1. "The role of diagnostics of educational activity in the formation of communicative competencies" - Pakhomova Yu.V. 2. "The development of communicative competencies in the lessons of the Russian language and literature" - Andronova L.V. 3. "Development of communicative competencies in English lessons" - Fedorova G.V. 4. "Development of communicative competencies through the formation of a culture of communication and speech etiquette" - Selnikova V.Ya. 5. "Development of communicative competencies through the system of school self-government" - Privalova E.V. 6. "Development of communicative competencies through the research activities of students" - Kraevskaya T.G. Slyadneva A.A.

The formation of students' competencies in the learning process is presented in documents on education: Strategies for the content of general education. Concepts of modernization of Russian education up to 2010. Decision of the collegium of the Ministry of Education of the Irkutsk region on preparation for the introduction and implementation of the federal standard of IEO in the Irkutsk region in 2010-2012. 1. The role of diagnostics of educational activity in the formation of communicative competencies

Introduction of competence and competence-based approach, formation of a new system of universal knowledge, skills, experience of independent activity and personal responsibility of students, i.e. modern key competencies. The concept of modernization of Russian education until 2010 prescribes

The components of any competence are: possession of knowledge, the content of competence, manifestation of competence in various situations, attitude to the content of competence and the object of its application, then . Therefore, communicative competence should be considered as a student's readiness to independently solve problems based on knowledge, skills, and personality traits.

The main objectives of the formation of communicative competence are: the formation of functional literacy of students, the formation of productive skills and abilities in various types of oral and written speech, the formation of general linguistic competence in students, which is necessary for the successful mastery of other subjects. The main principle of the formation of communicative competence is the personal targeting of education. The ways of implementing the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for an independent search for a solution to the problem.

The position of P. Ya. Galperin that in the independent creative activity of each student it is necessary to go from external practical material actions to internal, theoretical, ideal actions. The formation of communicative competence is based on the activity approach, as it provides independent creative activity of each student. That is, training involves, at the first stage, joint educational and cognitive activity under the guidance of a teacher, and then - independent. We are talking about the zone of proximal development, which must be taken into account when forming communicative competence. This approach is not opposed to the traditional one, but it is not identical to it either, since it fixes and establishes the subordination of knowledge and skills, placing an emphasis on the practical side of the issue, expanding the content with personal components. Joint educational and cognitive activity Independent activity

In order for the formation of communicative competence to be effective, more successful, in order to create optimal conditions for the advancement of each student, it is necessary to know the learning capabilities of students of this age. For this purpose, the diagnostics of educational activity of students was developed according to the method of Doctor of Pedagogical Sciences I. N. Cheredov. A necessary condition for the effectiveness of diagnostic work was the creation of conditions that cause positive emotions.

Learnability The level of formation of intellectual skills is determined in the process of cognitive activity by observing the assessment in journals educational performance Formation of a positive attitude towards learning monitoring physical performance The general level of learning of each student Educational capabilities of each student

The method of forming awareness of attention control when working with a verbal text (a system of semantic methods for working with texts by L. Belkovets, a method for memorizing material in a given sequence by K. K. Maltseva for compiling supports, a system of exercises that develop the mechanisms of speech. Communicative competence is defined as the student's creative ability use the inventory of language tools, which consists of knowledge and readiness for their adequate use.The areas of work are determined, methods are selected aimed at developing the intellectual and cognitive environment:

F. I. student Knows the source of information Knows how to transform. information Knows the styles of presenting information Knows the content of the section Total number of communes. manifestations % Level of manifestation 1. The fact of a single manifestation is fixed with a + sign. The total number of communicative manifestations is determined in%. Then the level of formation of the information-subject component of each student is determined: Up to 50% - low, 50-70% - medium, 70-100% - high.

F. I. student Skills Type of speech activity (complex of operations) Manifestation of types of communications. actions Zone of proximal development % realized Level of implementation of the actiontotal with help. teachers himself 11. Possess productive and skills of various types of oral and written speech - to make an oral presentation on a linguistic topic; - write a summary - write essays - conduct a dialogue The fact of a single action is fixed with a + sign. The overall result is translated into % and the level of formation of the activity-communicative component of each student is determined: 50% - low, 50-70% - medium, 70-100% - high.

Full name of the student Responsibility (as the ability to make one's statement understandable) Communication culture The ability to show personal civic position in communication The ability to accept universal values ​​The ability to think critically Grade % level 1 The fact of a single manifestation of a type of communicative action by students is fixed with a + sign. The overall result is calculated, converted into %, the level of formation of the value-oriented component of each student is determined: 50% - low, 50-70% - medium, 70-l00 - high.

F. I. of the student Subject-information Activity-communicative Level of formation 1. Individual assessment indicators for each table: table 1, table 2, table 3 are entered in summary table 4, which helps to determine the level of formation of communicative competence of each student in two components: subject-informational, activity-communicative. The final result (the level of formation of communicative competence) is found by adding the two indicators noted in the table in percent for each component: subject-informational and activity-communicative, divided by the number of components (there are two of them). We get the result as a percentage. Then, using a special scale, where 50% indicates a low level of formation, 50–70% is average, 70–100% is high, we evaluate the level of formation of the communicative competence of each student as a percentage.

The value-oriented component is not included in Table 4, since it is impossible to evaluate it only quantitatively. The level of evaluation of the value-oriented component is of particular difficulty. Therefore, in the assessment of this component, the results of self-diagnosis of students, questioning of students, and observations of teachers are used. And as a result of the expert opinion of teachers working in this class, conclusions are drawn on the presence or absence of the necessary personality traits, which are constantly corrected in further work.

The purpose of modern school education is the development of the student's personality, his social adaptation and implementation in the field of future professional activity. A necessary condition for successful socialization is the improvement of the general and communicative culture. Communicative competence is the ability to solve certain communicative tasks in different areas and situations of communication with language means. Communicative competence is determined by a complex the structure of communication - Self-determination in a communicative situation; Analysis of partners' intentions; Choice of speech genre; proper communication; Self-esteem

Methods focused on the development of oral and written communication Methods focused on written communication Dialogue; Report and message; Role and business games; Projects; Disputes and discussions; Presentations Written communication oriented methods Role and business games; Educational research and projects; Notes and articles; Reviewing works

IN TO

Kokpektinsky district

S. Shariptogay

Formation of communicative competence

students

Shariptogai osh

Russian teacher and

literature

Iskakova Zh.T.

year 2014

Topic: Formation of communicative competence students in the lessons of the Russian language and literature.

One of the key competencies is communicative competence, which ensures successful socialization, adaptation and self-realization in modern conditions of life. Communicative competence means the readiness to set and achieve the goals of oral and written communication: to obtain the necessary information, to present and civilly defend one's point of view in dialogue and in public speaking based on the recognition of the diversity of positions and respect for values ​​(religious, ethnic, professional, personal, etc.). .p.) other people.

PURPOSE: formation and development of communicative competence of students.

Mastering by students of general educational skills and abilities, methods of cognitive activity that ensure the successful study of any subject.

Education of an emotional and value attitude to the language, awakening interest in the word, the desire to learn how to speak and write correctly in their native language.

Formation of skills to work in cooperation, skills of working in a group, possession of various social roles in a team, the ability to use different ways of interacting with people and events around them, to obtain the necessary information.

Development of communicative competence of students in classroom and extracurricular activities.

“Tell me and I will forget. Teach me and I will remember. Involve me and I will learn."

Benjamin Franklin

The problem of the formation and development of communicative competence is especially relevant in the primary school, since it meets the age-related developmental tasks in adolescence and youth and is a condition for the successful personal development of schoolchildren.

Communicative competence includes knowledge of the necessary languages, ways of interacting with surrounding people and events, group work skills, and possession of various social roles in a team.

A feature of “human” communication is when information is not only transmitted, but also “formed, refined, developed”. We are talking about the interaction of two individuals, each of which is an active subject. Schematically, communication can be depicted as an intersubjective process (S-S), or "subject-subject relation". The transfer of any information is possible only through signs, more precisely, sign systems.

Effective communication is characterized by:

1) Achievement of mutual understanding of partners;

2) Better understanding of the situation and the subject of communication.

The process of achieving greater certainty in understanding the situation, contributing to the resolution of problems, ensuring the achievement of goals with the optimal use of resources, is commonly called communicative competence.

Communicative competence is equal to communicative ability + communicative knowledge + communicative skill, adequate to communicative tasks and sufficient for their solution.

The most detailed description of communicative competence belongs to L. Bachmann. It uses the term "communicative language skill" and includes the following key competencies:

Linguistic / linguistic / (the implementation of statements in the native / foreign language is possible only on the basis of acquired knowledge, understanding of the language as a system);

discursive (coherence, consistency, organization);

pragmatic (the ability to convey communicative content in accordance with the social context);

Conversational (based on linguistic and pragmatic competencies, be able to speak coherently, without tension, at a natural pace, without long pauses to search for language forms);

Socio-linguistic (the ability to choose language forms, "know when to speak, when not, with whom; when, where and in what manner")

Strategic (the ability to use communication strategies to compensate for missing knowledge in real language communication);

Speech-cogitative (readiness to create communicative content as a result of speech-cogitative activity: interaction of problems, knowledge and research).

So, the successful application of a competency-based approach to teaching means that students know the language, demonstrate communication skills and are able to successfully act outside of school, i.e. in the real world.

Since the components of any competence are: the possession of knowledge, the content of competence, the manifestation of competence in various situations, the attitude to the content of competence and the object of its application, then communicative competence can be considered from the perspective of three components: subject-information, activity-communicative, personality-oriented, where all components constitute an integral system of personal properties of students. Therefore, communicative competence should be considered as a student's readiness to independently solve problems based on knowledge, skills, and personality traits.

The current state of teaching the Russian language and literature shows that the skills and abilities of oral and written speech are not sufficiently formed at school. Theoretical information about the Russian language and literature is not fully used to form practical speech activity. This means that the problem of the relationship between knowledge of the language and practical knowledge of the language has not yet been resolved.

The formation of communicative competence in the process of teaching the Russian language and literature is one of the ways to solve this problem.

The formation of communicative competence is based on the activity approach, as it provides independent creative activity of each student. The approach is based on the position of P. Ya. Galperin that in the independent creative activity of each student one must go from external practical material actions to internal, theoretical, ideal actions. That is, training involves, at the first stage, joint educational and cognitive activity under the guidance of a teacher, and then - independent. We are talking about the “zone of proximal development”, which must be taken into account when forming communicative competence.

This approach is not opposed to the traditional one, but it is not identical to it either, since it fixes and establishes the subordination of knowledge and skills, placing an emphasis on the practical side of the issue, expanding the content with personal components.

In order for the formation of communicative competence to be effective, more successful, in order to create optimal conditions for the advancement of each student, it is necessary to know the learning capabilities of students of this age.

When determining the learning opportunities of students, two parameters are taken into account: learning ability and learning performance. One of the criteria for determining the level of training is grades in journals. The level of formation of intellectual skills is determined in the process of cognitive activity through observation. After determining the levels of formation of these qualities, the overall level of learning for each student is established. The level of educational performance is determined by monitoring the physical performance of students, the formation of a positive attitude towards learning. After determining the levels of formation of these qualities, the learning capabilities of each are established.

The main principle of the formation of communicative competence is the personal targeting of education. Therefore, the topic “Speech development” is realized primarily in the ability to introduce students to the content of this topic in various ways, depending on the personal-psychological and physiological characteristics of students.

The ways of implementing the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for an independent search for a solution to the problem. An exploratory approach to the themes of literary works helps to consider the life of a literary hero as an educational study. A discussion based on the results of essays provides an opportunity to express their point of view, listen to others, argue.

Scientists It is believed that at the age of 10–11, the peak of a child’s interest in the world around him comes. And if the interest of the child is not satisfied, it will fade away.

The formation of communicative competence is a long and rather complicated process. The main role is given to the lessons of the Russian language. Of particular difficulty in teaching the Russian language is the correlation of the subject course and the student's real speech experience, the process of acquiring knowledge about the language and the process of mastering the language.

What is the role of the subject "Russian language" in school? What can a teacher of Russian language and literature do to ensure the communicative competence of students? First of all, create optimal conditions for the advancement of each student in the educational space. For this, it is necessary to know the learning opportunities of students of each age .

So, having taken students in the 5th grade, subject teachers, together with the school administration, carry out a diagnosis of students' educational activities, which takes into account educational performance and the level of formation of intellectual skills. Having determined the educational performance of each, the directions of work with the class are determined in a certain sequence: the compilation of algorithms, a system of exercises that develop the mechanisms of speech, etc.

In speech development lessons, special attention is paid to communicative competencies based on working with text.

It is impossible to work on the “development of speech in general”, it is important to focus in each class on what children should know and be able to do in certain types of oral and written speech. So, in grade 5: this is a text, a text topic, an idea.

In grade 6: styles, types of style and features, features of direct and indirect speech, etc.

However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of the language in the process of speech activity. This also correlates with the implementation of educational tasks for the formation of a socially active personality, oriented in the modern world. Communicative competence here becomes part of cultural competence, leads to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities in her, which are necessary for including her in various activities.

The ways of implementing the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for an independent search for a solution to the problem.

In this regard, the use of innovative pedagogical technologies plays an important role. Research method, brainstorming discussions, "critical thinking" technology, interactive, group forms and methods, collective way of learning. These technologies develop creative activity, form mental activity, teach students to defend their point of view, help to achieve a deep understanding of the material.

Working in pairs, in groups of shifts, allows you to solve the problems of education: the desire and ability to cooperate in groups with classmates. The main thing in the work is that schoolchildren speak freely, argue, defend their point of view, look for ways to solve the problem, and do not wait for ready-made answers.

Methods for developing communicative competence

The effectiveness of the development of communicative competence in the learning process largely depends on properly selected teaching methods, i.e. on the way the teacher influences the student to achieve the learning goals.

The teaching methods that are advisable to use for the development of communicative competence in the educational process include traditional methods, active learning methods, trainings, distance learning methods.

Traditional teaching methods are useful in conveying information about the psychology of people, about the methods and techniques used in communication.

Traditional methods include lectures, seminars, watching educational films, independent work with educational texts, written assignments. These methods allow you to reduce the cost of training, make it possible to demonstrate a sample of monologue and dialogic speech, allow you to develop oral and written speech, the language culture of students . However, for the development of communication competencies traditional methods are the least effective.

Great opportunities in the development of communicative competence lie in the methods of active learning. Such methods include a seminar, discussions, disputes, round tables, business and role-playing games. These methods make it possible to simulate real communicative situations, find a solution to a specific communicative task and feel the consequences of the decisions made. Active learning methods are very effective because they allow students to practice interpersonal skills in typical situations, get feedback, correct their behavior and find alternative ways to solve communication problems.

The widely implemented distance learning or, as it is often called, e-learning is distinguished by a high degree of structure of the studied material and a step-by-step assessment of its assimilation. Distance learning is especially important for homeschooled students with disabilities.

Depending on the means of transmitting information in distance learning, we can distinguish:

Learning via the Internet (web courses) in asynchronous mode without the direct participation of the teacher;

Learning through a virtual classroom over the Internet (web conferences), when the teacher and students are simultaneously on the same site on the Internet (synchronous mode).

Each of the considered teaching methods has its own characteristics that must be taken into account when applying them. For the development of communicative competence of students, the most appropriate and rational is an integrated approach. It is a combination of teaching methods.

Each method has its own scope and limitations. If you correctly select and combine teaching methods, you can more effectively develop communication skills. Traditional methods and distance learning will help students acquire the necessary knowledge and skills in the field of communication.

Active methods and trainings will allow you to master the skills of situational communication, work on personal qualities related to communicative competence.

Methods for the development of communicative competence (on the example of a Russian language lesson)

The level of communicative culture of schoolchildren increases the use of such methods of organizing a lesson, such as:

The solution of communicative-situational tasks that allow you to bring learning closer to the natural conditions of communication and increase the level of culture of speech communication, allow you to comply with the norms of the Russian literary language, ethical norms and rules of speech behavior;

Participation in dialogue, discussions, disputes, acting as a speaker, an opponent who speaks when discussing a question, asking a question or answering it;

Performance of creative works based on personal, reader, life, fantasy and musical impressions;

Using a variety of exercises for interpreting and creating texts (writing letters, announcements, posters, text editing, various types of text restructuring, creating texts based on key words);

Creation of linguistic newspapers, projects and multimedia presentations.

I widely use active forms of learning to form the communicative competence of the individual:

Group work, work in pairs;

Seminars;

Role-playing and business games ("Proofreader", "Point of View", "Pinwheel", "Compact Poll");

Language games ("Shifters", "Burime").

In pedagogical practice, varieties of reflection have “taken root” that help students express themselves:

"Sayings are a mirror of mood",

"Telegram",

"Let's joke"

"Point of view",

"Unfinished Proposal"

Test technologies of R. Amthauer and L. Michelson.

Methods focused on oral communication

All types of retelling

All forms of educational dialogue

Reports and messages

Role and business games

Teaching research and learning projects requiring surveys

Discussion, discussion, debate

Acting as hosts at events

Methods focused on written communication

Writings and presentations

Preparation of notes and articles in the media

Telecommunication texts, messages

Participation in essay competitions

Criteria for evaluating expected results

Results. 2-3 step

Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. The ability to fully substantiate judgments, give definitions, provide evidence (including from the contrary). Explanation of the studied provisions on self-selected specific examples.

Adequate perception of oral speech and the ability to convey the content of the listened text in a compressed or expanded form in accordance with the purpose of the training task.

The choice of the type of reading in accordance with the goal (introductory, viewing, search, etc.). Free work with texts of artistic, journalistic and official business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills, creating your own text.

Conscious fluent reading of texts of various styles and genres, carrying out informational and semantic analysis of the text;

Possession of monologue and dialogic speech;

Possession of the main types of public speaking (statement, monologue, discussion, controversy), following ethical standards and rules for conducting a dialogue (dispute).

The ability to enter into verbal communication, participate in a dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion);

creation of written statements that adequately convey the information heard and read with a given degree of curtailment (briefly, selectively, completely);

drawing up a plan, theses, abstract;

giving examples, selecting arguments, formulating conclusions;

reflection in oral or written form of the results of their activities.

The ability to paraphrase a thought (explain "in other words");

selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, scope and situation of communication

The use of various sources of information for solving cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases.

Diagnostic tools

methods: sociological and pedagogical measurements (observation, conversations, questioning, interviewing, testing, studying the results of students' activities and documentation); modeling of communicative situations; statistical methods of processing and pedagogical interpretation of the results of the study.

List of used literature

1. Bodalev A.A. Personality and communication. - M., 1995.

2. Bodaleva A.A. Psychological communication. - M.: Institute of Practical Psychology; Voronezh: Modek, 1996. - 256 p.

3. Russian sociological encyclopedia / Ed. G.V. Osipova. - M., 1998.

4. Zotova I.N. Communicative competence as an aspect of the socialization of the student's personality in the context of informatization of society // Actual socio-psychological problems of personality development in the educational space of the XXI century. - Kislovodsk, 2006.

5. Reid M. How to develop successful communication skills. Practical guide. - M.: Eksmo, 2003. - 352 p.

6. Emelyanov Yu. N. Active social and psychological training. - L .: Ed. Leningrad State University, 1985. - 166 p.

7. Ezova S.A. Communicative competence // Scientific and technical libraries. 2008. No. 4

8. Rudensky E.V. Social psychology: a course of lectures. - M.: INFA-M; Novosibirsk: IGAEiU, 1997. - 224 p.

9. Zhukov Yu.M. Communication training. - M., Gardariki, 2004.

10. Ivanov D.A., Ivanova L.F., Zagvozkin V.K., Kasprzhak A.G. and others. Competence-based approach as a new quality of education. - M., 2001.

11. Davydov V.V. On the prospects of the theory of activity. // Bulletin of Moscow State University. 1993. No. 2.

12. Davydov V.V. The theory of developmental learning. - M., 1994.

13. Shatova E.G. Russian language lesson in modern school. - M., 2007

Internet resources

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http :// nsportal. ru/ shkola/ russkii- yazyk- i- literatura

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Introduction

The relevance of research:

In the modern educational space, socio-psychological problems related to the process of communication, especially its communicative side, are of particular importance (B.G. Ananiev, A.A. Bodalev, I.A. Zimnyaya, A.V. Mudrik, V.N. Myasishchev, S.L. Rubinshtein, V.A. Slastenin, etc.) The most important qualitative characteristic that allows a developing personality to realize their needs for social acceptance, recognition, respect and determines the success of the socialization process is communicative competence. A feature of communicative competence is its ability to form the successful activity of the individual in the changing conditions of the social environment. For various areas of professional interaction between specialists, the presence of communicative competence is an important quality. Therefore, its study is one of the main directions in modern education, since society requires a high level of communicative culture in a person.

At the stage of basic general education, the significance of the formation of a person's communicative competence is also determined by the transition of students to a new age period - adolescence, in which complex processes of the development of self-awareness are carried out, the formation of a value system that determines a new type of relationship with society. However, a number of psychological and pedagogical studies note the fact that in the educational process of the main general education school there is no system of methods and forms of work that ensures the achievement of communicative competence by students (D.I. Arkharova, N.Sh. Galliamova, T.A. Dolinina, T A. Ladyzhenskaya, A. Yu. Maslova, M. A. Mosina, O. S. Salamatova, T. B. Cherepanova, etc.).

Despite the wide scientific interest in the problem of the formation of communicative competence, there is no unambiguous definition of this phenomenon of social psychology. So L.A. Petrovskaya defines communicative competence as "the ability to set and solve certain types of communicative tasks: determine the goals of communication, assess the situation, take into account the intentions and methods of communication of the partner (partners), choose adequate communication strategies, be ready to meaningfully change one's own speech behavior" . M.K. Kabardov associates this phenomenon with a satisfactory mastery of the norms of communication, the assimilation of ethno- and socio-psychological standards, standards, stereotypes of behavior, mastery of the "technique" of communication, the formation of the ability to establish and maintain the necessary contacts with other people. According to K.I. Falkovskaya, communicative competence consists in achieving communicative, interactive and perceptual levels of adequacy of partners "it consists of the abilities: to give a socio-psychological forecast of a communicative situation, socio-psychologically program the process of communication and exercise socio-psychological management of a communicative situation" .

Analyzing the above definitions, we can state that the determining component here is the cognitive (knowledge) component of competence. At the same time, it is impossible not to take into account the fact that knowledge of moral norms and rules of communication, although it guides the choice of generally accepted communication strategies, does not always determine adherence to them in real behavior. There is a discrepancy between the “known” norms and the attitude towards them as personally significant, their reflection in behavioral reactions, which is confirmed by the experimental data of a number of studies (T.V. Ermolova, S.Yu. Meshcheryakova, N.N. Ganoshenko), according to which social cognitions, i.e., a system of ideas about the ethical and social norms of communication, do not have significant correlations with the social sphere of their activity.

Communicative competence is a multicomponent education that integrates a cognitive component (associated with the knowledge of another person, includes the possession of communication norms, the ability to anticipate the behavior of another person and adequately assess the situation of communication, effectively solve various communication tasks); emotional (includes emotional responsiveness, empathy, sensitivity to another, the ability to empathize and compassion, attention to the actions of partners); behavioral (reflects the ability to cooperate, joint activities, initiative, organizational skills, etc., is characterized by well-formed communication skills).

Communicative competence in the educational process has a certain influence on the holistic development of the individual. Therefore, we can distinguish the following tasks that it performs in the course of various educational situations. Communicative competence:

* has a direct impact on the educational success of the child;

* forms the basis for successful vocational training in higher education institutions;

* helps the child adapt to school, thereby ensuring emotional well-being in the educational team.

The effectiveness of communication is achieved under the conditions of competence of all parties involved in communicative contact, therefore, for successful adaptation of a person in society, it is necessary to develop communication skills from an early age.

The sensitive period for the formation of communicative competence, according to most researchers (B.G. Ananiev, L.S. Vygotsky, K.M. Gurevich, G.S. Nikiforov, E.F. Rybalko, A.A. Smirnov, etc.), is adolescence, when communication of adolescents turns into a special type of activity that ensures the assimilation of life goals and values, moral ideals, norms and forms of behavior, increases their level of communicative competence.

Starting from adolescence, according to psychologists (G.M. Breslav, L.V. Vygotsky, G.S. Nikiforov, A.V. Petrovsky, L.I. Ruvinsky and others), communication turns into an independent activity, during which they learn life goals and values, moral ideals, norms and forms of behavior, increase their level of communicative competence. Unfavorable relationships with comrades, which develop due to the insufficient formation of communicative competence, negatively affect the emotional state of adolescents (K.N. Volkov, Ya.L. Kolominsky, A.E. Lichko, T.V. Snigireva). Their satisfaction with professional and personal life in the future depends on how successfully children learn to build relationships with parents, adults, and peers. In order to build relationships with others, it is necessary, first of all, to learn to live in peace and harmony with oneself. Starting from adolescence, to reduce aggressiveness and increase the level of mutual understanding, it is necessary to use active methods of socio-psychological influence. So, in particular, the area of ​​socio-psychological training is focused in the direction of influencing the development of an individual, a group by optimizing the forms of interpersonal communication, in other words, SPT (Socio-psychological training) is considered as a means of developing competence in communication. The development of group forms of training is associated with the names of K. Levin, K. Rogers, L. Bradfort, R. Lippit, M. Forverg. The theories of group dynamics and client-centered therapy developed by K. Levin were the direct sources of group training practice. The experience of using psychological training is reflected in the works of domestic psychologists: G.A. Kovaleva (1980), L.A. Petrovskaya (1982; 1989; 1999; 2002) , Yu.N. Emelyanova (1983; 1985) , H. Mikkina (1986) , V.P. Zakharova and N.Yu. Khryashcheva (1990), A.P. Sitnikova (1996), G.I. Marasanova (2001), V.Yu. Bolshakova (1996), S.I. Makshanova (1997) , I.V. Vachkova (2000), G.I. Leaders (2001), V.G. Romek (2002), E.V. Sidorenko (2003), T.V. Zaitseva (2002), N.T. Oganesyan (2002) and others.

Psychological training is an effective means of psychological influence that allows solving a wide range of tasks in the field of developing competence in communication. The active use of psychological training to solve real practical problems is an urgent task of psychology.

The aim of the thesis is to study the influence of socio-psychological communication training on the development of communicative competence.

The object of the study is high school students, aged 16-17 years.

The subject of the research is socio-psychological training as a means of developing communicative competence.

The hypothesis of our study is the assumption that a specially designed program of socio-psychological training aimed at developing the communicative competence of high school students contributes to the development of sociability.

Research objectives:

Consider the theoretical aspects of studying the problem of communicative competence in psychological science;

To study the concept, types of socio-psychological training;

To analyze the theoretical aspects of studying the problem of the influence of socio-psychological training on the development of communicative competence in high school students;

4. Consider socio-psychological training of communication as a condition for the development of communicative competence among high school students;

5. To experimentally study the influence of socio-psychological training on the development of communicative competence of high school students;

6. Develop a program and conduct training in communication skills;

Theoretical and methodological basis for the study of communicative competence are the works of Prozorova E.V., Konev Yu.A., Emelin A.I., Altunina I.R., Huseynov A.Sh. , Zhukov Yu.M., Muravieva O.I., Rogozhnikova S.M., Makarovskaya I.V., Kolmogorova L.S., Kapustina E.A.

Research methods:

Testing;

Mathematical processing of research results;

Theoretical significance: the work analyzes, generalizes, systematizes theoretical and practical material on this issue, and also shows that socio-psychological training is an effective means of psychological influence that allows solving a wide range of tasks in the development of communication competence.

The practical significance of the work lies in the possibility of using the results of the study in the activities of the school psychological service in order to master the ways of interacting and communicating with people in various social groups, performing various social roles in society, the ability to use a variety of communication objects to solve specific life situations. Based on the results of the study, recommendations for the development of communicative competence were developed for students in grade 10.

Research base: KSU secondary school No. 11, Semey, East Kazakhstan region.

The structure of the work includes: introduction, 3 chapters, conclusion, bibliography, appendix.

communicative communication psychological

1. The development of communicative competence as a psychological and pedagogical problem

1.1 The concept of communicative competence

Communicative competence is considered as a system of internal resources necessary to build effective communication in a certain range of situations of personal interaction. Competence in communication has invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.

Communicative competence is a certain set of qualities (ethno-, socio-psychological standards, standards, stereotypes of behavior) necessary for the optimal implementation of interpersonal norms of communication and behavior that arise as a result of learning.

Professional communicative competence is formed on the basis of general communicative competence and determines the effectiveness of communication and activities in general. Professional competence is determined by the selectivity of communicative interests, the specifics of business communication. Gradually, professional communicative competence and professional communication skills become significant for the teacher in pedagogical practice. In general, professional competence is not always equivalent to general, but only when professional identification of a person is significant for a person. The ratio of the level of development of general communicative competence and professional communicative competence is important. The low level of development of general communicative competence does not allow the teacher to be realized in interpersonal communication of different levels, which leads to problems in the professional sphere. The low level of professional communicative competence of the teacher will not allow him to be successfully realized in the profession, and this causes personal dissatisfaction. Based on the idea of ​​the mutual influence of general communicative competence and professional competence, in the experimental part of the study, we identified three criteria for the manifestation of a teacher's communicative competence:

1. Level of development of communicative values:

value for the child,

Sociocultural orientation of the teacher's activity.

2. The degree of inclusion by the teacher of communicative values ​​in professional ideals:

Compliance with pedagogical tact and etiquette;

The nature of the teacher's relationship with children (interpersonal, subject-content);

Claims in relationships with children.

3. The level of development of professional communication skills of the teacher:

Verbal communication skills - verbal communication, use of voice data;

Non-verbal communication skills - adequacy of gestures, facial expressions;

Justification of movements in class space;

Communication technology;

Emotional intonation of communication - possession of a psycho-emotional state, the manifestation of positive emotions, the ability to prevent and resolve conflicts.

This or that severity of the above criteria allows us to talk about the levels of communicative competence.

High level: the teacher's pronounced focus on humane relationships with students as subjects: each person is recognized and accepted; the teacher feels the need to communicate with children and uses valuable socio-cultural patterns in practice. Significantly developed skills of verbal and non-verbal communication. The teacher knows how to regulate his psycho-emotional state, he has the skills of emotional intonation of communication. High degree of manifestation of positive emotions. The ability to resolve conflict situations through cooperation.

Medium level: the teacher's value-communicative orientation towards relations with students is not sufficiently expressed, which are perceived outwardly as humane, but actually have the character of fulfilling a social role. The teacher does not feel a special need for communication with children, which is strictly regulated, partly devoid of positive emotional coloring. To a large extent, within the framework of the profession, the skills of verbal and non-verbal communication are developed. The teacher knows how to regulate his psycho-emotional state, although some emotional instability is possible.

Low level: the teacher, if one or several communicative values ​​are excluded from their value orientations, communication with students is not characterized as humane: students experience discomfort; the emotional background of the lesson is rather negative, where meaningful communication is impossible. In the behavior of the teacher, there is a dissonance of the verbal and non-verbal components of communication. The teacher most often does not know how to realize his psycho-emotional state.

The only true luxury is the luxury of human interaction. This is what Antoine Saint-Esuperie thought, philosophers have been discussing this for centuries, and this topic remains relevant today. The whole life of a person proceeds in constant communication. A person is always given in context with another - a reality partner, imaginary, chosen, etc., therefore, from this point of view, it is difficult to overestimate the contribution of competent communication to the quality of human life, to destiny as a whole.

Communicative competence is considered as a system of internal resources necessary to build effective communication in a certain range of situations of personal interaction. Competence in communication has undoubtedly invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.

The development of competent communication in modern conditions implies a number of principal directions for its harmonization. At the same time, for the practice of developing communicative competence, it is important to limit such types of communication as service-business or role-playing and intimate-personal. The basis for the difference is usually the psychological distance between the partners, this is me - you contact. Here, the other person acquires the status of a neighbor, and communication becomes trusting in a deep sense, since we are talking about trusting the partner with oneself, one’s inner world, and not just “external” information, for example, related to a typical service task being jointly solved.

Competence in communication implies the readiness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the inertia of the position - the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. In general, competence in communication is usually associated with mastering not any one position as the best, but with adequate familiarization with their spectrum. Flexibility in an adequate change of psychological positions is one of the essential indicators of competent communication.

Competence in all types of communication consists in achieving three levels of adequacy of partners - communicative, interactive and perceptual. Therefore, we can talk about different types of competence in communication. The personality should be aimed at acquiring a rich and diverse palette of psychological positions, means that help the completeness of partners' self-expression, all facets of their adequacy - perceptual, communicative, interactive.

The realization by a person of his subjectivity in communication is associated with the presence of the necessary level of communicative competence.

Communicative competence consists of the ability to:

1. Give a socio-psychological forecast of the communicative situation in which to communicate;

2. Socio-psychologically program the process of communication, based on the uniqueness of the communicative situation;

3. To carry out socio-psychological management of communication processes in a communicative situation.

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes.

The communicative attitude of a partner is a kind of program of personality behavior in the process of communication. The level of attitude can be predicted in the course of identifying: the subject-thematic interests of the partner, emotional and evaluative attitudes to various events, attitudes towards the form of communication, the involvement of partners in the system of communicative interaction. This is determined in the course of studying the frequency of communicative contacts, the type of partner's temperament, his subject-practical preferences, emotional assessments of forms of communication.

With this approach to the characterization of communicative competence, it is advisable to consider communication as a system-integrating process that has the following components.

* Communicative-diagnostic (diagnosis of the socio-psychological situation in the context of future communicative activity, identification of possible social, socio-psychological and other contradictions that a person may encounter in communication)

* Communicative-programming (preparation of a communication program, development of texts for communication, choice of style, position and distance of communication

* Communicative and organizational (organizing the attention of communication partners, stimulating their communicative activity, etc.)

* Communicative-executive (diagnosis of a communicative situation in which communication of a person unfolds, a forecast of the development of this situation, carried out according to a previously meaningful individual program of communication).

Each of these components requires a special socio-technological analysis, however, the scope of the presentation of the concept makes it possible to dwell only on the communicative-executive part. It is considered as a communicative and performing skill of the individual.

The communicative-performing skill of a personality manifests itself as two interrelated and yet relatively independent skills to find a communicative structure adequate to the topic of communication, corresponding to the purpose of communication, and the ability to realize a communicative plan directly in communication, i.e. demonstrate the communicative-performing technique of communication. In the communicative and performing skills of the individual, many of her skills are manifested, and above all the skills of emotional and psychological self-regulation as the management of her psychophysical organics, as a result of which the personality achieves an emotional and psychological state adequate to the communicative and executive activities.

Emotional and psychological self-regulation creates a mood for communication in appropriate situations, an emotional mood for a communication situation, means, first of all, the translation of a person’s ordinary emotions into a tone corresponding to the situation of interaction.

In the process of emotional and psychological self-regulation, three phases should be distinguished: long-term emotional “infection” with the problem, topic and materials of the upcoming communication situation; emotional and psychological identification at the stage of developing a model of one's behavior and a program for future communication; operational emotional and psychological restructuring in a communication environment.

Emotional and psychological self-regulation acquires the character of a holistic and complete act in unity with perceptual and expressive skills, which also constitute a necessary part of communicative and performing skills. It manifests itself in the ability to sharply, actively respond to changes in the situation of communication, restructure communication, taking into account the change in the emotional mood of partners. Psychological well-being, emotional mood of the individual directly depend on the content and effectiveness of communication.

The perceptual skills of a person are manifested in the ability to manage their perception and organize it: correctly assess the socio-psychological mood of communication partners; establish the necessary contact; on the first impression to predict the “course” of communication. They allow the individual to correctly assess the emotional and psychological reactions of communication partners and even predict these reactions, avoiding those that will interfere with the achievement of the goal of communication.

Expressive skills of communicative and performing activity are usually considered as a system of skills that create the unity of voice, facial expressions, visual and motor-physiological-psychological processes. At its core, these are self-government skills in the expressive sphere of communicative and executive activity.

The connection of emotional-psychological self-regulation with expressiveness is an organic connection between the internal and external psychological. This desire provides external behavior, expressive actions of the individual in communication in communication. The expressive skills of the individual are manifested as a culture of speech statements that correspond to the norms of oral speech, gestures and postural plastics, emotional and mimic accompaniment of the statement, speech tone and speech loudness.

In various cases of communication, the invariant components are such components as partner-participants, situation, task. Variability is usually associated with a change in the nature of the components themselves - who is the partner, what is the situation or task and the peculiarity of the connections between them.

Communicative competence as knowledge of the norms and rules of communication, possession of its technology, is an integral part of the broader concept of “communicative potential of the individual”.

Communicative potential is a characteristic of a person's capabilities, which determine the quality of his communication. It includes, along with competence in communication, two more components: the communicative properties of the individual, which characterize the development of the need for communication, attitude to the method of communication and communication skills - the ability to take initiative in communication, the ability to be active, emotionally respond to the state of communication partners, formulate and to implement their own individual program of communication, the ability to self-stimulation and mutual stimulation in communication.

According to a number of psychologists, we can talk about the communicative culture of the individual as a system of qualities, including:

1. Creative thinking;

2. Culture of speech action;

3. Culture of self-adjustment to communication and psycho-emotional regulation of one's state;

4. Culture of gestures and plasticity of movements;

5. Culture of perception of communicative actions of a communication partner;

6. Culture of emotions.

The communicative culture of a person, like communicative competence, does not arise from scratch, it is formed. But the basis of its formation is the experience of human communication. The main sources of acquiring communicative competence are: socio-normative experience of folk culture; knowledge of the languages ​​of communication used by folk culture; experience of interpersonal communication in a non-holiday [form] sphere; experience of art. Socio-normative experience is the basis of the cognitive component of the communicative competence of an individual as a subject of communication. At the same time, the real existence of various forms of communication, which are most often based on a socio-normative conglomerate (an arbitrary mixture of communication norms borrowed from different national cultures, introduces a person into a state of cognitive dissonance). And this gives rise to a contradiction between the knowledge of the norms of communication in various forms of communication and the way that the situation of a particular interaction offers. Dissonance is a source of individual psychological inhibition of the activity of a person in communication. The person is excluded from the field of communication. There is a field of internal psychological stress. And this creates barriers to human understanding.

The experience of communication occupies a special place in the structure of the communicative competence of the individual. On the one hand, it is social and includes internalized norms and values ​​of culture, on the other hand, it is individual, since it is based on individual communication abilities and psychological events associated with communication in a person's life. The dynamic aspect of this experience is the processes of socialization and individualization, implemented in communication, ensuring the social development of a person, as well as the adequacy of his reactions to the situation of communication and their originality. In communication, the mastery of social roles plays a special role: organizer, participant, etc. communication. And here the experience of perceiving art is very important.

Art reproduces the most diverse models of human communication. Acquaintance with these models lays the foundation for the communicative erudition of the individual. Possessing a certain level of communicative competence, a person enters into communication with a certain level of self-respect and self-awareness. The personality becomes a personified subject of communication. This means not only the art of adapting to the situation and freedom of action, but also the ability to organize a personal communicative space and choose an individual communicative distance. Personification of communication is also manifested at the actional level - both as mastery of the code of situational communication, and as a sense of what is acceptable in improvisations, the appropriateness of specific means of communication.

Thus, communicative competence is a necessary condition for the successful realization of personality.

Structure of communicative competence

The dynamic development of modern society and areas of knowledge imposes new requirements on the system of higher professional education, assuming the formation and development of such qualities in future specialists as mobility, initiative, independence in obtaining new knowledge, readiness for effective interpersonal and professional interaction.

Today, higher education is called upon to prepare a “new type” specialist capable of prompt and effective implementation of professional tasks. In this regard, the problem of the formation of communicative competence is of particular importance in ensuring the social and professional success of a specialist.

All people have communication skills, and we all have primary communication skills to one degree or another since childhood. But the nature of the activity of a modern specialist requires him to have developed communicative competence, which includes fluency in the entire set of skills and abilities necessary for effective verbal and non-verbal communication and interaction, including situational adaptability and motivation.

The concept of "communicative competence" has firmly entered the categorical apparatus of disciplines that somehow study the problems of communication: philosophy, sociology, pedagogy, general and social psychology, linguistics, management theory, and others. At the same time, the content and means of forming communicative competence in pedagogical practice are clearly insufficiently developed, since the phenomenon does not have a strictly defined structure.

Within the framework of the linguistic approach, let us pay attention to the point of view of Yu.N. Karaulov, who believes that the structure of communicative competence correlates with the structure of a linguistic personality, but is not identical to it.

So, in the structure of a linguistic personality, there are three levels:

* verbal-semantic;

* cognitive-thesaurus;

* motivational-pragmatic.

Thus, the structure of communicative competence is a set of five levels, which includes the psychophysiological characteristics of the individual, the social characteristics of his status, cultural level, linguistic competence and pragmatics of the individual.

Let's move on to the consideration of communicative competence in the socio-psychological context.

Let's pay attention to the interpretation of the very concept of "communication". In a broad sense, "communication" is the process of transferring information from the sender to the recipient, the process of communication.

Thus, realizing his material and spiritual needs, a person through communication enters into various kinds of relations - production, political, ideological, moral, etc.

It is professional relations that are the structure-forming element of the entire system of social relations. In the process of labor activity, the need inevitably arises for the implementation of managerial functions that involve planning, organization, motivation and control, as well as closely related to their implementation - communication and decision making. Based on this, professional communication can be defined as communication due to the need to carry out managerial functions, taking into account feedback.

Based on the position of L.A. Petrovskaya, who considers communicative competence as "the ability to effectively solve communicative problems, which determines the individual psychological characteristics of a person and ensures the effectiveness of her communication and interaction with other people", let's pay attention to the elements of effective communication:

* desire to make contact with others;

* the ability to organize communication, including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;

* Knowledge of the norms and rules that must be followed when communicating with others.

In this regard, we note that the level of communicative competence is manifested in three aspects of the communication process - communicative, perceptual, interactive.

Each of the three aspects implies the presence of communicative competence in the field:

* professional culture of speech: possession of fundamental knowledge in a specific professional field, the ability to build monologue speech, conduct a professional dialogue and manage it;

* communicative culture: culture of speech, culture of thinking, emotional culture;

* communicative behavior: possession of communicative tactics, norms, paralinguistic means of communication.

Thus, communicative competence acts as a multidimensional phenomenon, which manifests itself in the process and result of its structuring.

Let us pay attention to the fact that in pedagogical practice there is no single correct ideal structure of communicative competence. The set of its components and elements is not exhaustive and in each specific case the structure is variable.

We believe that the structure of communicative competence in general terms is a combination of the following components:

Individual-personal component. It includes psychophysiological (memory, thinking, speech, etc.), psychological (temperament, character accentuations, personality type: extrovert / introvert) personality traits.

The general cultural component is objectified in moral qualities, value orientations, views, worldview, mentality, personality erudition.

The knowledge component is a set of ideas about the communicative process as a whole, about the basic laws of communication science, principles and rules of effective interaction. It also involves knowledge of the structure, functions, types, types, patterns of communication; basic communication models, knowledge of the features of effective communication in a conflict situation.

The behavioral component is updated in the activity aspect of communicative competence. The content of the designated component is, in our opinion, the following system of competencies: oral and written speech; non-verbal communication; interpersonal perception; communication process management.

The motivational-reflexive component includes: internal and external prerequisites for mastering communicative competence by a specialist, contributing to its effective implementation; ability to analyze the situation, own goal-setting and actions of partners; adequate self-esteem of the individual, both in professional and communicative vectors.

Thus, we consider the formation of communicative competence as a way of actualizing the personal and professional qualities of a future specialist. This process is characterized, first of all, by the purposeful pedagogical interaction of the subjects of the educational process in the conditions of a personality-oriented educational environment in the context of a competency-based approach.

The key characteristics of this process are the focus on mastering the ability to analyze a communicative situation, the methods of goal-setting and planning communicative activity, the skills of interpersonal and professional interaction, the ability to objectively assess one's own communicative activity and situations of communicative interaction through intellectual-personal and professional reflection.

1.2 Factors affecting the development of communicative competence

There are various factors that affect the communicative competence of a person - this is the style of his communication, and tact, and the ability to listen, and many others.

An important factor influencing the communicative competence of a pharmacist is his ability to listen.

Listening skills as a factor in effective communication

What does a person do while listening to another? A variety of things, including those that are trying to hear and understand what the interlocutor is talking about. In addition, he evaluates it, monitors the weak points in the argument in order to strike precisely at them, thinks over his argument, just rests and relaxes after the previous communicative solo.

It is customary to talk about effective and ineffective listening. Effective listening provides a correct understanding of the words and feelings of the interlocutor, creates the speaker's feeling that they are hearing him, do not replace his problem with another, more convenient for the interlocutor. It also contributes to the promotion of communication partners in understanding the problem under discussion, the establishment of trusting relationships, leads to a solution to the problem or its correct formulation.

There are different types of effective listening: reflective and non-reflexive.

Non-reflexive listening - or attentive silence - is used when posing a problem, when it is only formulated by the speaker, as well as in a situation where the goal of the conversation on the part of the speaker is "outpouring of the soul", emotional discharge.

Attentive silence is listening with the active use of non-verbal means - nods, facial reactions, eye contact, postures of attentive interest. Speech techniques are also used, for example, repeating the last words of the speaker (“Mirror”), interjections (“Uh-huh - assenting”), etc.

Such listening facilitates the process of self-expression for the speaker and helps listeners to better understand the meaning of statements, to catch what is behind the words. Minimal interference with the speech of the interlocutor helps an experienced listener to better understand the speaker. And to the interlocutor, these techniques show that they are really interested.

Reflective listening involves establishing active feedback with the speaker. It allows you to eliminate barriers, distortions of information in the process of communication, to more accurately understand the meaning and content of statements. Such listening is used in situations where the speaker needs not so much emotional support as help in solving certain problems.

There are 4 main methods of reflective listening:

Finding out. This is a direct appeal to the speaker for clarification.

Reflection of feelings. Here the main attention is paid not to the content of messages, but to the feelings expressed by the speaker, the emotional component of his statements. Reflecting the feelings of the interlocutor, we show him that we understand his condition. In order to better understand the feelings of the interlocutor, you need to follow the expression of his face, posture, gestures, intonation, the distance established with the communication partner, i.e. use non-verbal means of communication. It is necessary to try to imagine yourself in the place of the speaker, i.e. use such a mechanism of interpersonal perception as empathy.

Summarizing a statement summarizes the thoughts and feelings of the speaker. This technique is useful for long conversations. Summarizing phrases give the listener confidence in the exact perception of the message and at the same time help the speaker understand how well he managed to convey his idea.

To paraphrase means to formulate the same idea differently. The purpose of paraphrasing is the speaker's own formulation of the message to test the accuracy of understanding. You can paraphrase only the essential, main ideas of the message. Paraphrasing shows the speaker that they are listening and understanding.

Any communication, any human interaction contains elements of the impact of partners on each other. In the course of communication, not only information changes, becoming a common sense, but the participants themselves change - their way of thinking, current state, idea of ​​themselves and the world around [p. 104].

Such changes may be desirable, expected. The listener is then exposed to the communicator. In other cases, the situation of communication, the personality of the communicator, his words or the meaning behind them may seem or actually turn out to be unattractive for the listener, dangerous for inner peace and personal ideas. Then the listener prefers to close himself from the information and its carrier. In the matter of protecting the inner world from encroachments of external information, communication barriers will serve it.

By its psychological nature, the communicative barrier is a mechanism of protection from unwanted information and, as a result, from unwanted influence. At their core, communication barriers are psychological obstacles of various origins that the listener places in the way of unwanted, tiresome or dangerous information.

It would be unfair to consider communication barriers only as protection mechanisms. Barriers can also arise in more prosaic situations: information is given in a complex, unusual form, something in the speaker causes hostility, etc. That is, there are various reasons that provoke the emergence of communication barriers. First of all, the reasons can be hidden in the content and formal characteristics of the message - phonetic, semantic, in the logic of its construction.

A phonetic barrier arises when communication participants speak different languages ​​and dialects, have significant speech and diction defects. Of course, no phonetic interference is an insurmountable obstacle. If the listener is interested in information, he will also extract it from a difficult conversation with a stutterer. But if he is not sure of the significance of the information or, on the contrary, is convinced of its danger, phonetic distortions will easily help him create an insurmountable barrier. The semantic barrier in communication arises due to a mismatch or significant differences that exist in the systems of meanings of partners. This is primarily a problem of jargon and slang.

No less important role in the destruction of normal interpersonal communication is played by the stylistic barrier. It occurs when there is a discrepancy between the communicator's speech style and the communication situation, the speech style and the current psychological state of the listener, etc.

Thus, mastering communication skills is the key to success in work. This requires long-term, purposeful, systematic work on oneself. In striving for self-improvement, one should think about how to improve relations with people, improve relations in the team. Only by caring for others, you can become better yourself, learn how to communicate skillfully with people.

1.3 Methods for diagnosing and developing communicative competence

Based on the fact that competency includes a certain set of knowledge, skills and abilities that ensure the successful flow of the communicative process, the following strategy for building a diagnostic system is distinguished: an inventory of competency components (knowledge, skills and abilities) and selection or creation for the assessment of each of the components of the corresponding psychological procedure. However, in practice, this approach cannot be effectively implemented - as communication research expands and deepens, the growth in the number of detected components exceeds the pace of creating diagnostic tools that meet the elementary reliability criterion. In fact, when diagnosing competence, they limit themselves to assessing a very narrow set of its components. Since a comprehensive diagnosis is difficult, it is desirable to define criteria for selecting the main components of competence for assessment.

Two criteria claim to be the main selection criteria; they are formed as diagnostic principles:

No evaluation of personality without evaluation of actual or potential environment;

No evaluation without development.

The adoption of these provisions significantly narrows the circle of candidates for the elements of the system of psychodiagnostics. Diagnostics acquires its systemic characteristics in connection with a meaningful consideration of communicative competence. A meaningful analysis is unthinkable without relying on a certain theoretical base.

As a theoretical basis for a meaningful analysis of communicative competence, ideas about the structure of objective activity are accepted. Of particular importance is the allocation of the indicative and executive parts of the action, as well as the concept of internal (resources) means of activity.

Communicative competence is considered as a system of internal resources necessary to build an effective communicative action in a certain range of situations of interpersonal interaction.

Like any action, a communicative act includes an analysis and assessment of the situation, the formation of a goal and composition of the action, the implementation of a plan or its correction, and an assessment of effectiveness. Of particular importance for the diagnosis of competence is the analysis of the composition of those internal means of activity that are used in orientation in communicative situations. The assessment of cognitive resources that provide an adequate analysis and interpretation of the situation is the primary task of diagnosing communicative competence.

A large block of techniques is based on the analysis of "free descriptions" of various communicative situations, given by the experimenter verbally or with the help of visual means. This creates opportunities to coordinate the survey situation with the context of the real or potential sphere of life of the subject, which distinguishes this methodological approach from standardized questionnaires, in which a significant part of the “items” often has nothing to do with the communicative sphere that is relevant for the tested persons.

A special place among the methods for assessing cognitive resources is occupied by a set of methods called repertoire matrix testing, or the technique of repertory grids (Fedotova 1984), which allow determining the elementary composition and method of constructing cognitive structures, on the basis of which the organization of sociooperative experience takes place.

Both of these methodological approaches make it possible to identify those components of cognitive resources that are actually used by people when orienting themselves in communicative situations that are significant for them. The psychodiagnostic data obtained in this way can serve as a reliable basis for the choice of correction methods identified in the course of the study of inadequacies in the development of the cognitive sphere. It is also important that the mentioned groups of methods, being primarily diagnostic, can at the same time serve as elements of competence development procedures.

Diagnostics of the competence of the indicative part of the communicative action is also partially carried out with the help of techniques based on “methods of analysis of specific situations”. This approach has the limitation that it does not allow directly assessing the cognitive resources used in orienting a communicative action, but on the other hand, it makes it possible to determine the degree of effectiveness of their use, which can be judged by the adequacy of the definition of the situation. It is also essential that with an appropriate selection of situations for analysis, the relevance of the stimulus material to the class of tasks that the subject faces in his daily life and in the field of professional activity can be ensured.

A holistic diagnosis of communicative competence, or an assessment of the resources of a communicative act, involves an analysis of the system of internal means that ensure action planning. When assessing competence, various quantitative and qualitative characteristics of the solution are used, among which the main place is occupied by such an indicator as the number of different types of design solutions.

Studies of social interaction have made it possible to establish that people in the process of communication are guided by a complex system of rules for regulating joint actions. This system of rules includes a local social aspect, rituals, rules for regulating competitive activity. A person's ignorance of the generally accepted rules usually causes a feeling of embarrassment among others, but it is not clear how to use this phenomenon for the purposes of psychodiagnostics. The creation of adequate means of analyzing this component of communicative competence is a matter of the future.

Diagnostics of the executive part of a communicative action is based on the analysis and evaluation of the operational composition of the action. The analysis of the operational composition is carried out with the help of observation either in natural conditions or in specially organized game situations that imitate situations of real interaction. An important role here is played by technical means of fixing the behavior of the observed - audio and video recording equipment, since their use increases the accuracy and reliability of the observation data and, most importantly, the observed himself can be involved in the analysis process.

At the first stage of the analysis, an inventory of the communication techniques used is carried out - a kind of operational repertoire is singled out. Such a repertoire may include mastery of the tempo of speech, intonation, pause, lexical diversity, skills of non-directive and activating listening, non-verbal technique: facial expressions and pantomime, gaze fixation, organization of communicative space, etc.

One of the evaluation parameters is the number of communication techniques used. Another parameter is the relevance or adequacy of the technique used. The assessment of this characteristic of the operational potential of a communicative action is made with the help of expert judgments in the process of evaluating an audiovisual recording.

The modern approach to the problem of developing and improving the communicative competence of adults is that learning is seen as self-development and self-improvement based on one's own actions, and the diagnosis of competence should become self-diagnosis, self-analysis. The problem of diagnosing competence is not solved by simply informing the subject about the test results - its essence is to organize the diagnostic process in such a way that its participants will receive effective information, i.e. one on the basis of which people would be able to carry out the necessary correction of their behavior.

The acquisition of communicative experience occurs not only on the basis of direct participation in acts of communicative interaction with other people. There are many ways to obtain information about the nature of communicative situations, the problems of interpersonal interaction and how to solve them.

Special assistance is required only when there are difficulties in the validation of the implemented funds, associated with the inability to receive and give adequate feedback. Here, forms of group work in the style of introspection groups are very effective, where participants get the opportunity to verify their definitions of communicative situations in the process of comparing the opinions of all members of the group. An important advantage of group forms of work is the fact that one of its products can be the creation of new analysis tools, the great advantage of which is their explication in the process of formation, and, consequently, the possibility of initial correction.

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abstract, added 02/28/2017


Biological, personal and characterological features of adolescence. The main structural elements of social and communicative competence. The activity of a teacher-psychologist in the development of socio-psychological competence of adolescents.

term paper, added 02/24/2015


Competence approach in education. Organization of psychodiagnostic examination. Social and personal competencies as a component of preparation for professional activity. Empirical study of the severity of social and personal competencies.

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Approaches and concepts of communicative competence. The concept of professionally important qualities. The main types of professions. Factor personality questionnaire R. Kettell. Methodology for diagnosing communicative social competence. Evaluation of the level of sociability.

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The study of the psychological and communicative readiness of the child for schooling. Features of the development of arbitrarily-contextual communication of older preschoolers with adults. Psychodiagnostic study of children in the preparatory group of the kindergarten.

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Features of communicative competence as a professionally necessary quality of a psychologist and the need for its development during the period of study at a university. Experimental study of the impact of training on the level of communication skills of psychology students.

thesis, added 12/16/2010


The concept of communicative competence. Methods for revealing communicative competence (competency-based and activity-based approaches): "application" tests, rating and monitoring models, self-assessment. Methods of teaching communicative competence.

The process of improving communicative competence cannot be separated from the overall development of the individual. The means of regulation of communicative acts are an integral part of human culture, their appropriation and enrichment occurs according to the same laws as the development and enhancement of cultural heritage as a whole. Society not only poses problems for the individual (including communicative ones), but also provides an opportunity to learn how to solve them.

We acquire communicative experience not only through direct interaction with other people. From literature, films, and other channels of mass communication, a person receives information about the nature of communicative situations, problems of interpersonal interaction and ways to solve them. The programs developed by specialists for the formation and development of the communicative potential of the individual, no matter how perfect they are, cannot replace the “natural” familiarization of the individual with the communicative culture of society. The goal of such programs should be not so much the replacement of “natural” experience with another, more effective one, but the organization, or rather, assistance in self-organization of the most effective ways of mastering the richness of a communicative culture.

Mastering the sphere of communication, a person draws from the cultural environment the means of analyzing communicative situations in the form of verbal and visual forms, both symbolic and figurative, which gives him the opportunity to divide and re-synthesis, as well as classify episodes of social interaction. Of course, when mastering the "language" of the sphere of communication, inadequate cognitive structures responsible for orienting communicative actions can also develop. Most often this happens when a person is one-sidedly introduced to a specific subculture (subordinate communication in the service, etc.), mastering only certain layers of cultural wealth, and only expanding the sphere of social contacts, inclusion in new channels of communication can correct existing deformations. Acquaintance with socio-psychological literature can also play its role - this enriches the dictionary, streamlines classification means.

Special socio-psychological assistance is required only when difficulties arise in assessing the reliability and effectiveness of the funds being mastered, associated with the inability to receive and give equivalent feedback. Here, forms of group work in the style of introspection groups and business communication training are very effective, where participants get the opportunity to double-check their ideas about communication situations by comparing the opinions of all group members.

An important advantage of group forms of work is that new means of analysis can be developed by joint efforts, the advantage of which will be their explicit representation in the process of their formation and, therefore, the possibility of initial correction. But the greatest advantage of group analysis is that the group can use uniform procedures for diagnosing and improving the system of means for orienting communicative actions.

Analytical observation of various communicative interactions not only makes it possible to train the acquired communication skills, but also contributes to mastering the means of regulating one's own communicative behavior. In particular, by observing how others communicate, it is possible to identify a system of rules, guided by which people organize their communication. The observer can, focusing on the outcome of the interaction, understand which rules contribute and which hinder the establishment of contact. This, in turn, can serve as the basis for developing your own system of “rules for effective communication”.

To an even greater extent, analytical observation influences the formation of a system of communicative actions. Here, as in the case of rules, conditions arise not only for creating ideas about the repertoire of techniques, but also for evaluating their effectiveness. It is no coincidence that observation of the communicative behavior of other people is recommended as a good way to increase one's own competence.

An important point in the formation of communication skills is the mental reproduction of one's behavior in various situations. Planning your actions in the mind is an indicator of a normally flowing communicative action. Such playback in the imagination, as a rule, directly precedes the real performance, but can also be performed in advance, and sometimes mental playback is performed not before, but after the completion of the communicative action (most often unsuccessful). The imaginary is not always translated into reality, but the “behavioral blanks” created in it can be realized in other situations. This makes it possible to use imaginary playback as a means of improving communication skills (“ideational training”).

Special training, therefore, is not the only way to develop competence in communication. To increase the communicative potential of the individual, it is necessary to use the entire arsenal of available means.

The success of business communication depends on the adequacy of attitudes, understanding one's subject and interpersonal position, knowledge of the patterns of various forms of communication and rules of behavior in various situations, the ability to form a tactical plan and implement it based on existing social skills. In other words, the effectiveness of communication depends on the development of the strategic, tactical and technical components of communicative competence. At the same time, the ideal should not be the utopian requirement of the sinlessness of each body movement, but the ability to correct behavior, compensating for the inevitable mistakes and mistakes, and sometimes successfully using them or drawing the necessary conclusions from them for the future. Second-tier competence, including the ability to explain, justify, and exonerate, is just as important to efficiency as the ability to avoid embarrassment.

In this context, I would like to emphasize the importance of the active personal position of the person entering into business communication. High communicative competence provides not so much adequate adaptation to the current situation of communication as the ability to rebuild it on the basis of understanding.

The concept of training. Socio-psychological training

The term "training" appeared in Russian-language literature as a tracing-paper from English and is used in two senses, broad and narrow, quite adequately conveyed by the words "preparation" and "training". Recently, the broad understanding of the term "training" has become more common. It includes a pretty impressive array of different ways to experience. So, S. Stout in the section of his manual entitled “Training Methods” lists the following types of activities: lecture, demonstration, individual counseling, discussion, role-playing game, analysis of critical cases, training games, training based on computer programs, interactive video programs , manuals for trainings for self-study (using a self-help guide), case studies (case studies), on-the-job coaching, programmed learning, work in project teams. The only thing that, at first glance, this very heterogeneous set of forms of learning has in common is the presence of a certain degree of structure or formality, it is no coincidence that the word "training" is often accompanied by the adjective "formal" in order to distinguish training from various forms of "spontaneous" gaining experience.

The concept of training is specified by comparing it with the concepts of training, development and education. As for the relationship between the concepts of education and training, the situation here seems to be the least complicated. Training is seen simply as a form of learning. The comparison between training and development is not so straightforward. Sometimes these concepts are opposed, but the prevailing view is that training can be an essential, although not mandatory, part or stage of a formal development program or contribute to development when it comes to an informal understanding of development. If we consider a pair of training - education, then these concepts are in more complex relationships. Training as a method of formal training is intended not to replace formal education, but to supplement it. If training is understood as workout, then it is one of the forms of educational activity and is included in the educational program. It is in this capacity that it is predominantly used in various systems of postgraduate education.

The concept of training is specified in definitions by specifying on his content (subject), goals and methods. Content training is determined by highlighting what needs to be developed or improved. As a rule, an indication of it is formulated as a type and components of some compo- nents. Knowledge, skills and attitudes (relationships) are most often mentioned as components, but you can also find more extensive lists of them. So K.P. Campbell, in addition to the standard triad, talks about experience, skills, understanding, insights and insights. Sometimes business and psychological qualities are called in this context.

As goals training are called successful functioning and improvement in a given area, adequate performance of a specific task and work, increasing labor efficiency, and work efficiency in a particular organization. As methods include the acquisition of learning experience, teaching or providing an opportunity to gain experience, the process of acquiring knowledge and skills, and, most often, simply “a set of active methods” [Bachkov, 2001. p. 21].

Offering their definitions, certain authors do not always, more precisely, very rarely, disclose or designate all three components of the concept of "training". It is possible to analyze a number of definitions of the concept of "socio-psychological training", which has long and firmly taken root in the domestic psychological literature devoted to the analysis of the processes of development and improvement of competence in communication. For L.A. Petrovsky socio-psychological training is "a practice of psychological influence based on active methods of group work" [Petrovskaya, 1989. p. 7]. G.I. Marasanov understands socio-psychological training as active methods of practical psychology, and SV. Petrushin is an area of ​​practical group psychology focused on the development of socio-psychological competence. In the "Concise Psychological Dictionary" (1985), socio-psychological training is called "an applied section of social psychology, which is a set of group methods for the formation of skills and abilities of self-knowledge, communication and interaction of people in a group." We propose to consider socio-psychological training as a field of practical psychology focused on the use of active methods of group psychological work in order to develop communication competence, or communicative competence [Zhukov, Petrovskaya, Rastyannikov, 1991. P. 3].

It is easy to see that with all the variety of formulations, there is something in common that unites all attempts to define the concept of "social-psychological training *. In this general two points stand out. First, most authors agree that the way to work is active methods. Secondly, in almost all the above formulations there is no target relatedness. Even if the word "goal", as in the last example, formally appears in the definition, it does not mean the actual designation of targets, which is not accidental. This feature of socio-psychological training is still in 1985 G. drew the attention of Yu.N. Emelyanov: "... strictly speaking, SPT is only the name of a set of certain active group methods, which does not contain an indication of the target application and theoretic methodological orientation" [Emelyanov, 1985. P. 4]. The absence of a clear target reference in the definitions is not a reflection of the fundamental aimlessness of this form of group work, but evidence that the goals of the training are diverse and alternative (the latter circumstance does not allow for a synthetic or compromise formulation).

Indeed, if we turn to examples of the analysis of the goals of socio-psychological training, we can see that the simultaneous pursuit of all the goals stated in the lists is very difficult, if not impossible. V.Yu. Bolshakov identifies three major blocks of group training goals: psychotherapy, training and enrichment of the personality with new experience [Bol'shakov, 1996. P. 29]. It is difficult to imagine that within the framework of one training program one could count on success in simultaneously achieving at least two goals from the above list, even if the concept of "psychotherapy" is replaced by a more cautious one - "psychocorrection". Approximately the same conclusion can be drawn if we turn to the analysis of theoretical and methodological orientations. Emelyanov himself singled out three mutually exclusive approaches, which he designated as skill training, the implementation of personal reconstructions, and work to deepen the understanding of social situations. I.V. Bachkov lists four approaches to training, which he refers to as four paradigms:

Training as a form training, where, with the help of positive or negative reinforcement, desirable behavioral patterns are formed;

Training like workout, when the formation and development of behavioral skills and abilities take place;

Training like active learning, in which the transfer of knowledge and the development of certain skills and abilities take place;

Training as a method of creating conditions for self-disclosure participants and independent search them to solve their own problems.

In other words, within the framework of what is designated as socio-psychological training, almost mutually exclusive approaches can be implemented, carried out with unrelated goals. The terminological inconvenience associated with the use of a very broad and vague concept of "social-psychological training" has been felt for a long time. Emelyanov used the term "active socio-psychological training" to designate the forms of work aimed at improving communicative competence, and instead of the concept "training group" he preferred to use the phrase "training group". In the 1980s there was a tendency to distinguish between socio-psychological training and business communication training. The latter, in connection with the then At the time, the practice of using massive video feedback was often referred to as “video training for business communication” or simply “video training”. Wherein

the target orientation and theoretical and methodological orientation of different types of group training were seen more clearly. For socio-psychological training in enrichment of personal experience (personal growth) and psycho-correction acted as goals, and self-disclosure and search as a way of work. In video training, the goal was to improve skills, and the method was active learning and training.

To designate the forms of work associated with the development and improvement of communicative competence, Emelyanov for a number of years used both the term “social-psychological training” and the term “business communication training”. The above considerations force us to abandon these two terms in favor of the third - "communicative training". In addition to the circumstances already considered, it is important to consider one more thing. Socio-psychological training, by definition, is a group form of work. Communicative training and training can also be carried out in the course of working with one, separately taken person. Although this practice often falls under the heading of "counseling", in this case it almost always includes elements of training.

Training as a method of improving communicative competence

We have already said that communicative competence, as well as other types of competence, is formed, developed and improved in a complex of not always clearly differentiated processes of maturation, education, socialization, education and adaptation.

Among the methods of developing communicative competence, the most important place is occupied by training. Although other ways to enhance and enrich the communication experience exist and are successfully developed, training continues to be the most effective way to work in the field of improving communication competence. This is recognized even by those professionals who oppose the "dominance of training" in training and development programs. Interpersonal skills are something that is not included in basic vocational education and cannot be easily mastered in the workplace during adaptation. Not surprisingly, with a general decline in the share of formal training programs in organizational learning systems, communicative training continues to be in steady demand. The most popular are trainings in basic communication skills and team building trainings.

To indicate the place of communicative training in the totality of ways to develop and improve communicative competence, we will use the "iceberg" model (Fig. 1 on p. 253), making some necessary changes and additions to it (Fig. 2).

Communicative training, as it appears from the model, performs the following tasks:

Compensates for the deficit of core interpersonal skills that are not provided by modern educational institutions and socialization institutions;

* contributes to the formation of some specific knowledge and skills necessary for successful functioning in a specific professional and social environment, namely those knowledge and skills, the development of which in the course of spontaneous adaptation is difficult for some reason.

Communication training and its varieties

At present, communicative training exists either as a separate independent form (training of basic communication skills, training of interpersonal skills), or as a “nested form” in a variety of trainings in sales, leadership, team building, meetings, negotiations, presentations.

If we talk about non-specialized communicative training, then its origins lie in T-groups and interpersonal sensitivity training. In our country, non-specialized training until the 1990s. existed, as already noted above, mainly in two forms - socio-psychological training and business communication training. At present, general, or universal, communicative training in its pure form is practiced somewhat less frequently (in terms of specific gravity) than its specialized varieties. The most popular forms of non-specialized training are neuro-linguistic programming (NLP), confidence (assertiveness) training and author's master classes, conducted mainly as part of the training system for training professionals (trainers and training managers). To some extent, the so-called business training gravitates towards the universal type of training, if we consider it as an intensive training aimed at developing business and psychological qualities that are not specific to a particular profession, organized by companies to increase labor efficiency.

Training of basic communication skills. Training of basic (nuclear) communicative skills currently underlies any kind of communicative training. It is legitimate to consider this state of affairs as temporary, since the tasks that he solves should, in principle, be solved in the course of obtaining basic education (secondary and higher). However, modern education systems are not yet able to cope with this task. It can even be assumed that for quite a long time the training of basic communicative skills, instead of existing as an integral part of educational programs, will be included in the system of professional communicative training. This type of training is aimed at the formation and improvement of those components of communicative competence, which are commonly called meta-competencies or core competencies. Their list includes the ability to understand one's interests and express one's own position, to understand the position of communication partners, to understand the peculiarities of a communicative situation, to speak and listen. Among them, it is worth highlighting a group of especially important skills related to establishing and maintaining contact, as well as the ability to work with feedback. A more detailed analysis could result in an extensive list of competencies, i.e. knowledge, skills and dispositions that not only ensure the effective functioning of the individual in his social environment, but also serve as the basis for the formation and improvement of highly specialized competencies, such as oratory, the art of negotiating with terrorists, psychotherapeutic conversation, reporting on sports, mediation in interethnic and interfaith conflicts, facilitation of group decision-making, etc. etc.

Communicative competence

Communicative competence - Competence (from Latin competentia - consistency of parts, proportionality, combination), which describes the quality and effectiveness of the ability to communicate one person with other people.

Competence and competence

The concept of "communicative competence" by origin means some requirements system to a person related to the process of communication: competent speech, knowledge of oratory, the ability to show an individual approach to the interlocutor, etc. If we are talking about the abilities of an individual, then they say that such and such has shown communicative competence. Thus, there is a widespread point of view that communicative competence (like any other competence) is a certain system of requirements, and communicative competence is the degree of compliance of a person with this system of requirements. Indeed, it is much more common to hear that someone "showed his communicative competence" rather than "showed his communicative competence."

And here a linguistic digression is very appropriate. Competentia comes from the Latin verb competo (converge, match, match). The word competentia meant a combination of something with each other (for example, a combination of heavenly bodies). Another word, also derived from competo, was competens - suitable, appropriate, competent, legal. This epithet could describe a person as meeting some requirements. However, the noun associated with competens is still the same competentia.

So, of course, some ambiguity is possible. There is, suppose, some system of requirements for a person. The individual requirements are with each other in the system. From here they can be called competence (combination). If there is a person who satisfies this system of requirements, then we can say about him that he is competens (corresponding), and this relation can also be called competence (already in the sense of compliance).

The desire of many authors to distinguish between the first and second meanings is understandable. However, it is worth recognizing that the use of "competence" in both cases is completely literate. In addition, there is little practical sense to separate "communicative competence" and "communicative competence". When used in oral and written speech, one should not forget that "communicative competence" can be understood as "communicative compliance" (that is, compliance with communicative requirements). So not it would be quite literate to say:

- "An analysis of the communicative competencies of an employee" (there is usually only one correspondence, but you can say: "Analysis of the communicative competencies of employees"),

- "Communicative competence in need of correction" (correspondence can be increased, it can be lowered, but not corrected).

Components of communicative competence

Communicative competence can be formalized and not formalized. Formalized communicative competence is a set of more or less strict rules, usually corporate, for communication. Usually this set of requirements is formalized in the form of a document, it can be part of the corporate culture. Non-formalized communicative competence is based on the cultural characteristics of a particular social group of people.

There is no, by definition, "communicative competence in general." In one environment, in relation to one social group, a person can show high communicative competence. In a different environment, in relation to another social group, this may not be the case.

Consider an example. Suppose there is an abstract builder-foreman. Being in his team, with the help of obscene vocabulary and knowing his colleagues well, he can manage his subordinates very effectively. Once in another environment, for example, among scientists, he may notice that his communicative competence is close to zero.

Communicative competence maybe include many components. Some components in one situation can increase the competence of a particular person, in another respect - lower it (as in the example with obscene vocabulary). When developing a communicative competence (system of requirements), you can include such components as:

Possession of certain vocabulary

The development of oral speech (including clarity, correctness),

The development of written language

Ability to observe ethics and etiquette of communication,

Possession of communication tactics,

Knowledge of communication strategies

Knowledge of personal characteristics and typical problems of people with whom you will communicate,

Ability to analyze external signals (body movements, facial expressions, intonations),

The ability to extinguish conflicts in the bud, non-conflictogenicity,

assertiveness (confidence)

Possession of active listening skills,

Possession of oratory,

acting ability,

Ability to organize and conduct negotiations, other business meetings,

empathy,

The ability to be imbued with the interests of another person.

Trainings (Communicative competence)

The procedure of group psychological training. Participants are divided into pairs, they say three phrases to each other. The exercise is aimed at increasing the sociability of the participants, confidence in their own speech. The procedure of group psychological training. Participants watch the same video over and over again, finding more and more interesting moments. The procedure of group psychological training. Participants think of eleven people each who will enter a personal “dream team”. A simple technique that sets the interlocutor to a rational, pragmatic tone in communication. Not every compliment achieves its goal ... Technique will help you better understand people, become more sociable. The association "people - doors" is used. Quite an effective way to win over the interlocutor, arouse his interest, anticipating further discussion of serious problems. A technique that helps to somewhat increase the effectiveness of negotiations and other communicative situations. Fluency in this technique will allow you to manage the negotiation process. The procedure of group psychological training. Participants are divided into 2-3 teams, they collectively count in their minds. The procedure of group psychological training. Participants come up with antinomies - statements that contradict each other, and at the same time both are true. The procedure of group psychological training is aimed at developing oratory skills. Participants explore illustrative possibilities for big pauses (or gross pauses). The procedure of group psychological training is aimed at developing the image, communicative competence. The procedure of group psychological training. Participants form two circles: external ("complainers") and internal ("consultants"). The procedure of group psychological training. It is aimed at developing the ability to detect deception. The procedure of group psychological training. Participants master in practice three types of communication: conversation-understanding, conversation-purpose, conversation-tool. The procedure of group psychological training. Participants learn the features of the "first impression". The procedure of group psychological training. Participants act out small anecdotal scenes about how important it is to be able to listen to the end and not interrupt. The procedure of group psychological training. Participants try to name different communication situations. The exercise is aimed both at improving the ability to differentiate communicative situations in characteristic features, and at developing a linguistic instinct. The procedure of group psychological training. Participants practice demagogy - upholding points of view with which they themselves do not agree. The procedure of group psychological training is aimed at developing communicative competence. One participant tells the story without finishing the sentence; others do it for him. The procedure of group psychological training. Participants act out absurd scenes, putting some secret, special communicative meaning into them. Other participants must solve these scenes. The procedure of group psychological training. Participants role-play, only do it very slowly. The procedure of group psychological training is aimed at developing the ability to talk to a person. The procedure of group psychological training. Participants share graceful manners with each other. The procedure of group psychological training. Participants learn how to express their thoughts in a direct way. The procedure of group psychological training. Participants master the art of flattery. The procedure of group psychological training. Participants try to answer the question "How are you?" different ways. The exercise can be used both for warm-up purposes and for the development of communicative flexibility. The procedure of group psychological training. Participants tell each other obvious facts. The procedure of group psychological training is aimed at developing the ability to summarize the main content of another person's speech, to find points where a communicative situation can be developed. The procedure of group psychological training. Participants talk about themselves in the style: "What kind of me do you know, and what do you not know." The exercise is aimed at increasing communicative competence. The procedure of group psychological training is aimed at developing the ability for clear, articulate speech. The insertion of micropauses is being trained. The procedure of group psychological training. A "princess" is chosen, who listens to different words of praise from others. The procedure of group psychological training. Participants "buy" each other's "mask" for a particular life event. The procedure of group psychological training. Participants interview each other for one purpose or another. The procedure of group psychological training. Participants learn how to use brainstorming (using a fictitious problem as an example). The procedure of group psychological training. Participants learn to resist the manipulation of their state. The procedure of group psychological training is aimed at developing the ability to neutralize moralizing on the part of the interlocutor (the so-called "parent position" in transactional analysis). The procedure of group psychological training. Participants tell a short well-known fairy tale, replacing the names of the main characters with others. The procedure of group psychological training. It is aimed at developing communicative competence, the ability to reflect on a communicative situation. The procedure of group psychological training. Participants learn ways to mitigate overly general judgments expressed by the interlocutor ("No one loves me", "Now there is no one to rely on at all"). The procedure of group psychological training. Participants share their idea of ​​what personality traits best characterize a person. The procedure of group psychological training is designed to develop communicative competence. The procedure of group psychological training. Participants show each other a large variety of various pantomimes. The procedure of group psychological training. Participants are engaged in parodies of famous people, movie characters. The procedure of group psychological training. Participants learn to "transmit" intonation in a circle. The procedure of group psychological training, the ideal posture of a seated interlocutor is being worked out. The procedure of group psychological training. Participants invent and depict their own memes. The procedure of group psychological training is aimed at training the ability to encourage other people to act and - in general - at developing the communicative competence of the participants. The procedure of group psychological training is aimed at mastering the basic communication tactics. The procedure of group psychological training, the main task of which is to demonstrate to the participants the characteristic differences between the "position of the child", the "position of the adult" and the "position of the parent". The procedure of group psychological training. Aimed at the development of communicative flexibility, linguistic flair. The procedure of group psychological training. The participants jointly come up with a script for the play, in which one or more of them are the main characters. The procedure of group psychological training, a role-playing game aimed at developing the ability to accurately convey information. The procedure of group psychological training. Participants master communication signals that indicate the excitement of the interlocutor. The procedure of group psychological training. Participants repeat the same phrase three times. The procedure of group psychological training. Participants are given "hidden roles". You have to guess who has what role. The procedure of group psychological training. Participants exchange associations, find out the relationship of these associations with others. The procedure of group psychological training. Participants tell each other about their feelings. It is aimed at developing openness in communication, the ability to express one's feelings, not to be shy about them. The procedure of group psychological training. Aimed at the development of acting skills and overall communicative competence. The procedure of group psychological training is aimed at developing communicative flexibility. The procedure of group psychological communicative training. Focused on the development of written language. The procedure of group psychological training. Participants try to guess each other's preferences. The procedure of group communicative psychological training. The exercise is aimed at developing the ability to delve into the subtext of certain phrases, analyze the unspoken, and also to develop the ability to dress your phrases in an acceptable form. The procedure of group psychological training. Participants exchange real or fictional communicative stories. The procedure of group psychological training. Participants recall and act out good and bad manners. The procedure of group psychological training is aimed at developing speech plasticity and communicative competence in general. The procedure of group psychological training. At the end of the training day, participants recall in detail what happened at the very beginning of the day. The procedure of group psychological training. Participants interview each other and refine the list of questions. The procedure of group psychological training is aimed at mastering the tactics of communicative interaction. The procedure of group psychological training. Participants give words their own meanings. The procedure of group psychological training is aimed at developing reflexivity in the communication process, the ability to highlight the essential in someone else's speech. The procedure of group psychological training. Participants learn to express their feelings by likening themselves to certain literary characters who find themselves in a certain situation. The procedure of group psychological training. Participants "democratically" control the behavior of one of their associates. The procedure of group psychological communicative training aimed at understanding by the participants one of the ways of subtle manipulative influence: appeals to the needs of the body. The procedure of group psychological training. Participants learn to "talk". The procedure of group psychological training. Participants learn to insert different kinds of accents into their speech. The procedure of group psychological training. The role-playing situation of a conversation with an extortionist is being played out. Role-playing game for group psychological training, aimed at developing communicative competence. The procedure of group psychological training is intended for the development of communicative competence. The procedure of group psychological training. Participants act out the scene of a journalistic interview. The procedure of group psychological training. "Janitor" tries to convince the young man not to litter. The procedure of group psychological training. Participants act out a role-playing game, portraying partners who did not share responsibilities among themselves. The procedure of group psychological training. The “reader” came to the library and asked what book he would like to read. The procedure of group psychological training. The acquaintance of a guy and a girl (men and women) is modeled. The procedure of group psychological training. A scene is played out: a “bad client” comes to an “employee” of some organization. The procedure of group psychological training. Guys learn to get acquainted with girls, for this they are helped by "friends-tellers". The procedure of group psychological training. The role-playing game involves "teacher" and "student" - the situation of the exam. The procedure of group psychological training. A role-playing game is played, during which one of the players appears as a tired, lost traveler who asks to spend the night, and the second as a cautious and harmful person who finds a hundred excuses. The procedure of group psychological training. Participants come up with and implement "advertising videos". The procedure of group psychological training. "Superstar" gets a job. The procedure of group psychological training. A scene is played out in which the "passenger" is in conflict with the "taxi driver".