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Communicative competence. Sidorenko E.V

E. V. Sidorenko training of communicative competence in business interaction role - page No. 1/8

PSYCHOLOGICAL TRAINING

E. V. Sidorenko
TRAINING

COMMUNICATIVE

COMPETENCES
in business interaction
role

communication in business

interaction

__________________

communicative

technology

in management

__________________

regulation

emotional

voltage

SPEECH

St. Petersburg

2008

BBC 88.5

C34
SidorenkoE. AT.

C34 Training of communicative competence in business interaction. - St. Petersburg: Speech, 2008. - 208 p., ill.

I5BN 5-9268-0117-6

The book outlines the author's training program for communicative competence in business interaction: methodological foundations and the social context of development, principles of implementation, exercises and tasks for participants. The book is supplemented with an example of a brochure for the participants of the training.

The book will be of interest to professional psychologists, managers of various profiles, and specialists in the field of human resource management.

Chief Editor I. Avidon

Artistic editor P. Borozenets

Technical editor O. Kolesnichenko

Director L. Yankovsky

INTRODUCTION .................................................. ................................................. ...................................6

Part I. Theory
Chapter 1

COMMUNICATIVE COMPETENCE TRAINING CONCEPT…..………..9

1.1. The concept of training .................................................. ............................................……..9

1.2. Area of training of communicative competence……………….……..............11

1.3. Ideology and technology of training .............................................. .... …………...….16

1.4. Training as a model of partnerships .............................................................. ..........23

1.5. The evolution of training................................................... ...................................................28

THE ROLE OF COMMUNICATION IN MODERN BUSINESS INTERACTION...............34

2.1. The first trend: the strengthening of the role of communication, including non-business .........34

2.2. Trend two: the weakening of the role of direct communication.................................46

2.3. Trend three: strengthening the role of communication in the process of creating services ..........53

2.4. Fourth trend: stratification of society .............................................. ........59

2.5. How will communicative competence training change?

in connection with these trends .............................................................. ...................................62

Chapter 3

COMMUNICATIVE COMPETENCE.............................................................65

3.1. The concept of communicative competence ............................................................... .........65

3.2. Communication ability .................................................................. ...............................66

3.3. Communicative knowledge .................................................................. ......................................67

3.4. Perception and transmission of communication signals...............................................................67

3.5. Communicative dramas .................................................................. ...............................................73

3.6. Overcoming communicative dramas with the help of communicative

skills……………………………………………………………………………….…….75

3.7. Active listening .................................................................. ...............................................76

3.8. Emotional regulation ............................................................................... ..............77

TRAINING MODELS...................................................................................................82

4.1. German model .............................................................. ................................................. 82

Conversation techniques ............................................................... ................................... 85

4.2. English model .................................................. ...............................................86

4.3. The proposed Russian model .............................................................. ..............................89

4.4. Suggested principles of training………………………………………………………………………………………………. ..........97

Chapter 5

LOGIC AND LOGISTICS OF TRAINING.......................................................................107

5.1. The general logic of the training ............................................... ................................................107

5.2. Guidelines…………………………………………………………………………………………. .........................109

5.3. Logistics................................................. ................................................. ...........111

Chapter 6

COMMUNICATION TECHNIQUES..................................................................... …...112

6.1. Classification of active listening techniques .............................................................. ...... 112

6.2. Questioning techniques .................................................................. ....................... 113

6.3. Small Talk Techniques .............................................................. ................................. 116

6.4. Verbalization Techniques................................................... ..................................................123

6.5. Techniques for the regulation of emotional stress .............................................................. 125

Chapter 7

ACTIVE LISTENING TRAINING....................................................................... 138

7.1. Acquaintance................................................. ................................................. ...... 138

7.2. Introduction of norms .................................................. ................................................. ...144

7.3. Brief introduction of the participants to the concept of the training .............................................. 147

7.4. Introducing the concept of active listening............................................................... ..........148

7.5. Introduction of Open Question Formulation Techniques………………………………..148

7.6. Exercise "Pum-pum-pum" .......................................................... ...................................148

7.7. Exercise "Who is this person?" ......................... 153

7.8. Role-playing game to reveal the motive using

open questions ................................................................ ............................................... …..159

7.8.1. Role-playing game “Pretender”………………………………………………………………. ...................159

7.8.2. Role-playing game "Rejection".................................................. .................................167

7.8.3. Role-playing game "Additional win".................................................................. 168

7.9. Non-verbal and paralinguistic signals.................................................................... 169

7.10. Non-verbal exercise .............................................................. ............................... 170

7.11. Introduction of verbalizations................................................... ................................. 172

7.12. Experiments with the technique of verbalization A - repetition………................ 173

7.12.1. Exercise "Detective" ............................................... ................................. 173

7.12.2. Exercise “This is good and this is bad” ………….................................................. 174

7.13. Experiment with Technique B - Paraphrasing............................................... 175

7.14. Experiment with technique B - interpretation .............................................. .... 177

7.15. Role play "What's the matter?" ................................. 178

7.16. Feedback on Day 1 ............................................... .................................... 181

Chapter 8

SMALL TALK AND REGULATION TRAINING

EMOTIONAL STRESS.....................................................................182

8.1. Repetition................................................. ................................................. ...... 182

8.2. Introduction to Small Talk Techniques .............................................................. .................... 182

8.3. Experimenting with Small Talk Techniques................................................... 184

8.4. Introducing Emotional Tension Regulation Techniques into Conversation............. 187

8.5. Practicing the technique of “underlining the commonality” .............................................. .. 187

8.5.1. Exercise "Emphasing the commonality with the ball" .............................................. 187

8.5.2. Exercise “List of common qualities” .............................................. .. …...187

8.6. Gratitude Exercise .................................................................. .............................. 190

8.7. Game "Paris Exhibition" .............................................. ................................. 191

8.8. Tournament "Dictionary of emotions". .................................... 193

8.9. Practicing the technique of verbalization of feelings in pairs .............................................. 195

8.9.1. Exercise “Respectful verbalization” .............................................. 195

8.9.2. Exercise "Metaphorical verbalization" …….................................. 196

8.10. Exercise "Petersburg artist".................................................................. .......... 197

8.11. Role-playing game “Separation according to the sign” .............................................. ............. 200

8.12. Exercise "Technique O "K and Hmmm" .................................. ......................... 204

8.13. Role play "Do It Wrong". ............ 206

8.14. The game "Mutual quoting" .............................................................. ......................208

8.15. Feedback at the end of the training ............................................... .........................210

CONCLUSION................................................. ................................................. ..........211
GLOSSARY................................................. ................................................. .............213
BIBLIOGRAPHY................................................ .............................................215
Attachment 1

BROCHURE FOR TRAINING PARTICIPANTS......................................................... 218
Annex 2

DISTRIBUTION OF TIME BETWEEN DIFFERENT TYPES

ACTIVITIES……………………………………………………………..……………….. 231

INTRODUCTION
This book is devoted to the most basic socio-psychological training, which is also called partner communication training or communicative competence training.

The name "partner communication training" reflects basic principle training - the principle of psychological equality of partners.

The name "communicative competence training" reflects main content training - the development of communication skills.

In the mid-80s, this training was generally the only one 1 . It was called socio-psychological training, because the author, Manfred Forwerg, called it that.

Forverg trained several Russian trainers who began to conduct independent trainings and train new and new specialists. Gradually, new programs appeared. And sometimes they could seem to be just inaccurate or distorted readings of the original, "classic" training. However, changes and innovations were by no means always explained by the inability of the coaches to reproduce the classic version of the program. On the contrary, in many cases these changes occurred precisely due to the ability of domestic trainers to create new programs that meet the demands of practice. The spread of the training was a powerful impetus for the development of practical psychology, especially against the backdrop of general political and economic changes in the country.

The objectives of the practice required the creation of trainings for “team building”, “confidence”, “negotiations”, “sales”, “self-presentation”, “conducting televised debates”... Gradually, truly original training programs began to appear that meet the new requirements of the time.

Little by little, new trainings that grew up on Russian soil completely replaced the former socio-psychological training.

When companies have the opportunity to order programs prepared specifically for them (“tailor-made”, as they say in the West), the attractiveness of general, and even more so “basic”, “alphabetical” programs fades. The general seems much less effective than the individualized, differentiated, special.

Such is the fate of the basic socio-psychological training - it is pushed aside by other, more specialized trainings, into the background. However, in the course of specialized trainings, it is often found that participants do not have a good command of the basic grammar of communication.

I have been training since 1984. At first it was mostly basic training. Gradually, they became more specialized, but still have to include basic elements in them.

Basic training of communicative competence is necessary, in my opinion, in three cases:

1) when the participants of the training are preparing to become trainers themselves - and then they must go through the basic training in its full version;

2) when participants in special training feel the need to hone their basic skills, because without them it is difficult for them to master special skills - and then basic elements should be included in specialized training;

3) when the training participants are preparing to work in the international community - and then other basic elements should also be included in the training.

In my practice, I often encounter each of these three cases. With students majoring in "Social Psychology" of the Faculty of Psychology of St Petersburg University, we begin a series of trainings in the third year with the training of basic skills. If I conduct methodical training for future trainers, then we also start with training in basic skills.

In special trainings, namely: training of influence and opposition to influence, motivational training, insight training in business, etc. - participants are often asked to practice the skills of formulating open questions, paraphrasing, conducting a “small conversation”, and reducing emotional stress. Sometimes the basic section is included in the program as an integral part of it, and then we devote legitimate time to it. However, it also happens that the basic part in a special training cannot be provided, but the participants need it. Then we dedicate a lunch break or a special time after the main classes to working with these skills.

Finally, elements of basic skills training are indispensable in cross-cultural interaction training. For the past five years I have been working at the Stockholm School of Economics in St. Petersburg with an international team of faculty and staff. Skills of "small conversation" are simply irreplaceable in interaction with foreign colleagues. In essence, small talk techniques appeared in my trainings as a result of understanding the mechanisms of communication in an international team. "Small talk" is a "psychological euro" or even a "psychological globo" - a universal psychological currency.

So, this book is about basic psychological training, or universal communication skills training.

These skills provide psychological interaction of people in the process of moving towards a common goal. They are a universal value and therefore allow establishing, maintaining and developing interaction even in situations where it would seem doomed to inefficiency.

I wish you good luck in solving these important tasks!

Elena Sidorenko

Part 1

Theory

Chapter 1

TRAINING CONCEPT

COMMUNICATIVE COMPETENCE
1.1. The concept of training

The most general and at the same time the most precise definition of training was given by Yu. N. Emelyanov.

Socio-psychological training, according to Yu. N. Emelyanov, is an active socio-psychological training. In contrast to the teaching of social psychology, active socio-psychological training is characterized by the obligatory interaction of trainees with each other.

The trainer is part of the natural model and part of the laboratory, like all other participants. According to Yu.N. Emelyanov, the coach "introduces his personality into the learning space".

Another classic in the field of socio-psychological training, L.A. Petrovskaya defines training as a means of psychological influence.

To these definitions, I would add two essential, as it seems to me, strokes. Firstly, in the training, the group, together with the trainer, explores not socio-psychological phenomena in general, but those of them that are subjectively important for the participants. They could be called "socio-psychological dramas" (see Chapter 3 for details). There is a little more passion and practical interest in the training than abstract research. Secondly, training is not only an impact, but also an interaction. Training changes not only the participants, but also the coach. This is a process of co-creation, the result of which can be the development of the coach himself, if he is a good coach. Participants not only (and not so much) learn new knowledge and “techniques” from the trainer, but also create them together with him.

So, communicative competence training is a collaborative study of the dramas of human interaction in order to create effective ways to resolve them.

Communication Competence Training- researching the dramas of business communication and creating effective ways to resolve them

In this process, the coach must be a little more expert in communicative competence and partnerships than group members. Otherwise, as Eric Berne put it, "the presenter would have to divide his fee among all the participants."

1.2. Training area

communicative competence

In order to avoid misunderstandings, it is necessary to immediately limit the area basic socio-psychological training.

In the training of communicative competence, we are talking about business, and not about personal communication, about instrumental, and not target, or, according to another classification, about dictal, and not about modal communication.
Table 1. Definition of types of communication

Definitions of those types of communication that are traditionally INCLUDED in the training area	Definitions of those types of communication that are traditionally NOT INCLUDED in the training area
Business conversation is usually included as a frequent element in any joint productive activity of people and serves as a means of improving the quality of this activity. Its content is what people are doing, and not those problems that affect their inner world.	personal communication... is focused mainly around psychological problems of an internal nature, those interests and needs that deeply and intimately affect a person's personality: the search for the meaning of life, determining one's attitude to a significant person, to what is happening around, resolving any internal conflict and etc. (Nemov R.S., 1994, book 1.0.434).
instrumental called communication, which is not an end in itself, is not stimulated by an independent need, but pursues some other goal, in addition to obtaining satisfaction from the very act of communication.	Targeted communication in itself serves as a means of satisfying a specific need, in this case the need for communication (Ibid.).
At dictal communication the motives for communication lie outside of it. Dictal communication is associated with one or another subject interaction.	At modal communication the motives of communication lie within the limits of communication itself: people enjoy the very process of communication or are engaged in “showing things off” (Leontiev D.A., 1997).

In basic socio-psychological training, such communication is considered, which is means to achieve a goal external to the communication itself, not an end in itself.

The psychologist who conducts the training does not work with the luxury of communication, but with its necessity.

Thus, communication is a part of interaction, a means, a way of such interaction. However, interaction can be seen as interactive side communication 2 (Andreeva G. M., 1996), as its instrumental and technological side (Kunitsyna V. N. et al., 2001, p. 101).

In the training of communicative competence, it is precisely the area that is both interaction and communication that is considered. This is communication, which is part of the interaction, and interaction, which takes place in the form of communication. For modern managers, most of their interaction with others takes place in the form of communication (see Chapter 2).

In general, the training develops such forms of behavior that include both the perception of a partner (perception), and the transmission of certain signals to him (communication), and the impact on him (interaction). They contain all three aspects of communication: perceptual, communicative and interactive.

For example, active listening skills cannot be considered only as a perceptual side of communication, since active listening is an interaction. It is designed to ensure not only the correct perception of the partner, but also influence on him - to stimulate him to deploy his statements or clarify his proposals, etc. Active listening also includes the communicative side of communication, because the listener himself must produce certain "communicative signals" - repeat what the partner said, clarify his statements, etc. Similarly, the skills to reduce emotional stress cannot be reduced only to the communicative side of communication, since they are designed to cause certain changes in the partner, i.e. they are interaction.

By business interaction, we will understand any joint activity of people to create a product or service and to exchange these products or services.

This definition may seem far from psychology. However, it accurately conveys the essence of business interaction. Business interaction takes place in order to produce something useful or to exchange one useful thing for another.

It would seem that business interaction can be defined as the interaction of people in business, the interaction of people working together, in a business setting, etc. However, in this case, this definition will be too narrow. For example, it will exclude from consideration the situation of the interaction of the seller with a potential buyer.

Communication between the buyer and the seller is traditionally called social-role. However, buyer and seller do not actually meet because someone has assigned roles to them, or because they have voluntarily chosen those roles. They play a role only for an external observer, so to speak, objectively (although what, in essence, is objective?). Subjectively, they do an important job. For one person, the operation of buying an item is work, and for another, it is life. One earns his living, and the other lives: makes an important decision, fulfills his dream or gives in to impulse, etc. For a specialist in marketing, sales, business, etc. the situation of selling is an important matter, business.

Therefore, the definition of business interaction as a joint professional activity or interaction at work will be incomplete. Business interaction takes place not only “at work”. According to experts, soon the concept of “place of work” will cease to be relevant at all. People will work at home, at the computer, and interact via the Internet. We will talk about this in more detail in Chap. 2.

Business interaction is such an interaction between people in which at least one participant works, "does business", performs his professional duties.

Traditionally, there are such forms of business interaction as a business meeting, meeting, negotiations, conferences and teleconferences, briefing, business correspondence (now more often by e-mail), presentation, personal selling, etc.

However, these traditional classifications must now also be revised.

There are four trends in the changing role of communication in business interaction:

Trend one: significant gain the role of communication, and not only business, but also that which is traditionally considered non-business.

Trend two: significant weakening the role of direct communication in connection with the development of electronic communication systems and virtual organization of work.

Trend three: strengthening the role of communication in the process of creating services.

Trend four: stratification of society. These trends will be discussed in Chap. 2.
1.3. Ideology and technology of training

Training as an active socio-psychological education in the 80s, at the dawn of its formation, was criticized in Russian psychology for its "rootedness" in the principles of behavioral learning, and in fact - for its essence free from ideology. Some of my colleagues - the pioneers of the training, for example, N.Yu. Khryashcheva, had to prove at philosophical seminars that training can be substantiated with the help of the concepts of Soviet psychology 3 . In particular, they referred to D.N. Uznadze, which describes the impulsive and regulative levels of behavior, on the ideas of S.L. Rubinshtein on the psychological significance of the game, on the concept of P.Ya. Galperin on the formation of the orienting foundations of gnostic actions, etc.

In reality, these external ideological obstacles were largely due to the older teachers' fear of a popular movement, the results of which for themselves could be unpredictable. There was a danger of the coming choice: to remain a traditional lecturer or join a new movement. Both perspectives were oppressed by their uncertainty. The first one is because the traditional monologue lecturing could lose all attractiveness for students (but in reality it never lost), the second one - because active methods implied “the introduction of one’s own personality into the learning space” (Yu.N. Emelyanov’s expression), and it required literally an internal upheaval, as it seemed that this would completely destroy the established model of relations between teachers and students.

Time has put everything in its place.

Many teachers became interested in the training, and then led it or used its elements in lectures.

There is no longer any need to bashfully renounce the behavioral roots of training. Everyone has long known that the behavioral doctrine in general first appeared in Russia, and its ancestor is Ivan Petrovich Pavlov. If you ask any American what behaviorism is, he will name two names: Pavlov and Watson, and if you ask our student, he will remember Pavlov and Skinner (the fact that Pavlov is the first is understandable, but why Watson is not the second is a mystery).

But let's go back a little. External ideological obstacles created a barrier through which it was necessary to “break through” to work, but did not create any difficulties. actually for coaching.

However, in this work itself, other difficulties arose. The list of "techniques" was like a textbook of communicative grammar, compiled in haste and, moreover, very inaccurately translated.

Techniques were "introduced" in series of 9-15, and it was impossible to "swallow" them. When I myself first came to the training, the list of argumentation techniques was so vast that it was impossible to remember at least one of them. I am very grateful to my first trainers for this training, but I must admit that I felt a little depersonalized. During the training it became more and more obvious that my personal identity and my life experience were irrelevant and, moreover, interfered with. I also began to notice that someone else's uniqueness is inappropriate at the training, and it is better for participants to follow the rules and follow the formula, instead of arguing, giving opposite examples from their own lives, demonstrating something of their own, etc.

Individuality had to give way to the Western standard. Then it was not so obvious that we were becoming part of the international community, and standard techniques were not perceived as a universal language of communication. It seemed that Russia could not be measured by this common “communicative yardstick”. Communication was something much more than Western "communication".

Communication - it is a specifically Russian term. It is no coincidence that in other languages, for example, in English, there is no exact translation of the word "communication". Can communication cover all aspects communication in the Russian sense of the word? In Russian, communication is primarily a technical means of communication and, perhaps, some narrow specific aspect of communication. Communication is wider and deeper. This is the contact and interpenetration of personal worlds, and not just the exchange of information or pragmatic interpersonal "lubrication" of business interaction.

This difference in interpretation meant that the training seemed somewhat superficial to those of us who had taken a group psychotherapy course prior to the training. “How much personality is shown in the training!” - my friend, Tatyana Ugarova, told me once during a break. She was working at the Institute at that time. V.M. Bekhterev, and before that we were finishing the medical specialization of the faculty together. “And it’s strange that the coaches don’t do anything about it. So much real material is being wasted to work with and work with,” she added regretfully.

In the mid-1980s, Republican seminars on psychotherapy were held annually in Vilnius. Their main character was undoubtedly Alexander Alekseychik. His courses in psychotherapy, or "intensive psychotherapeutic life" as he called them, are unforgettable. However, I really wanted to visit the video trainings of partner communication, which were held there by Estonian colleagues. Didn't happen, unfortunately. Every time there were not enough places (there were especially not enough places for those who came from Russia: the preference was given to the inhabitants of Lithuania - you can’t erase a word from a song here). But all the groups met regularly to discuss progress. And at these general discussions, the video trainers complained: “We are trying to work out some technique, for example, “paraphrasing” 4 , and a group dynamic begins in the group, some kind of relationship of our own, with which we don’t know what to do.”

It seemed that something was going on in the training of communication skills that exceeded its original purpose in importance, but at the same time could interfere with the achievement of this goal. Suppose a biologist plants seeds on a plot to check their germination, and the flowers that he expected do not grow from the seeds, but they are beautiful. In order to still check the germination of seeds, you need to calculate the number of "correct" sprouts. But for this you need to remove these unexpected flowers. And the biologist does not have enough spirit for this.

The training served as a trigger for liberation, which then no longer needed "communication techniques" in order to unfold to its full extent. Every trainer has probably experienced that the situation he gave as an example, in order to fill some “technique” with lively content, became the subject of passionate discussion in the group. The participants were not up to "technicians" and sometimes even not up to the coach.
EXAMPLE Growth from “techniques” of completely different “colors”

The trainer suggests a situation in which it is necessary to use the repetition of part of the interlocutor's statement (repetition, or stage A verbalization).

Ivanovich, will you give me two people for urgent work on Sunday? Expected technically correct verbalizations:

For urgent work?

Two people?

You say two people on Saturday? etc.

And that's what happens in reality;

Participant A. This is a completely wrong approach. I'm struggling with this myself.

Participant B. Normal approach, especially at the end of the year.

U and with tn and k V. It is necessary to answer - what will happen to me for this?

Trainer. Let's try to use the repetition technique to clarify what the partner said.

At h and with t n and to A. No. I'm not giving you two people to work urgently on Sunday.

At h and with t n and to G. And what, it's normal. Is there a repeat? There is. So everything is correct.

Trainer. Does it help you understand your partner better?

U a st n and k A. Why should I understand him? The main thing is to let go. I've already drunk on such "Ivanichs" in my lifetime. There is one... And he knows that I am at work every morning at 7.15. But no, he will wait until the end of the working day or Friday evening, and it begins ... How much blood he drank from me ...

U and with tn and k V. So it was him on purpose, it’s not clear, or what? One day, may I tell you? It won't take long... Etc.

The result - about technique A - the repetition of the partner's words - everyone naturally forgot.

Often it was more important for the participants to discuss the problem than to practice the techniques. Moreover, the techniques seemed to them powerless against the socio-psychological dramas that were relevant to them. Why repeat when you have to fight?

Faced with these types of situations, the coach could choose one of three paths:

gradually move away from techniques;
insist on practicing techniques, overcoming the resistance of the participants;
develop new techniques that are effective for resolving actual interaction dramas.

In the first case, the training becomes more of a study than a skill development. In the second case, the training turned into a social game. In the third case, it becomes more and more authorized and gradually grows into an independent training program.

Since not every coach has the strength and audacity to develop their own techniques, most of the coaches followed the first path. The training explored the “general factors” of effective listening, “principles”, “barriers”, etc. Of course, I cannot judge all trainers, and my sample is hardly representative. However, I often conducted trainings on my own programs with participants who had been trained in partnership communication by other trainers. In the vast majority of cases, participants they did not remember that they had any practice of techniques. The only exceptions are those trainers who have undergone methodological training with me. In these cases, I was able to rely firmly on the techniques already practiced (or at least stored in memory).

But more often than not, "techniques" do not come to the fore. Apparently, this corresponds to the deep specifics of the Russian mentality. Technology has always been and remains for us something secondary compared to ideology. Technique is secondary in relation to content, form - in relation to the essence, technical culture - in relation to spiritual culture. And in the training, the approach is more likely to be personality-developing than technological.

“Behavioral training, ignoring the personal meaning in interpersonal interaction, places the meaning of behavior within the framework of the behavior itself, rather than in the subject-subject context in which the behavior takes place. Thus, personal meaning is alienated from the personality of the individual and embedded in a behavioral act.

The true meaning of communication, which arises at the junction of the coincidence of personal meanings of interacting people, escapes the attention of adherents of behavioral learning, and the interpretation of each other's behavior by the participants in communication depends on this.

The personal development approach claims to be more than cataloging and training communication skills. (Emelyanov Yu. N., 1985, p. 53.)

In my opinion, the balance of ideology and technology is important in training.

Modern training is free from external ideological demands. The ideology of training is the ideology of the creators of the programs and / or the ideology of those organizations that create and sell or order and buy training programs.

In general, who is in what much.

Ultimately, the coach is responsible for the ideology of the training.

Technology in the training is necessary, because otherwise it will not be a training, but a dispute. A new approach, a new vision of the problem, a new way of responding - all this must be operationalized. The trainee must know HOW this is done. He must have an action algorithm that he can use.

I am convinced that many algorithms of action are more conducive to the development of personality and humane relations with other people than the declaration of ideas. Many people know what and how to be said and done, but do not know how to say and do it. The training is humanistic in that it helps to turn ideals into real actions. Training is humanistic in that it helps make communication predictably correct, respectful, and safe.

I am for technology. I am convinced that they are no less humane than discussions on the topics of humanism, respect for another person, etc. The use of techniques in training is an experience of partnership, correctness, and, ultimately, philanthropy and mercy.

1.4. Training as a model of partnerships

Partnership communication training is the name of the training, which reflects its main principle.

What is the partnership principle?

According to N. Yu. Khryashcheva, “the implementation of this principle creates an atmosphere of security, trust, and openness in the group, which allows group members to experiment with their behavior without being embarrassed by mistakes. This principle is closely connected with the principle of the creative, research position of the group members ”(Khryashcheva N. Yu. et al., 1999, p. 12). However, is this always the case?

Partnership implies psychological equality, and this is not always safe. Partnership presupposes the coordination of interests, and this is not always beneficial. Partnership involves following the contract, and this is not always convenient.

In the mid-1980s, the idea of partnership was still alien to us.

Two obstacles stood in the way of the training of partnership communication: 1) the unpreparedness of society as a whole and specifically the group members for true partnerships; 2) unpreparedness of trainers to implement the principle of partnership in practice and their inconsistency on this path.

The ability to be psychologically equal to an opponent or adversary is necessary for a diplomat or intelligence officer, this is an integral part of his profession, and in the absence of such an ability, he is unlikely to be able to defend the interests of his country. However, for the majority of people who are not empowered to represent their country before external forces, the feeling of their psychological equality with leaders and persons exceeding them in social status was not only not necessary, but even dangerous. The authoritarian state and society as a whole did not imply psychological equality. It seemed to be something frightening.

Socio-psychological training was the first model of psychological equality and partnership, but both the model itself and the methods of its implementation were imperfect.

The training form of education was revolutionary, that is, it included a certain leap and a certain revolution. Every revolution is to some extent a change of power. "He who was nothing will become everything."

And now the head of the workshop of the largest enterprise in St. ) nobody.

In order to participate in the training on an equal basis with others, the boss needs to change many of his reactions, brought to the level of automatism. It is impossible to avoid this if you do not want to become a laughing stock in the eyes of others. It is impossible to ask for protection or otherwise obtain it, because the coach is obsessed with the idea of equality.

At best, this is a university teacher who is in ecstasy from the acquired professional freedom, previously limited by ideological boundaries; in the worst case, this is a person who joined psychology quite recently, completed short-term retraining courses, and is engaged in training precisely because courage and pressure are needed here, and not the status and recognition of colleagues, which he has not yet achieved. For most older people, training could and, apparently, became a personal drama of the destruction of years of accumulated experience of interaction in conditions of hierarchical subordination and personal inequality. The training was a challenge that was perceived as a danger of personal collapse. It was necessary for five days to endure this destructive effect on established stereotypes in order to then return to the previous system of relations and behavior, but with a shaken self-confidence. That is why most people, invested with a fairly high status, either intuitively avoided training, or even entered into a struggle with it, openly or secretly.

You will understand that your experience, status and age are worth nothing.

The revolutionary nature of training as a certain form and content of education was accompanied by the revolutionary nature of its introduction into the education system. This revolutionary nature also harmed the training itself. There was no special preparation for the training. Meanwhile, such training was necessary not only for coaches, but also for trainees. In the forms of implementation of the training, the very idea of psychological equality and partnership, which is proclaimed by the training and, under favorable conditions, is actually implemented in it, was violated. Psychological equality and freedom cannot be implanted or introduced by violent methods, because in this case they turn into their opposite. However, the training did not imply a free acceptance or non-acceptance of his ideology. Equality was mandatory for all.

In a slightly different way, but the right of a person to participate, refuse to participate or ignore any group procedure was also violated. Meanwhile, this undoubtedly violated the idea of psychological equality between each individual participant and the coach. Participation in the classes, which were held, for example, with the head of industrial enterprises, was by no means always voluntary on their part. Thus, many participants of the training were forcibly "attached" to psychological freedom and equality, which could cause them psychological harm.

It seems that in the early stages of its development, training often acted as a new means of psychological violence, and more Jesuit violence than the direct pressure of the existing (then still existing) social system.

However, the impact of the training was not noticeable against the backdrop of deep and comprehensive social changes. The training was violence, but violence in the rather closed "laboratory" conditions of the training group. After the end, the group members could forget, displace her traumatic experience.

This paradox of introducing partnership through non-partner methods continues to be relevant today. According to B.D. Parygin, in search of the optimal model of partnerships, coaches find themselves “in such a delicate area of communication, where the possibility of deviation from them is greatest and even attractive. ...As a result, a fairly typical authoritarian model of relations is formed. Its paradox is that initially it is aimed, as it were, at the formation of a new, essentially anti-authoritarian, socio-psychological culture of a person ”(Parygin B.D., 2000, p. 21).

Now we will have partnerships. And this is an order.

Enough talking about costs, though. Now, even if the coach does not want a partnership, he gets it. Training participants often demonstrate such high-quality examples of communicative competence that one involuntarily feels like a “junior partner” rather than a “guru”. By the way, the partnership has its own hierarchy - there are "senior" and "junior" partners.

And now I will try to formulate what are for me the necessary criteria for the model of partnerships in training.

1. The principle of partnership is manifested in the fact that the coach proceeds from the premise of the equal right of each participant to express his opinion, show his feelings, protest, make suggestions, etc., therefore I carefully and kindly accept everything.

2. The trainer considers the training as a joint work, appreciates the contribution of everyone and notes this contribution.

3. The coach fulfills his obligations and his promises.

4. The coach follows the rules declared by him and consistently requires this from each participant.

5. The principle of partnership is also manifested in the fact that the coach does not shy away from answering questions that are uncomfortable for him, provides assistance when asked for it, and does not refuse to demonstrate the “techniques” he offers.

1.5. The evolution of training

An important trend in the development of the training movement, clearly manifested in the early 1990s, is psychotherapeutic. The training was not so much to instill psychological equality as to help to cope with it. Deprived of the usual social and economic supports, people found themselves in a state of psychological weightlessness. Characteristic was the gradual loss of one's own significance, materiality, one's socio-psychological weight. The usual feeling of stability was gradually, and sometimes abruptly, lost. The general level of fear increased significantly, and fear for the life and well-being of loved ones and the fear of losing a job took the first place in terms of intensity and persistence (Rakhova M, 1995).

The main objective of the training was to help people cope with the unbearable intensity and rapidity of change.

The psychotherapeutic trend is characterized by the spread of numerous quasi-training and quasi-psychotherapeutic movements, with mass sessions of healers and "psychotherapists" in stadiums, on television and in concert halls.

Professional psychotherapeutic training focused on solving problems and helping to overcome difficulties - personal, professional, communicative, etc. Training of this kind was psychotherapeutic because it created a sense of psychological security and gave hope. The psychotherapeutic nature of the training was also manifested in its greater individualization. Paradoxical as it may sound, but group training created optimal conditions for short sessions of psychotherapeutic interaction between group members and interaction between the leader and group members.

Come to the training and I will console you

Psychotherapy as such for most people who consider themselves normal was unacceptable, since the voluntary desire to undergo a course of psychotherapy would mean defeat, first of all, in their own eyes. Participation in the training program, on the contrary, meant that a person struggles and does not give up. The fact that in the course of the training a person received psychotherapeutic support made the training even more attractive, especially for those who were in dire need of this support. It is no coincidence that women, as a rule, predominate in the training programs of the psychotherapeutic sense.

A similar "feminine" trend can be traced in psychology as a whole. It was in the 1990s that psychology became more of a female science than ever before. It was consciously or unconsciously perceived as a calming discipline. The psychological training group acted as an ecological niche (in the words of K. Rogers) during a social storm. And the point here, apparently, is not even in the psychotherapeutic possibilities or orientation of the leaders. The psychotherapeutic effect is given by the very meeting of a person with a group of people similar to him (in this context, to her) and working out situations from life together with them, moreover, in laboratory, and therefore much safer, conditions.

At the same time, in the early 1990s, various forms of “intensive” training began to develop, in which people literally turned over backwards, deliberately deprived of their usual internal supports, former attitudes, beliefs and prejudices using direct tactile and sound impact, often not even speech, but musical or noise.

The first such experiments were started in the 60s in the so-called Esalen school by W. Schutz and F. Perls (the founder of Gestalt therapy). The strongest impression on many was made by L. Reinhard's book "Transformation" about the enlightenment program of Werner Erhard. There are still those who use this book and Erhard's training as the basis for their trainings. There are many other movements as well. It is by no means always only non-professionals who are engaged in “intensive” training.

For example, at the very first lesson of the first stage of the “Synton-program” (Kozlov N.I., Ustinov D.Yu., 1997), boys and girls are invited to perform the exercise “Circle of Reliable Hands”. This is an exercise in which “a microgroup forms a circle facing the center, and a guy (or girl) becomes in the center, relaxes, closes his eyes and begins to fall back, forward, sideways - in any direction. Those standing in the Circle gently catch it and pass it opposite or in a circle, so that the one standing in the circle has a feeling of a cradle or swinging on the waves ... First, let there be a DEMONSTRATION. To do this, let the girls name the eight most reliable (who you can rely on) and loving guys. The guys who came out and stood in a circle shake a big girl so that everyone can see that this is possible and good. The task of the presenter here is to give a mood, to tune not to a sporty style, but to LOVE and TENDERNESS, Will they be able to convey this through their hands? .. And most importantly: this is a LOVE TASK. A person inside the circle must feel through the body that he is loved here ”(N.I. Kozlov, D.Yu. Ustinov, 1997, p. 10-11). In the same synthon program, lesson 3 introduces the Hugging pact: “Hugging when we meet is just as accepted as greeting!” (Ibid., p. 25).

In the “The World Begins with You” trainings, in order to quickly “penetrate barriers” and “get rid of problems”, forms of degraded worldly vocabulary or even unprintable abuse, etc. are used. Trainings of the “intensive” direction are more personal than behavioral orientation. It would be more correct to define it as a model of overcoming problems, rather than the development of communicative competence.

But since the main trend in the development of training is market, it dictates the development of training in one direction or another - in the direction of soft (or shock) psychotherapy or in the direction of teaching new skills. And in my opinion, the learning model wins. But this victory is likely to be short-lived. The training model will soon be replaced by the accompaniment model.

At first, the clients of training sessions were mainly organizations and institutions, later - individuals who came to open programs on the basis of an announcement or a special invitation received by mail or via the Internet. To attract clients, the training began to respond to real requests from group members related to new living conditions. Nowadays, in training, in fact, there are only those programs that find their buyer.

However, this does not mean at all that training only responds to market demands. He is proactive. Future customers, and even more so future Training Participants, do not always know what they really need. Professional psychologists quickly and more accurately feel the trends in changing requirements for the psychological capabilities of a person. Perhaps they feel it subconsciously. It seems to them themselves that they act under the influence of their own “endogenous” interest coming from within, and then it turns out that this is exactly what others require. This idea was eloquently articulated in the book Funky Business: “Art gallery goers didn't ask Picasso to invent cubism... And it's not, damn it, consumers who came up with CDNow or Amazon. com. If you want to do something really interesting and revolutionary, learn to ignore your customers... They are conservative and boring, unimaginative and don't know what they want. If your clients have more new ideas than you do, either hire them or look for another job” (K. Nordström and J. Ridderstrale, 2000, p. 172).

An interesting trend in the development of training can be observed in the rules of some modern business games, or, as they are commonly called, “simulations”. An example is the game "Tango".

Training in the form in which it is now widespread is likely to gradually die off. Why would a firm invest in the development of its individual employees if improving their individual competence does not improve organizational competence? The development of an employee's individual competence increases his price in the market and, consequently, increases the likelihood that "bounty hunters" will lure him to another company. In addition to this danger, there are others. New knowledge and skills of one often only hinder the activities of others, although performed in the old fashioned way, but at least with some degree of coherence. Training requires a person to take a break from business for several days, and time is fast, and, coming from the training, he returns to an already changed situation. Much needs to be made up.

The way out can be corporate training, in which if not all (this is practically impossible), then at least the majority of managers participate. Through corporate training, the company addresses the issue of simultaneously increasing the competence of many employees and, theoretically, developing organizational competence as a whole.

However, corporate training according to a “tailor-made” program for a given company is still only an intermediate stage in the transition to a new training concept.

The new concept of training is that the trainer is included in the work of real working teams - managerial, design, workers. The coach accompanies the solution of the problem, which is new for this team. The team learns in the process of solving this problem, and learns both how to solve the problem and what is necessary for effective “learning by doing”: extract data, analyze it, collaborate, build a team, interact, influence, resist influence, motivate others, write a project, “sell a project”, respond constructively to failure, set new goals, etc. etc.

Main Content of Chapter 1

1. Communicative competence training is a joint study of communication dramas and the creation of effective ways to resolve them.

2. The area of communication that is the focus of communicative competence training is that part of it that is included in business interaction.

Business interaction is a joint activity to create a product or service and to exchange these services and products. If at least one of the participants in the interaction works, "does business", fulfills his professional duties, then this is a business interaction.

3. The training of communicative competence can also be called the training of partner communication, to the extent that it not only emphasizes, but also consistently implements the principle psychological equality participants in the interaction and the need to take into account their interests, feelings, intentions and preferences.

4. The main trend in the development of modern training is the market one. The ideology of training is the ideology of the creators, customers and leaders of training programs and / or those organizations for which they work. A trainer can influence the development of the coaching services market by creating new training programs that no one ordered.

5. The new concept of training is that the trainer participates in the real work of teams - managerial, design, workers. The coach accompanies the solution of the problem, which is new for this team.

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The book will be of interest to professional psychologists, managers of various profiles, and specialists in the field of human resource management.

St. Petersburg: Speech, 2008.

ISBN 5-9268-0117-6

Number of pages: 208.

The content of the book "Training of communicative competence in business interaction":

3 Table of contents
6 Introduction
9 Part I. Theory
- 9 Chapter 1. The concept of communicative competence training
  - 9 1.1. The concept of training
  - 11 1.2. Area of training in communicative competence
  - 16 1.3. Ideology and technology of training
  - 23 1.4. Training as a model of partnerships
  - 28 1.5. The evolution of training
  - 33 Main Content of Chapter 1
- 34 Chapter 2. The role of communication in modern business interaction
  - 34 2.1. Trend one: strengthening the role of communication, including non-business
  - 46 2.2. Trend two: the weakening of the role of direct communication
  - 53 2.3. Trend Three: Increasing the role of communication in the process of creating services
  - 59 2.4. Trend four: stratification of society
  - 62 2.5. How will the training of communicative competence change in connection with these trends
  - 64 Main Content of Chapter 2
- 65 Chapter 3. Communicative competence
  - 65 3.1. The concept of communicative competence
  - 66 3.2. Communication ability
  - 67 3.3. Communicative knowledge
  - 67 3.4. Perception and transmission of communication signals
  - 73 3.5. Communicative dramas
  - 75 3.6. Overcoming Communication Dramas with Communication Skills
  - 76 3.7. Active listening
  - 77 3.8. Regulation of emotional stress
  - 81 Main Content of Chapter 3
- 82 Chapter 4 Training Models
  - 82 4.1. German model
    - 85 4.1.1. Conversation techniques
  - 86 4.2. English model.
  - 89 4.3. Proposed Russian model
  - 97 4.4. Suggested training principles
  - 105 Main Content of Chapter 4
107 Part II. Practice
- 107 Chapter 5. Logic and Logistics of Training
  - 107 5.1. General logic of training
  - 109 5.2. Indicative bases
  - 111 5.3. Logistics
- 112 Chapter 6
  - 112 6.1. Classification of active listening techniques
  - 113 6.2. Questioning Techniques
  - 116 6.3. Small talk techniques
  - 123 6.4. Verbalization Techniques
  - 125 6.5. Techniques for regulating emotional tension
- 138 Chapter 7
  - 138 7.1. Acquaintance
  - 144 7.2. Introduction of norms
  - 147 7.3. Brief introduction of the training concept to the participants
  - 148 7.4. Introduction to the concept of active listening
  - 148 7.5. Introducing Open Question Formulation Techniques
  - 148 7.6. Exercise "Pum-pum-pum"
  - 153 7.7. Exercise "Who is this person?"
  - 159 7.8. Role-playing game to reveal the motive using open-ended questions
    - 159 7.8.1. Role-playing game "Challenger"
    - 167 7.8.2. Role-playing game "Rejection"
    - 168 7.8.3. Role-playing game "Additional win"
  - 169 7.9. Nonverbal and paralinguistic cues
  - 170 7.10. non-verbal exercise
  - 172 7.11. Introduction of verbalizations
  - 173 7.12. Experimenting with the verbalization technique A - repetition
    - 173 7.12.1. Exercise "Detective"
    - 174 7.12.2. Exercise "This is good and this is bad"
  - 175 7.13. Experiment with Technique B - Paraphrasing
  - 177 7.14. Experiment with technique B - interpretation
  - 178 7.15. Role play "What's the matter?"
  - 181 7.16. Day 1 Feedback
- 182 Chapter 8
  - 182 8.1. Repetition
  - 182 8.2. Introduction to Small Talk Techniques
  - 184 8.3. Experimenting with Small Talk Techniques
  - 187 8.4. Introducing Emotional Tension Regulation Techniques into Conversation
  - 187 8.5. Practicing the technique of "emphasizing the commonality"
    - 187 8.5.1. Exercise "Emphasing the commonality with the ball"
    - 187 8.5.2. Exercise "List of common qualities"
  - 190 8.6. Gratitude Exercise
  - 191 8.7. Game "Paris Exhibition"
  - 193 8.8. Tournament "Dictionary of emotions"
  - 195 8.9. Practicing the technique of verbalizing feelings in pairs
    - 195 8.9.1. Exercise "Respectful verbalization"
    - 196 8.9.2. Exercise "Metaphorical Verbalization"
  - 197 8.10. Exercise "Petersburg artist"
  - 200 8.11. Role-playing game "Separation according to the sign"
  - 204 8.12. Exercise "Technique OK and Hmmm"
  - 206 8.13. Role Play "Do It Wrong"
  - 208 8.14. Game "Mutual quoting"
  - 210 8.15. Feedback at the end of the training
211 Conclusion
213 Glossary
215 Bibliography
- 218 Annex 1. Brochure for training participants
- 231 Appendix 2. Distribution of time between different types of activity

PSYCHOLOGICAL TRAINING

E. V. Sidorenko

TRAINING

COMMUNICATIVE

COMPETENCES

in business interaction

Role

Communication in business

Interaction

__________________

Communicative

Techniques

in management

__________________

Regulation

emotional

Voltage

SPEECH

St. Petersburg

Sidorenko E.V.

C34 Training of communicative competence in business interaction. - St. Petersburg: Speech, 2008. - 208 p., ill.

I5BN 5-9268-0117-6

The book will be of interest to professional psychologists, managers of various profiles, and specialists in the field of human resource management.

Chief Editor I. Avidon

Artistic editor P. Borozenets

Technical editor O. Kolesnichenko

Director L. Yankovsky

INTRODUCTION .................................................. ................................................. ...................................6

Part I. Theory

Chapter 1

COMMUNICATIVE COMPETENCE TRAINING CONCEPT…..………..9

1.1. The concept of training .................................................. ............................................……..9

1.2. Area of training of communicative competence……………….……..............11

1.3. Ideology and technology of training .............................................. .... …………...….16

1.4. Training as a model of partnerships .............................................................. ..........23

1.5. The evolution of training................................................... ...................................................28

Chapter 2

THE ROLE OF COMMUNICATION IN MODERN BUSINESS INTERACTION...............34

2.1. The first trend: the strengthening of the role of communication, including non-business .........34

2.2. Trend two: the weakening of the role of direct communication.................................46

2.3. Trend three: strengthening the role of communication in the process of creating services ..........53

2.4. Fourth trend: stratification of society .............................................. ........59

2.5. How will communicative competence training change?

in connection with these trends .............................................................. ...................................62

Chapter 3

COMMUNICATIVE COMPETENCE.............................................................65

3.1. The concept of communicative competence ............................................................... .........65

3.2. Communication ability .................................................................. ...............................66

3.3. Communicative knowledge .................................................................. ......................................67

3.4. Perception and transmission of communication signals...............................................................67

3.5. Communicative dramas .................................................................. ...............................................73

3.6. Overcoming communicative dramas with the help of communicative

skills……………………………………………………………………………….…….75

3.7. Active listening .................................................................. ...............................................76

3.8. Emotional regulation ............................................................................... ..............77

Chapter 4

TRAINING MODELS...................................................................................................82

4.1. German model .............................................................. ................................................. 82

Conversation techniques ............................................................... ................................... 85

4.2. English model .................................................. ...............................................86

4.3. The proposed Russian model .............................................................. ..............................89

4.4. Suggested principles of training………………………………………………………………………………………………. ..........97

Part II. Practice