Role distribution in the team - 6. WORKING GROUPS AND

Это продолжение увлекательной статьи про рабочие группы.

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result, participants:

1) determine the subject-functional positions (professional, sectoral) in the activities of their team and the compliance of its members with these positions (here inclinations, abilities, level of professional knowledge, skills and experience, personality type, etc.) are taken into account;

2) designate and distribute team roles (according to the typological or role approach), ensuring the complementarity and compatibility of team members.

6. Planning the first step. At this stage, the formation of a goal-promoting team system takes place, a concrete schedule is drawn up, resources and responsibility are allocated.

7. Execution. At this stage, it is carried out what was planned and planned earlier.

8. Reflection. The team constantly monitors how efficiently it has advanced. Participants evaluate the implementation of specific tasks, analyze what prevents and what contributes to the productive work of the team.

9. Planning the second step. The team is planning a second step, taking into account the analysis of the new situation.

This normative model functions as a means of orienting actions aimed at giving the work of a group of command features. The model describes the stages of team building due to which processes are leading at each stage.

The next question, which should be discussed in more detail, is how teams are assembled.

When selecting candidates, first of all, it is necessary to decide which of their characteristics are priority in each particular case, and which are secondary. First, the team is initially expedient to form not from experts "from the side", but from the personnel of the organization’s employees who know the specifics of the work, and the team knows them well. Secondly, depending on the specific conditions and requirements, priority may be given either to the high level of professional qualifications or to the personal characteristics of the candidates.

When recruiting project teams, it must be remembered that a project is a temporary enterprise (effort) carried out to create a unique (innovative) product or service, often under time constraints. The members of the project team should unite in a short time, reach an understanding, effectively solve the task, without going beyond the resource constraints. To form a project team, you must:

- comply with the functional requirements related to the qualifications and experience of the activities of specialists (to take into account knowledge, skills and abilities);

- take into account group-dynamic processes (issues of communication, group pressure, psychological compatibility, cohesion, conflicts, features of group decision-making, etc.);

- find out which project groups will be more effective: composed of similar or different (complementary) people.

Modern studies prove the practical significance of the principle of maximum heterogeneity, according to which greater productivity and creativity show heterogeneous teams compared to homogeneous ones, since people complementing each other can cover a wider range of tasks. Spontaneous selection of a team, as a rule, contributes to the shift to the homogeneity pole, as people tend to work with those they like, look like them, are close to them, but the interaction will be more productive if such people manage to agree with those who are from them different who complements them. In addition, in homogeneous groups over time, people tend to develop the missing characteristics, but they have to change their personal attitudes and inclinations, move away from their psycho-type, favorite team roles, unlike a heterogeneous group, where an individual can be himself and bring from this benefit. Thus, it is necessary to determine the inclinations of the participants and build a team in which the complementarity of each other by all members of the group will give maximum final effectiveness.

For a complete set of project groups traditionally proceed from psycho and use a typological approach.

The most popular model in the typological approach is the model of D. U. Keirsey, based on the ideas of CG Jung and the concept of Myers-Briggs. The core of this model are four psycho-types: NT - strategist , NF- diplomat, SJ- logistic, SP- tactic. Each of these psycho-types (intellectual roles) has strengths and weaknesses, features of relationships with colleagues and contributes to the team. So, NT- strategy introduces thoughtful conceptual foundations to team decisions, develops useful alternatives to planned actions, is inclined to support ideas of partners. It is best manifested in situations that require intellectual effort and allow you to freely express your ideas. Management style - visionary development strategies and concepts. The NF diplomacy brings to the team a personality-oriented, purpose-oriented look at the state of affairs. It is indispensable in predicting the social consequences of organizational and technological change. He is a good conductor inside the organization of plans and new ideas, because he knows how to convince, is able to infect his colleagues with enthusiasm. Management style - regulation of power relations, the conviction of harmonization. SJ -logist is focused on supporting an efficient, flawless system that helps create a full-fledged information field for team members. Its main feature is a sense of responsibility. If the team lacks SJ, then significant details may be missed, the implementation of the plans may be delayed, and the right decisions will not be put into practice properly. Management style - focus on consolidation and stability, maintaining subordination and order. Finally, the SP- tactic is effective in verbal discussion of specific plans and in developing solutions to current problems. Effective in crisis situations, but should be taken out of the situation as soon as it returns to normal. Prefer independence, spontaneity, freedom. Management style - conflict resolution, managing the dynamics of the situation.

Based on this model, it is possible to describe the contribution of each of the four basic psycho-types to teamwork, to predict the strengths and weaknesses of the existing project group, potential conflicts and contradictions in it. If possible, it is necessary to ensure participation in the project team of employees with different psycho-types (according to the principle of heterogeneity).

In the formation of management teams, role-based approaches are used (for example, models by R. M. Belbin or T. Yu. Bazarov), which proceed from the requirements of management activities, in which the stages, types of tasks and individual management functions are distinguished.

The key concept in these approaches is the notion of a role. A team role is a model of behavior that ensures the productive interaction of team members with each other in the process of moving the team to its goals. Each team member who performs a certain team role is given their own goals, objectives, and functions. The team, carrying out joint activities, expects its duties to be fulfilled. Successful fulfillment of the role implies that the person knows about these expectations and has the willingness and ability (competence) to fulfill them. The group (team) role is revealed through the basic dichotomy: ideas about the business process and attitudes and competencies associated with building human relationships.

If you need to recruit a management (self-managed) team, you should:

1) to reconstruct the management process, determine critical points for it, describe the functions necessary for its full implementation;

2) to determine which skills (competencies) are needed to solve these problems;

3) to find people who are able (capable, competent) and want to solve problems of every type.

When describing the requirements for candidates in the formation of management teams, we can distinguish three key groups of skills and abilities that the potential candidates for management teams must possess (or strive to master).

1. Skills in systems thinking and situational analysis. These skills are necessary for the analysis, planning of the activity in the conditions of limited definiteness and constant changes of external factors. It is advisable to pay attention to such abilities of candidates as:

- the ability to isolate from various sources of useful information on comparative data, technologies, methods, market conditions, potential competitors, etc .;

- the ability to systematically analyze the available information in order to form certain forecasts, strategies for action, and to develop new activities;

- the ability to assess the risks of possible actions, objectively analyze all the pros and cons of various scenarios.

2. Communication skills. Abilities of candidates are usually evaluated:

- to create an atmosphere of trust, to appreciate the ideas put forward by others, to involve the team in active work, not closing all tasks on themselves;

- to form motivational incentives for employees, providing them with the resources, feedback, education and training necessary for their personal and professional growth;

- clearly and convincingly argue their proposals and proposals of others, aimed at a rational way to achieve the final result.

3. Leadership abilities of candidates. The following qualities are revealed:

- confidence, the ability to clearly identify the most rational course of action and infect others with confidence in the success of the chosen path;

- the ability to build partnerships, even with those services and colleagues with whom traditionally develop conflict relations;

- focus on action and result, the ability to take responsibility for the achievement of goals, overcoming external difficulties and bureaucratic barriers.

In the practice of team building, it is often necessary to engage in the preparation of command leaders, for example, as part of the preparation of a management reserve or the urgent preparation of future leaders of new organizations and divisions, political parties. The solution of this problem is associated with the allocation of competencies necessary for the effective performance of leadership functions in a team. The minimum program should involve working with a set of leadership competencies, including:

- management of attention and senses - the use of communicative techniques that contribute to the perception, understanding and acceptance by the audience of those messages, statements and comments made by the leader;

- management of group processes - participation in organizing group discussions of problems and making joint decisions, the ability to organize and conduct business meetings, structuring a group process (playing the roles of supervisor, moderator, facilitator, idea generator);

- diagnostic competence - knowledge, skills and attitudes that help determine the basic inclinations and predispositions of people according to their external behavioral manifestations in order to understand and predict their behavior and make effective use for the benefit of the team;

- feedback management - possession of appraisal techniques (praise, censure) and non-appraisal (informing on performance results) feedback in order to influence team members and form interpersonal relations between the leader and the followers.

If there is a task of forming a team of changes that works with organizational changes, then it is necessary to take into account that it must meet two conditions - organizational and personnel. In such a team should be represented all the nodal departments of the enterprise, the minimum impact on which leads to maximum results. The team of changes should consist of an active minority, i.e. group members who have less ability to influence the group as a whole, but due to their style of behavior (consistency, reasoning, consistency and perseverance in promoting their views) can change the majority opinion. In addition, a member of a team of change must not only have the necessary abilities, but also be located at the intersection of many channels of formal and informal communication in order to have a transformative effect. Psychological and professional characteristics of reformers can be diagnosed using a comprehensive analysis of their professional path, the facts of professional socialization (analysis of formal biographical data of the questionnaire, a biographical interview, assessment centers, development centers). The tasks associated with the development of innovations and their introduction into the organizational structure, involve the modification of business processes, the redistribution of tasks and functions, changing the rules and rules of interaction. The members of the change team act as translators and promoters of changes, direct the desires, motives, knowledge and skills of employees to solve new problems, react to resistance to change, stimulate the training and development of personnel. Therefore, this type of work is permeated with the tasks of leadership.

Team clearing occurs as a result of successively conducting specially organized procedures for working with the team, involving participants to complete the team building stages and to work out the communication skills required in teamwork.

Actions for the formation of team spirit are aimed at solving the following tasks:

- increasing the loyalty of staff to the organization;

- the creation of informal content and useful for the company relations between employees;

- strengthening the informal authority of managers;

- creating experience of highly effective joint actions;

- increase motivation pa collaboration;

- a deeper understanding of the individual characteristics of each other, increasing the degree of acceptance of each other, the development of trust between employees;

- the creation of a bright joint history, enhancing the awareness and acceptance of the company's philosophy.

The development of the team takes place in two planes: instrumental and socio-emotional. Orientation to one or another side of the team’s vital activity determines the technology of work on team spirit formation (team rehearsal). Classification of approaches to the team rehearsal may look as follows.

1. Training skills (skills) have an instrumental, teaching character (high orientation to the instrumental side of relationships and low - to socio-emotional relationships). They master teamwork skills.

2. Group-dynamic training focused on the development of emotional relationships in the group. Within the framework of such trainings, the life of the group is simulated under extreme conditions ("rope course").

3. Trainings on mastering behavior (business games, comprehensive team rehearsal trainings, seminars on the formation of a common vision) are focused on both social and instrumental relationships.

4. Team coaching, or team building in real time, is a complex work on positioning participants, developing a common vision and optimizing relations, which is carried out in existing organizations.

5. The natural development of the team.

Methods of developing team spirit include conducting problem meetings, round tables and conferences, publishing a corporate newspaper, joint outdoor activities, and much more. It is necessary to emphasize that such events only develop and strengthen the team spirit, but do not form it. If there is no teamwork, a sense of belonging of employees to a single whole, then corporate holidays and holidays will not be able to build it.

Creating an effective team to solve various tasks is a great opportunity to increase the competitiveness of an organization and a way to survive in the market. Creating a special team allows you to eliminate the shortage of specialists in a particular area, can fill a gap in the functional structure of the organization, resolve a crisis situation and cope with a complex creative task, optimize the organization's management system through teamwork.

Role distribution in the team

In the process of team building each participant determines his place in the system of personal and business relations in the context of the organization. This process is called positioning. Positioning is carried out according to the goals to which the team is directed. Для каждого члена команды определяется перечень функций, которые будут им выполняться согласно его позиции (напомним, поведение, ожидаемое от лица, занимающего определенную позицию в команде, называется ролью). Важно, чтобы эти функции были правильно адресованы их потенциальным носителям и соответствовали их индивидуальным особенностям. Здесь встает вопрос о командном распределении ролей.

При формировании команд учитываются как функциональные роли, т.е. поведение участника, ожидаемое группой, которое определяется предметным содержанием выполняемой им деятельности (финансовой, маркетинговой, производственной и пр.), так и командные ( групповые) роли, т.е. модели поведения, которые обеспечивают продуктивное взаимодействие членов команды друг с другом. Обе эти реальности – предметное содержание деятельности и человеческий фактор – представлены в общем понятии "роль".

В определении ролевых позиций в команде используются как типологические подходы (концепция Д. У. Кейрси о психотипах (интеллектуальных ролях), в которой выделяются четыре позиции: стратег – дипломат – тактик – логистик)), так и ролевые подходы (так, в концепции Т. Ю. Базарова тоже содержится четыре ролевые позиции (организатор – администратор – управленец – руководитель)), а в модели Р. М. Белбина фигурирует восемь командных ролей (координатор – реализатор – контролер – мотиватор – генератор идей – аналитик – вдохновитель – снабженец, позднее была добавлена роль "специалиста"). Команда считается сбалансированной, если в ней представлены основные предметные и интеллектуальные позиции.

Типологический подход при решении задачи позиционирования членов команды может:

– применяться при формировании управленческих связок типа лидер – менеджер или лидер – менеджер – фасилитатор;

– использоваться для контроля ролевой сбалансированности команды (степени ее гетерогенности);

– помочь прояснить ролевую структуру самой команды, ее сильных и слабых сторонах.

Мы уже отмечали, что при комплектовании управленческих команд наиболее целесообразно использование ролевого подхода. Суть подхода заключается в том, что команда не сможет эффективно работать, если все задачи и функции, из которых состоит управленческая деятельность, не будут реализованы и устранены все слабые звенья.

Ролевой подход может быть представлен несколькими концепциями. Наиболее популярными в настоящее время являются:

– концепция командных ролей Р. М. Белбина, которая позволяет выявить установки и способности к тем или иным командным ролям;

– "колесо команды" Марджерисона – Мак-Кена, которая описывает восемь рабочих функций в процессе управления, анализирует типы задач, решаемых командой, и дает возможность оптимизировать управленческую деятельность;

- a model of managerial roles of T. Yu. Bazarova, based on the model of management activity of G. P. Schedrovitsky and describing the four types of roles and the corresponding tasks, as well as abilities / competencies for each role.

One of the most popular models in the practice of team building is the model of team roles of R. M. Belbin. Professor Raymond Meredith Belbin (Great Britain) is the creator of the theory and model of "Roles in the management team", the author of books that have become a manual for managers. The book of R.M. Belbin "Management Teams. Secrets of Success and Causes of Failure" is on the list of the most widely read books on management. In addition, this popularity is due to the availability of available diagnostic tools - the Belbin self-perception questionnaire, which allows assessing preferences by team roles.

Several years of experiments in production, analysis of successful and unsuccessful teams, revealed R.M. Belbin to eight roles of members of an effective team, which were grouped in pairs in accordance with their functional purpose (Table 6.6).

It is important to note that the best team may vary depending on the task. According to R.M. Belbin, the list of eight roles is necessary and sufficient to complete the team. However, this does not mean that all eight team roles are always necessary - in any group and in any situation. In the first place in any team - balance, balance and the presence in the team of roles that perform key functions - leadership, communication, intellectual development, activities on the main business process.

The author of the model draws attention to the construction of inefficient teams. Ineffective commands are divided into two types:

1) inefficient teams established in an imperfect corporate culture (they repeat the mistakes and errors that exist in the organization);

Table 6.6

Team Roles by R. M. Blsbin

Type / Symbol	Functional purpose	Typical features	Positive traits	Acceptable Defects
Implementer (working bee) / RP	Labor Managers	Conservative executive	Organizational skills, practicality, energy, self-discipline	Lack of flexibility, immunity to unverified ideas
Controller / CN		Scrupulous, organized, conscientious, emotionally unstable	Ability to establish friendships, striving for perfection in everything	The trend of anxiety about the little things. Aversion to the expression "throw out of my head"
Coordinator (leader) / RK	The leaders	Calm, confident, controlled	The ability to listen, consider and evaluate the merits of all proposals without prejudice. Strong motivation to achieve goals	Ordinary in terms of intelligence and creativity
Motivator / MT		Very nervous, responsive, dynamic	Internal impulse and willingness to fight inertia, inaction, complacency or self-deception	Tendency to dissatisfaction, annoyance and impatience
Idea Generator / GI	Intellectuals	Individualist, serious, unorthodox	Giftedness, ingenuity, intelligence, knowledge	"Soars in the clouds," underestimates the practical details or the need for a protocol
Analyst / AN		Prudent, imperturbable, prudent	Discretion, insight, good mental abilities	Lack of inspiration or ability to motivate others
Inspirer / VD	Negotiators	Socially oriented, calm, sensitive	Ability to be responsible for people and be responsible for the situation, create and maintain team spirit	Indecision in crucial moments
Provider (prospector) / SN		Extrovert, enthusiastic, inquisitive, sociable	Good contact with people and develops something new. Shows resistance in difficult situations	Loses interest in work when her initial attractiveness passes.

2) ineffective teams with an unsuccessful combination of the individual characteristics of its members, when for various reasons it is not possible to select the most appropriate team role for each person.

According to R. M. Belbin, not everyone is capable of teamwork. Approximately for 30% it is not possible to select a team role. Such employees work best on an individual basis. The rest can identify two or three roles for which a person is best suited - this is usually the main and backup role.

The Belbin model retains the principle of heterogeneity. Thus, the author specifically considered the homogeneous teams of the Apollo ooze, consisting of some "generators of ideas." It turned out that, despite the unification of intellectuals with a high level of creative abilities, the productive potential of the work of such a team is much lower than the productivity of individual work.

The Belbin command role model can be widely applied. It can be used to think about the balance in a team before starting a project; use it to determine and thus manage the interpersonal differences of the members of an existing team; use to develop a team player. The model is a “guide” for the development of team strengths and overcoming the weaknesses as well as the strengths and weaknesses of each team member performing a particular role.

The idea of ​​group roles was further developed in the “Team Wheel” model developed by Marjorison and McKenn (1991) (Table 6.7). The management process in this model is divided into eight work functions and one area of ​​coordination activity called "linking" / "linking". Symbolically, the model is presented in the form of a wheel with eight segments and a core. In accordance with these eight basic functions, eight types of individual preferences, or team roles, are recorded. For the "formation of connections", a separate role is not allocated, since it is believed that this type of activity can be performed by any member of the team with developed communicative settings.

Table 6.7

Marjoris-McKenna model

Task type (work functions)	Role. Individual preferences
Consultation - receiving and providing information through external and internal communications	"Consultant Rapporteur". Copes with the collection of information and can make information accessible and understandable to others. Prefers to collect all the information before the action. Avoids conflicts and direct collisions.
Innovation - the promotion of new ideas and their promotion	"Innovative Developer". It has a broad outlook, a future orientation, a willingness to listen and perceive information, a desire to improve, going beyond standard decisions. Absorbed by his ideas, can be absent-minded and inattentive. May be misunderstood
Incentive - referral to customers and key stakeholders inside and outside the organization	"Researcher-promoter". It can be the initiator of change, energetic, able to work in several directions simultaneously, quickly catch what is happening. Entrepreneurial, has the skills of persuasion. Not interested in aspects of control and organization, may not pay enough attention to details.
Development - planning and preparation activities (testing of new products, analysis of procurement indicators, design, development of new business areas, reorganization, development of new activity systems)	"Assessment and Development Specialist". Feels a desire to promote ideas and introduce innovations, prone to project activities. It does not always generate productive ideas on its own, but is able to work perfectly with the ideas of others, does not forget about the "pitfalls". May lose interest at the operation stage.
Organization - addressing the relationship between people and tasks	"Coordinator-organizer". It is inclined to influence events, it is easy to make a decision. Moves towards the goal, overcoming the conflict
includes four factors: external technical factor (system), internal technical factor (contract), internal human factor (personnel), external human factor (clients)	you focus on goals, objectives, deadlines and budget constraints. Subordinates its activities to the plan. May ignore other people's interests.
Production - the development and implementation of systematic structured methods that allow people to carry out regular activities	"Production and Finishing Specialist". Effectively and efficiently performs work. Practical, rational, concentrates on real problems and projects. Able to meet deadlines, work according to plan, focused on systematic methods. There is a need for a clear structure and distribution of responsibilities. Able to do the same work for a long time, can resist changes
Control - matters in regular activities and requires attention to detail (especially important when checking products)	"Inspector Controller". He prefers to work independently, his contribution will be visible and effective if the team understands what is required of him. The ideal researcher is able to gather a lot of information, but he is not inclined to advance his achievements and may delay
Maintain - ensuring consistent product quality and customer service. Determines the team’s activities in terms of safety, reliability, ethics, dedication, retention of old customers, ability to meet the requirements of time	"Specialist in maintaining the achieved level". More calm compared to other team members. Not prone to immediate reactions, deeply examines the issue before how to act. It has strong principles and strong values.
Links - providing links between: - team members; - team and other groups in the organization; - team and suppliers; - team and customers	All roles. Any team member knows how to listen, is ready to assist, can manage interaction, has developed communication skills, is able to organize decision-making and goal setting in a group, delegates authority and distributes responsibility, is focused on the development of the team

The "team wheel" model analyzes the types of tasks that are effectively and inefficiently solved by the team. For diagnostics, various survey methods, interviews and group reflexive sessions are used. During reflexive sessions, team members are asked to assess the significance and quality of the team’s solution to certain tasks, after which a group discussion takes place. As a result, the team clearly understands which work functions are currently suffering and which are performed relatively effectively. In the case of inefficient execution of functions, the team role is redistributed. Thus, the team acquires powerful reflexive means for analyzing activity and influence through discussion, design and planning of its own activity.

In Russian psychology, the model of managerial roles was developed by T. Yu. Bazarov (2005). At the heart of the model is the model of the management activity of G. P. Shchedrovitsky. The Bazarov model considers the management process through four types of tasks. These tasks are combined according to the principle “from general to particular”:

a) the actual management tasks - strategic planning and changing the position of the organization on the market:

- determination of the strategic directions of the development of the organization and the conditions under which the chosen directions should be changed;

- SWOT analysis;

- determination of strategic goals and directions of development of the organization;

- strategy Development; identification of strategic partners, networking;

b) organizational tasks - design of business processes and organizational structure, development of measures to achieve the goals of the organization:

- innovation, modernization, change of business processes;

- distribution of work and functions;

- design activities of departments and positions;

- establishment of technological standards, design of mechanisms for monitoring their observance;

- distribution of responsibility, the establishment of standards of activity;

c) administrative tasks - planning and allocation of resources:

- operational management, maintenance of business processes and organizational structure in the mode of operation;

- tactical planning;

- operational distribution and redistribution of resources;

- ensuring control over the use of resources by departments;

- assessment of current work results and their compliance with resource constraints;

d) management tasks - directing the potential of employees, resolving issues related to people:

- training, motivation, mentoring, conflict management;

- selection, placement and assessment of employees;

- ensuring the correct understanding and execution of subordinate tasks;

- translation of organizational norms, values, traditions and rituals of behavior.

According to the type of task, four managerial roles and the competences necessary for their execution are described (Table 6.8).

Effective implementation of the role implies that the employee must be assigned relevant tasks, he must have a psychological readiness to solve them and must have the necessary abilities.

Table 6.8

Management roles in the model of T. Yu. Bazarova

Role	Abilities / Competences
Manager	The ability to flexibly redefine your goals and approaches, work in a situation of uncertainty, focus on maximizing the gain. Required qualities: non-standard thinking *, flexibility of thinking, strategic thinking *, flexibility in communication, achievement motivation, willingness to change *
Organizer	A clear vision of the final result and the design of the stages of its achievement, not lagging in details, the ability to group functions in an optimal and consistent way, structure large volumes of information, flexibly take into account constraints when designing structures and technologies. Required qualities: systematic thinking, flexibility of thinking *, the ability to design *, focus on a specific result; ability to negotiate; willingness to change
Administrator	Orientation to stable activities, the ability to work with large volumes of information, to estimate the costs of resources, to predict "temporary" conflicts. Necessary qualities: systematic thinking *, ability to plan *, orientation to a specific result, ability to negotiate, responsibility *
Head	The authority and influence in the group, regardless of official position, the ability to rally the group, inspire, arouse labor enthusiasm, it is important to be able to analyze the socio-psychological climate, predict and resolve conflicts. Required qualities: dynamic thinking, orientation to a specific result, group management *, effective interaction with people *, flexibility in communication

Note : The (*) mark indicates key skills / competencies for each role.

Model T. Yu. Bazarova can be used to complete the management teams. It is optimal for cases when it is required to assess the management potential of the sample or rank them with their abilities for the management activities of a particular tina, and then form a management team from them, for example, when forming a reserve of managerial personnel. The model is equipped for this advanced psychodiagnostic tools. The model allows you to form a team that with a high degree of probability will cope with the management tasks of various types, and determine the boundaries of its powers. In addition, the model can be used to analyze the management system of the organization as a whole, due to the fact that it describes critical management points.

The use of a particular model is due to a specific management situation. If disruptions due to human factors or predictable contradictions within the team are expected, make optimal use of the Belbin model. If a team has a rich communication with the outside world, the Margerison-McKen model is optimal in which the topic of communicative connections is worked out to the maximum. If there are significant disruptions in the management system within the organization as such or no confidence in the amount of authority delegated to the team, then it is advisable to conduct a diagnosis based on the Bazarov model before forming the management team.

There is no single ideal set of roles for any team. In fact, they are unique in each team. However, it is possible to describe several relatively invariant roles for all groups, for example, “leader”, “expert” (authority), “novice”, “oppositionist”.

Thus, a team leader is one who is better able to organize a group to carry out an activity, unite participants on the basis of their common interests and support their commitment to common values. The leader knows how to prioritize, motivate followers, knows the art of interpersonal relationships, is charismatic, able to take risks, is flexible, aims at transformation and development. The leader inspires people and inspires enthusiasm in them by developing a vision for the future and ways to achieve it. He is constantly trying to develop new and ambiguous solutions to the problem. Leadership is a process of active interpersonal influence, arises in the system of informal relations, which, in turn, fall into business and emotional. Therefore, we can talk about business and emotional type of leadership.

The team manager, unlike the leader, is the administrator, performs the functions of orientation and control. He develops a plan that is the basis of his actions, relies on the system, works on the goals of others. As a rule, these two functions (leadership and managerial) are difficult to combine. To effectively accomplish leadership tasks requires a mental lead and going beyond the situation, and to perform managerial tasks, you need to act in real time, immersing yourself in the details of the present situation. On this basis, the leader-manager bundle is the minimum structural unit necessary for successful management of the group’s activities.

The problem of team building is directly related to the significant role of the leader in this process. It is possible to describe changes in the role and position of a manager as the team is being formed (Table 6.9). The manager’s professionalism is largely determined by his ability to transform the organization’s structural units into professional self-regulating teams.

Table 6.9

Changing the position of a manager as a team develops (according to O. Evtikhov, 2007)

Team Development Stages	The role of the leader and his tasks
1. Starting team	The leader is at the center of all interactions in the group. He coordinates the actions of all team members, motivates and trains them, controls the results and the effectiveness of the activities of each subordinate. The main tasks of the head: determining the functions of subordinates, ensuring their ability to perform their work independently and be responsible for their actions
2. Team transitional period	Team members form the appropriate professional competence and take on ever-increasing responsibility for the work performed, the manager is relieved of the need to control the actions of each subordinate and provides team members with them to directly interact with each other when solving problems. At the same time, the head's attention shifts from monitoring the activities of each subordinate to coordinating intra-group employee interactions. The main tasks of the head: ensuring the ability of subordinates independently and directly interact with each other, exercising control over the group-wide activities
3. Experienced team	Team members gain experience in professional intra-group interaction; the leader allows team members to coordinate group-wide activities themselves. He spends less time tracking the daily activities of employees, therefore, there is more time to get additional external resources for the team and to manage external group relations. The main tasks of the head: monitoring the effectiveness of the team, managing relationships with external institutions
4. Mature team	The team is fully responsible for their work. She resolves most administrative and professional issues, independently plans her work, assigns roles and responsibilities, overcomes technical and other difficulties with minimal outside intervention. The head gets the opportunity to go to the managerial level. He coordinates the interaction of several teams and distributes resources between them. At the request of the team, the manager can directly assist her (in this case, the team moves to the previous stage), or can use external sources for this

Professional development of a leader can be represented by the formula "Management - Management - Leadership". Initially, the manager masters the functions of direct leadership of people. Then he is released from them, delegating them to his subordinates, and takes over the functions of managing the organization. Then he delegates these functions, fully focusing on the functions of the positional leader.

The role of the new team member is no less interesting. On the one hand, team members often expect newcomers to be preoccupied, passive, dependent and conformist. Moreover, newcomers with such characteristics are more likely to be accepted by the old (full) team members. On the other hand, newcomers inevitably pose some threat to the team. Often this is due to a fresh and relatively objective look at the team, and this causes them to ask questions or express opinions that cause concern.

We can distinguish different roles for "newbies":

1) visitors - those who are expected to stay in the team for a short time and will not be able to help achieve long-term goals, since it is believed that they have not enough commitment, their ability to change the team is not discussed;

2) shifting employees - those who recently belonged to a similar group and have experience;

3) alternate employees - take the place of former members;

4) consultants - join the team to learn working methods and suggest improvements.

Forming a team is impossible without the development of its members, their group socialization. Once in the team, the individual develops consistently, there occur cognitive, affective and behavioral changes, which are the result of the mutual influence of the individual and the group throughout the interaction time.

For the successful functioning of the team requires a clear positioning and distribution of team roles. The general idea of ​​recruiting teams is to determine which team can perform a particular role with maximum efficiency, and make it possible, if possible, to fulfill all the roles necessary for effective activity.

Role conflicts

In any group, the mechanism of role differentiation works. Its essence is that various members of a group assume different roles corresponding to the position they occupy in this group in the system of business and personal relationships. This is how the role structure of the group is formed, i.e. a set of relationships and relationships between members of a group characterized by the distribution of group roles between them, namely typical behaviors prescribed, expected and implemented by participants in the group process.

The effectiveness of the interaction of participants depends on how well they understand each other’s roles, adequately recognize the expectations that have arisen in the group, and the requirements for the execution of these roles, and how well their role-based behavior meets these requirements. In the absence of these characteristics, role conflicts arise.

Usually, role conflict (RK) implies a situation of conflicting or incompatible expectations (requirements) to which a person performs a particular role, occupying a certain position in the system of social relations and relationships (functional, role, business, personal, etc.) ).

The following main types of RK are described in the literature: interrole (interrole), internal role (intra role), and personality - role conflicts. At the same time, an individual encounters with an intergeneric conflict when he is at the same time the carrier of such roles that impose incompatible or incompatible expectations on him. Thus, the social role of the school principal conflicts (comes into conflict) with such roles as teacher, husband, father, head of the family, etc. Military chaplains (a priest in the army) are trying to balance the incompatible roles of a priest and a military officer. The insurance agent is faced with the dilemma that his friend is also a competitor in work. For this type of RC, the multiplicity of roles and the breadth of the role range are characteristic, which creates the conditions for the emergence of role conflict.

With an intra-conflict, an individual is encountered if he perceives himself in a situation where others have different expectations for him as the performer of a single role, i.e. конфликт возникает по поводу того, что есть должное ролевое поведение, в силу того, что разные люди и разные социальные (как формальные, так и неформальные) группы по-разному представляют себе обязанности, связанные с одной и той же ролью. Так, ожидания к директору школы различны со стороны учителей и организаций, финансирующих и курирующих школьное образование; члены семей учителей ожидают, что свободное время они посвятят своей семье и детям, в то время как их ученики, вышестоящие руководители и т.д. ожидают, что большую часть своего свободного времени учителя должны посвятить работе с трудными учениками, повышению своей квалификации либо общественной деятельности в школе. Экспектаций к старосте студенческой группы различны со стороны деканата, который ожидает жесткой и принципиальной линии поведения в отношении дисциплины, явки на занятия и общественные мероприятия и т.д., и студентов группы, которые желали бы более лояльной по отношению к группе политики от старосты как члена своей студенческой группы.

Поскольку существуют два способа, в которых возможны расхождения в понимании должного ролевого поведения, то существует и две формы внутриролевого конфликта. Одна форма касается расхождения ожиданий между разными группами по отношению к одному и тому же исполнителю роли. Например, деканат и студенты по отношению к старосте группы. Другая – предусматривает возможные расхождения, отсутствие единства и внутри каждой из групп, например, нет единства внутри студенческой группы относительно того, как должен староста вести себя в данной ситуации.

И, наконец, личностно-ролевой конфликт. Этот вид конфликта возникает, когда качество, внутренние ценности, стандарты, представления и потребности индивида как личности не соответствуют социальной роли или установленному ролевому поведению, т.е. субъективное "Я" вступает в конфликт с социальной ролью, носителем которой является данный индивид. Как правило, это происходит в тех случаях, когда система действий, предписываемая данной ролью, противоречит субъективному "Я". Так, описан случай, когда выпускник финансового института, проводя свою первую ревизию, обнаружил серьезные злоупотребления. В соответствии с предписаниями данной социальной роли, ревизор должен был требовать суда над виновным, но как человек исключительно мягкий и жалостливый, он оказался не в состоянии решиться на это. В итоге этот конфликт привел ревизора к тяжелому неврозу. Это говорит о том, что для успешного выполнения роли требуются определенные качества личности, если таковых нет, то возникает личностно-ролевой конфликт.

Among the few theories that are directly related to the problem of the Republic of Kazakhstan, the following can be avenged: the theory of role tensions by W. Goode, the theory of RK J. Toby, the theory of marginal man R. Park, E. Stoonquist and others, the theory of resolution of RK N. Gross, U Maisen, A. Makchercher, T. Sarbin's theory of role consent. and others. We briefly consider the main theoretical approaches in the field of developing the problem of the Republic of Kazakhstan. The sequence of description and analysis of these approaches will correspond to the types of RC described

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Продолжение:

Часть 1 6. WORKING GROUPS AND TEAMS IN ORGANIZATIONS
Часть 2 Role distribution in the team - 6. WORKING GROUPS AND
Часть 3 Teamwork communication - 6. WORKING GROUPS AND TEAMS IN ORGANIZATIONS