Information about the university
Strategic management
Science in M. Kozybayev NKU
Student self-government
Musical associations
Researcher, coach of the DeSTT project,
"Body Language and Lies"
Purpose: The ability to recognize the genuine emotion of a person by his facial expressions and gestures. Development of emotional intelligence
Required time: 30 minutes - 1 hour.
Procedure: The game takes the form of an interview. We divide the whole group into respondents (who are being interviewed) and interviewers (who are being interviewed). We separate the groups into session rooms.
Instructions to respondents (separate from interviewers): “You need to write ten questions on any topic. Then choose from them five questions to which you will lie and 5 to which you will tell the truth. When you break into pairs, you will need to give a sheet of questions to the interviewers and give detailed answers to them. Interviewers do not know about it.
Instructions to interviewers (separately from respondents): “When you split into pairs, you will need to take from the respondents detailed answers to 10 questions. Your task during the interview is to record not what the respondents say but how they behave when answering all ten questions (eyes, tone of voice, hand-to-face contact, hand movement, body). Respondents are not aware of this. That is the point of the experiment.”
After the interview ends, the secrets are revealed to both groups. Moreover, in the dialogue, we discuss a person's ability to recognize genuine emotions through his body language.
Next, the interviewers try to independently recognize which five questions the respondents lied to and which five questions they told the truth about. Then they are compared together with the respondents.
Reflection: How well did you guess?
Were the respondents able to be interviewed?
Were the interviewers able to get the interview?
How do respondents behave when they lie and when they tell the truth?
Why is the lie reflected in the body movement?
“Drawing with a Partner”
Purpose: This exercise is excellent for exploring interpersonal relationships and conflicts and the ability to work productively in pairs.
Required time: 30 minutes - 1 hour.
Materials: paper, colored pencils.
Procedure: Choose a partner. Put a large sheet of paper between you and your partner, grab one pencil together and then start drawing without agreeing on what it will be. Draw until you decide that the drawing is finished. When you finish drawing, share with your partner what happened during the exercise.
Reflection: Did you manage to create a drawing together?
Who was the leader?
Who was the leader?
Could you do any activity together? How productive?
Can you draw parallels between how you draw and how you function in a group?
“Group Drawing”
Purpose: the task helps explore emotional intelligence and role relationships in a group.
Required time: 1 hour.
Materials: Paper, colored pens, or pencils.
Procedure: All group members sit in a circle in the middle of the room. In front of each is a sheet of paper and colored pens or pencils. Start drawing something essential for yourself too. At the signal of the group leader, pass your sheet to the participant sitting on your left, and receive the started drawing from the participant sitting on the right. On a signal, pass this drawing to the left and receive a drawing to the right. Work on this drawing, modify and add to it what you want.
Continue like this until the drawing that you started returns to you. Be aware of your feelings when seeing what others have drawn on your sheet. Change the drawing to whatever you want. Finally, discuss your impressions with the group.
Reflection: When another person's drawing came to you, did you add something of your own to it that was not related to the drawing, or did you try to understand what the author wanted to depict?
What emotions did you experience when you saw your drawing?
What do you especially like about it? Why?
What do you especially dislike about it? Why?
Did the group understand your idea?
“Opposites: the conflict between the “attacker” and the “defender”
Purpose: helps to realize the conflicting sides of the personality and gain experience of actively fighting with someone.
Required time: 45 minutes.
Material: No.
Procedure: Sit face to face with a partner and decide which of you will play the role of "attacker" and which will play the role of "defender." Then have a dialogue. Stand firm in your position, and try not to give up. If you are the "attacker," tell your partner how he should behave and what he should do. Scold and criticize from a position of clear superiority and self-confidence. If you are "defensive," constantly apologize and make excuses.
Tell your partner how you try, how you want to please, and how something prevents you from fulfilling his demands. After five to ten minutes, complete this part of the experience.
Change roles. Try to fully experience the power, the authority of the "attacker," or the manipulative passivity of the "defender." Stop after five or ten minutes.
Share your experiences. Compare the roles you played with your way of acting in real life. (Some members of the group may note that they felt energized playing the "attacker" role, others may note that they felt confident in the "defensive" role.)
Reflection: What did you feel in the role of "protecting": anger, humiliation?
Were you guilty or punished in the role of "attacker"?
"Playing out sketches"
Purpose: to develop communication skills in a group and master the skills of speaking and accepting feedback.
Required time: 1 hour.
Materials: No.
Procedure: Three members of the group volunteered to participate in the exercise. Each volunteer chooses one of the communication styles described by therapist Virginia Satir:
1. Pacifying - a pleasing and agreeing person, constantly apologizing and trying not to cause unrest at all costs. The pacifier feels his uselessness and looks helpless.
2. The accusing one is the opposite of the appeasing one; he/she reproaches, provokes, and considers others guilty. The accuser acts arrogantly and explains his shortcomings for objective reasons. He speaks in a loud, authoritative voice, and the muscles of his face and body are tense.
3. Human-computer is an ultra-reasonable, calm, cold, and collected person who avoids expressing and demonstrating emotions and experiences. He/she speaks monotonously, abstractly, and looks inflexible and stiff.
4. Leading aside - expresses irrelevant and perplexing judgments. Body postures seem awkward; intonations may not match the words.
Volunteers demonstrating a specific communicative style are included in discussions with each other. The rest of the group observed the interaction; this exercise was called the "round aquarium." After five minutes, observers are invited to comment on their perception of the discussion. Then the volunteers share the impressions that arose in this situation with the group.
By experimenting with alternative communication methods, participants can learn to approach each other more appropriately and less defensively.
Now repeat the procedure with three new participants. Try to allow each member of the group to participate at least once.
The sketch can explore other communication skills in the same form of a "round aquarium": several participants demonstrate different types of behavior. At the same time, the rest of the group watches.
Practice describing the behavior by selecting four or five participants who take on specific roles in the depicted interaction on the topic. The leader may ask one participant to defend a position directly opposite to his own; the other is to support the dominant member of the discussion; the third is to try to change the topic of discussion; the fourth is to refute the ideas of the dominant participant. The number of roles that can be accepted is only up to your imagination and that of the leader.
A discussion between four or five participants can provide the group with data to practice describing behavior without labeling or attributing motives. Continue like this until every group member has had a chance to participate in the sketch.
Reflection: In what role did you feel comfortable? Why?
"Shipwrecked"
Purpose: development of group decision-making skills; teaches effective behavior to achieve agreement in solving a group problem; provides information regarding stereotypes of communication, leadership, and dominance in a group and can contribute to group cohesion.
Required time: 1.5 hours.
Materials: Copies of instructions, large sheets of paper, and pencils.
Procedure: Each group member is given the following instructions and asked to complete the task within 15 minutes.
You are drifting on a yacht in the South Pacific. The fire destroyed most of the yacht and its cargo. The yacht is slowly sinking. Your location is unclear due to the failure of the main navigational instruments, but you are approximately a thousand miles southwest of the nearest land.
Below is a list of 15 items that remained intact and undamaged after the fire. In addition to these items, you have a sturdy inflatable life raft with oars, large enough to support you, the crew, and all the items listed below. The survivors' property consists of a pack of cigarettes, several boxes of matches, and five one-dollar bills...
Your task is to classify the 15 items listed below according to their survival value. Put a 1 for the essential item, a 2 for the second most important, and so on up to the fifteenth least important to you.
Sextant.
Shaving mirror.
Five-gallon canister of water.
Mosquito net.
One box of US Army rations.
Pacific maps.
Pillow (watercraft approved by the Coast Guard).
Two-gallon canister of oil and gas mixture.
Small transistor radio.
Shark repellant.
Twenty square feet of opaque plastic.
One quart of Puerto Rican rum, 80% proof.
Fifteen feet of nylon rope.
Two boxes of chocolate.
Fishing tackle.
After the individual classification is completed, the group is given 45 minutes to complete the overall task. This is an exercise in group decision-making. Your group, guided by the principle of reaching an agreement when making a joint decision, must agree on the place in the classification of each of the fifteen items before it becomes part of the group decision. It is difficult to reach an agreement, so not every assessment will receive the full approval of all participants. The group tries to give each assessment so that all group members can agree with it, at least in part. Use the following guidelines to reach an agreement:
1. Avoid defending your judgments. Approach the task logically.
2. Avoid changing your mind just to reach an agreement; do not try to avoid conflict. Support only those decisions with which you can agree, at least partially.
3. Avoid "conflict reduction" methods like voting, and compromise solutions to reach an agreement in solving a group problem.
4. View differences of opinion as a help, not a hindrance, in your decision-making.
After the group has ranked the 15 items according to their importance, look at the correct ranking order in the Appendix for this activity.
Here you can compare the individual ranking data with the data that the group came up with due to the agreement. Spend some extra time discussing the decision-making process. What behaviors helped or hindered the consensus process?
What are the stereotypes of leadership? Who participated and who did not? Who influenced? Why? What was the atmosphere like in the group during the discussion? Were the resources of the group optimally used? What actions did the group members take to "drag" their opinions? How can one improve group decision-making?
Alternatively, one or more observers who are not part of the group process may provide feedback on group or individual behavior after completing the task.
Reflection: What behaviors helped or hindered the process of reaching an agreement? What are the stereotypes of leadership?
Who participated and who did not?
Who influenced? Why?
What was the atmosphere like in the group during the discussion?
Were the resources of the group optimally used?
What actions did the group members take to “smug” their opinions? How can one improve group decision-making?
Expert answers and their rationale:
Experts believe that the main thing for the castaways in the middle of the ocean is what can draw attention to them and support their existence until help arrives. Navigational instruments and lifeboats are of no particular importance. Even if a small life raft can swim to the nearest shore on its own, the necessary food supplies will not fit on it. Therefore, a shaving mirror and a can of the combustible mixture are of paramount importance. Both can be used for signaling. Less critical are supplies of water and food, such as a box of army rations.
Below, the ranking of items left on the yacht is given, along with its rationale. Brief explanations, of course, do not exhaust all the ways of using each item but note only the most important of them.
1. Shaving mirror. An essential means of attracting the attention of the air rescue service.
2. Two-gallon diesel fuel. An essential means of signaling: A flammable mixture will stick to the water's surface, where it can be set on fire with matches and dollar bills.
3. A five-gallon barrel of water. It is necessary to replenish the body's loss of fluid due to sweating, et cetera.
4. One box of army rations. Basic food supply.
5. Twenty square feet of opaque plastic.
It can be used to collect rainwater and to protect against bad weather.
6. Two boxes of chocolate. Reserve power supply.
7. A set of fishing accessories.
Ranked below chocolate because "a tit in hand is better than a pie in the sky." You still have to catch fish.
8. Fifteen feet of nylon rope. You can tie the necessary things with a rope, so they do not fall overboard.
9. Seat cushion (approved as a watercraft by the water rescue service). If someone gets overboard, it can be used as a life-saving aid.
10. Shark repellant. It can be used as a repellant to repel sharks.
11. One quart of Puerto Rican rum. 80% ABV is enough to use the rum as an antiseptic in case of injury. In all other respects, it is useless. Taking rum internally will cause excessive thirst.
12. Transistor receiver. It is useless because it is not equipped with a transmitter and is outside the reception area of shortwave radio stations.
13. Maps of the Pacific Ocean. Useless in the absence of other navigational equipment. Moreover, it does not matter where you are. It is essential where the lifeguards are.
14. Mosquito net. There are no mosquitoes in the middle of the Pacific Ocean.
15. Sextant. Useless without navigation tables and a chronometer.
The main reason for placing signaling devices above the means of sustaining life (food and water) is that without signaling devices, there is practically no chance of being seen and rescued. Moreover, practice shows that in most cases, rescue occurs within the first one and a half days after the disaster, and during this time, you can survive without water and drink.
«Leader's Rope»
Purpose: To allow participants to experience and observe the emergence of leadership within the group. Discuss the emergence of leadership.
Material: rope 4 meters for a group of 5 people.
Required time: 40 minutes.
Procedure: Divide the participants into subgroups of 5-7 people. Give each one a rope. “The forthcoming exercise may seem simple and uncomplicated to you, but believe me that in the end, it will give us excellent food for thought. So, using the rope, your task is to form the correct circle on the floor. You have exactly 2 minutes for this. Get started."
After the circles have been made, ask the subgroups to make a square, a triangle, a trapezoid, and an octagon.
“All the figures are done; you did a good job. Now I ask you, on the count of 3, to point to the leader of your subgroup. Ready? 1, 2, 3. Thank you.”
Reflection: How has leadership evolved in your group?
How did the other members of the subgroup feel about leadership?
Have there been conflicts in any groups? Why?
How does what we have seen now and here compare with what is happening in your daily work?
“Thorny path”
Purpose: this allows you to visually analyze the various management styles and feel the effectiveness of a particular teaching method.
Required time: 60-70 minutes.
Procedure: Divide the participants into three groups of 3-4 people: 1 manager, one employee, and 1-2 observers. Ask everyone, except observers, to leave the door for a while. Arrange chairs in three lanes so you can walk between them, but with difficulty. Return the participants to the hall and explain the game's purpose. The game's object is for the blindfolded employee to pass through the chairs without hitting them and in as little time as possible. Teams go through the stages in turn.
The game consists of 4 stages:
First stage.
- A manager explains to a blindfolded employee how to get through the chairs without hitting them. Moreover, the employee is blindfolded and tries to walk through the chairs on his own, guided only by the manager’s quick formal explanations.
- After each command, the number of touches and time are recorded.
- After passing all the teams, the number of touches is summed up, divided by the number of teams, and the average result for one team is displayed. The same is true for time.
- Also, ask the “employees” to rate this stage according to the degree of comfort (scale from -3 to +3).
Second phase.
- The manager takes the hand of his blindfolded employee and leads him through the chairs.
- After each command, the number of touches and time are recorded.
- After passing all the teams, the number of touches is summed up, divided by the number of teams, and the average result for one team is displayed. The same is done for time.
- Also, ask the “employees” to rate this stage according to the degree of comfort (scale from -3 to +3). Write it down. Estimates can be the opposite. One will be comfortable. Others may say that they are uncomfortable because they are led like a “dog on a leash” and are not allowed to make independent decisions
Third stage.
- The employee is trying to get through the chairs on his own. The manager does not explain anything to the employee.
- After each command, the number of touches and time are recorded.
- After passing all the teams, the number of touches is summed up, divided by the number of teams, and the average result for one team is displayed. The same is true for time.
- Also, ask the “employees” to rate this stage according to the degree of comfort (scale from -3 to +3). Write it down. Here, after the previous stage, when the “employee” was led by the hand, an example of an answer could be the following: “it seemed to me that I knew everything, but, after the first mistake, I was confused.”
Fourth stage (8 minutes for preparation).
- The manager preliminarily discusses with the blindfolded employee how best to go through the chairs, they draw up a route, consult, and then the employee independently passes through the chairs.
- After passing each command, the number of touches and time are recorded.
- After passing all the teams, the number of touches is summed up, divided by the number of teams, and the average result for one team is displayed. The same is done for time.
- Also, ask the “employees” to rate this stage according to the degree of comfort (scale from -3 to +3).
Announce the winning team. Ask observers to record the time and actions of the manager throughout the game. Analyze the result and conclude by comparing all four stages according to the following parameters: 1) the manager’s time before the stage, 2) the number of touches, 3) the manager’s time in the process of completing the task 4) comfort for the “employee.” Make a small table where you mark whether these parameters are present at this stage or not.
Reflection: What does each of the stages of the game imitate? (Training situation).
What was the manager’s job in this game?
Analyze each stage separately:
1) most likely, none of the participants will like it because the error rate is high, the time spent on solving the problem is significant, et cetera.
2) At this stage, the result is good, but there is a problem - the dependence of the enslaved person on the leader. Excessive control and guardianship destroy independence and initiative (Work in a situation where the boss is too protective, “leads by the hand”).
3) this stage imitates an employee who independently enters the fields after the 2nd stage. An example could be the following: “it seemed to me that I knew everything, but, after the first mistake, I was confused.”
4) this stage takes the most time until the task is completed. However, the “employee” can then do it on their own more efficiently, saving the manager’s time.
Work with observers. Ask observers to list the actions of “managers” in step 4.
Lead the participants to the idea that there are different solutions with pros and cons. You can memorize the problem-solving algorithm to automatism and not think about the situation. Alternatively, you can develop flexibility in decision-making in subordinates, teach them to analyze circumstances and make decisions independently (Examples: a “thinking” company is a company with directive management methods; a team is an army; simple human resource management is talent management; the possibility of limited growth to a specific bar is growth is constant, unlimited by anything).
Lead the participants to the fact that in the first two stages, the manager's actions are quickly forgotten, and the employee needs to be helped again next time. In addition, at the stage of self-execution, “blindly” time, as a rule, increases. At the 4th stage, the time will not become equal to that obtained at the 2nd stage but will be less than at the 3rd stage. In addition, the employee will have a plan for solving the task assigned to him, and, if necessary, he will be able to act independently.
“Communication in a couple”
Purpose: Experiment with verbal and non-verbal communication.
Required time: 30 minutes.
Materials: No.
Procedure:
Back to back. Sit on the floor back to back. Try to keep the conversation going. After a few minutes, turn around and share your feelings.
They are sitting and standing. One partner is sitting; the other is standing. Try to carry on a conversation in this position. After a few minutes, switch positions so that each of you experiences “above” and “below” sensations. After a few more minutes, share your feelings.
Only eyes. Look into each other’s eyes. Make eye contact without using words. After a few minutes, verbally share your feelings.
Face research. Sit face to face and explore your partner’s face with your hands. Then let your partner explore your face. Share your feelings and experiences.
Reflection: In what position was it most comfortable for you to communicate?
In what position is it most uncomfortable to communicate? Why?
“Plasticine world”
Purpose: this allows you to explore the value orientations of the participants and causes them both a sense of cooperation and a sense of rivalry.
Required time: 1-2 hours.
Materials: Clay or plasticine.
Procedure. Each participant receives a large piece of plasticine or clay. The group is divided into subgroups of 5-8 people. To make the atmosphere conducive to relaxation, the work can accompany a pleasant musical accompaniment (flute, harpsichord, et cetera.).
Let us say you are one of five or eight members of a group that creates its world. Close your eyes and imagine that you can make everything you want to see in this world out of plasticine. Work with plasticine with your eyes closed to express feelings and thoughts with your fingers. When the figure is ready, place it on a stand next to those other group members sculpted. Together with them, and have already opened your eyes, organize a whole world from separate parts. If, in the course of work, you have any feelings for your partner, express them or express them in modeling. When your world is ready, compare it with what was created in other subgroups and discuss the results of such creativity.
Reflection: Who created what?
What did you bring into this world?
What do you like most about this world?
What is not to like?
“Give it to someone else”
Purpose: demonstrates how information can be distorted when transmitted from person to person.
Required time: 15-25 minutes.
Procedure: The text options for this exercise may be different; for example, they may be related to the participants' activities.
Take all participants (if there are no more than ten people) out the door. Leave one.
Turn on the video camera for recording and read the rest of the text. His task is to retell this text to the next participant. The task of the second is to retell it to the third, and so on. to the last member.
“Ivan Petrovich was waiting for you and did not wait. He was distraught and asked me to tell you that he is now in the main building solving the issue of equipment, by the way, possibly Japanese. He should be back by lunchtime, but if he is not there by 3 pm, the meeting should start without him. Most importantly, announce that all middle managers must be tested in room 20 in the main building at any convenient time before February 20th.
After the text has been handed over to the last participant, conduct a reflection.
Reflection: How do you feel?
What happened now?
What is this exercise about?
Why do we see the text so distorted in the finale?
How could this have been avoided?