mass communication, mass media, social media - these far from coinciding objects of research were synonymized in the process of their categorical comprehension, which led to even greater confusion in the process of forming theories exploring this social process.
One of the negative results of this is the lack of coordinated, unified ideas about the generally known aspects of the field under study. This situation is not a flaw in the science of mass communication, but its necessary stage, after which attempts can be made to systematize accumulated knowledge, attempts at categorical ordering and coherence, as well as attempts to analyze this phenomenon from the standpoint of social philosophy.
Although theoretical level sociology of mass communication, developed by domestic scientists, is in its infancy; as mentioned above, there are many attempts to create a unified theoretical and methodological basis for the analysis of mass communication.
Mass communication is a type of spiritual and practical activity, that is, an activity of broadcasting, transferring into practical consciousness the values of specialized consciousness in the form of assessments, which are always assessments of certain social communities and groups. The way the essence manifests itself, or the phenomenon of mass communication, is mass information activity, taken from the content side. Mass communication is a type of production of spiritual meanings that express and reinforce a certain value system. The content of mass communication manifests itself in various forms. The difference between these forms is expressed in the variety of genres, material media, etc.
The subjects of mass communication are the subjects of introduced values, that is, social communities, groups seeking to present their own values as common to the whole society, and, accordingly, their assessments as generally valid, their social attitudes as common to all.
The object of mass communication activity is mass consciousness. The function of mass communication as an activity is transfer, transmission into mass consciousness by one or another social groups a certain fragment of the products of specialized consciousness in the form of assessments of a certain type of phenomena and facts that are relevant from a social and temporal point of view.
The essence of mass communication can only be comprehended by methods of theoretical analysis, while its study from the perspective of phenomena, content and forms also involves the use of methods empirical research, the results of which contribute to optimizing the functioning of the entire mass communication system.
