Examples of business games. Business game scenario. T business games in the library Scenario of a business game in the school library

A librarian, like no one else, simply needs to not only know the rules of communication, but also be able to effectively apply them in life. Every day we (even regardless of our desire) become participants in various types of communication, which in any case are offered to us by family and society. How to behave correctly in situations that threaten us with conflict, since no one is immune from participating in them? For a librarian, even if he does not directly communicate with the reader, the tasks of optimal communication remain relevant every day: we communicate with colleagues, each of us has a boss, and besides, we travel in transport every day, communicate with family, friends, and often with strangers... So, for us, the employees of the methodological department, the training “The Art of Conflict Resolution”, which took place on October 27 in our library (moderator A.V. Podgaynaya), turned out to be very useful.

Everyone who took part in the training had the opportunity to look at themselves from the outside and take into account the experience of their colleagues, to get closer to the ability to get out of any difficult situation calmly and with dignity, and to learn the correct attitude towards the personality of another.
At first glance, it is quite easy to answer the question, which positive qualities help resolve an “acute” situation without conflict, and which, on the contrary, complicate it - but this is when it does not concern you personally... Each of us had to honestly tell ourselves (in writing and confidentially), what helps me personally and what hinders the peaceful resolution of the conflict. And the number of answers in each column could also become an “indicator” of one’s own honesty. And here it’s your choice: if you want to understand yourself, answer the questions sincerely... I really liked the role-playing game “boss - subordinate”: each participant could feel how easy it is to be a “strict” leader and how to get out of the situation calmly and fairly... For training The game situation “you are calm, you answer all negative statements addressed to you with a calm “no”” was also aimed at the ability to maintain a state and control emotions. As always, the great advantage of the training was the relaxed atmosphere and sense of humor. And most importantly, no one was left out, every participant was involved in the game, the active form of training is very effective, we have once again seen for ourselves. I think that we have all come closer to solving the main objectives of this training - developing confident and conflict-free interaction, as well as increasing self-esteem and self-esteem through self-analysis of personal properties and qualities.

3 comments:

Takira comments...

Well done! A very useful event! What materials did you use? I would like to conduct similar training for my employees.

methodist comments...

The training was conducted by Podgaynaya Angelika, who is a coach consultant and trainer. Therefore, accordingly, coaching techniques were used - coaching club (questions and answers) + role-playing games.
You can view part of the training:
Start.
To warm up and create a friendly atmosphere, let's play the game “Compliments”.
We split into 2 people. We start telling each other compliments and wishes. Change. - 3 min.

Questions for participants:
1. What is conflict?
2. Is conflict good or bad? If good, then why? How is conflict useful?
3. How often do you become involved in conflict? At work? Try to estimate the amount of time you spend on resolving or simply participating in the conflict? As statistics show, from 25 to 60% of working time!
4. What prevents you from effectively resolving conflict?
5. What are the consequences of conflicts (well-being, relationships, motivation, productivity)?
6. What helps resolve the conflict (the “I want and can resolve the conflict” attitude, calmness, positive thinking)?
7. If you are irritated, to what extent do you control the situation and can you control the process? If you are aggressive, you shout – will they understand you, will they hear you?
8. Who causes conflicts? Who is responsible for the cause of the conflict and the resolution of the conflict? (slide on the screen “Change Starts with Me”). Who is responsible for how the conversation goes during the situation?

Game block.
Please draw a picture on the topic “Me and Conflict.” Artistic talent is not required. The main thing is to convey feelings. And sign at the bottom of the picture: “During a conflict, most often I experience feelings... (anger, irritation, aggression or calmness, I control emotions, am ready to understand and listen to the other, etc.) – 5 min.

Question:
- What personal qualities help in resolving the conflict (positive): calmness, goodwill, etc.
On the board we write the + listed for the participants.

Which ones interfere (we write negative qualities on the board).

Written assignment.
Please write which qualities help you personally resolve the conflict, and which ones hinder you.
Don't copy from each other.
After the end, exchange of opinions (30 s).
Question: Who has + more than -? Who decided that calmness and a positive attitude help resolve situations more effectively, but negative qualities destroy health, relationships, interfere with life - and that negativity must be fought?

Next task. Drawing
Please draw a picture of how you would like to act and feel during a conflict.

Now a small information block - what is conflict (5 min).

Exercise. Role-playing game "Aggression".
Question to the group: “if someone shows aggression, how do you react?”
We split into teams of 4 people. 2 people act out a situation in which: one of the participants: interrupts a partner, or attacks, accuses, humiliates, insults others, i.e. negative, and the other is looking for the right way out of the situation. 3 min. for each participant. One gets up and approaches any of the remaining three. Role: ask your boss to take three days off. The boss may let you go, or he may not. Different participants play the role from different positions (leaving, one wins, forced concession, compromise, cooperation). 2 other participants observe, monitor the emotional state. Then they give an assessment of what is happening: state, facial expressions, posture, intonation, etc. Participants in the role-playing game tell how they felt, how they would like to replay the situation.

Participants: educators, parents, library workers.

Preliminary work: prepare an exhibition of modern children's literature of various genres. Find tips and recommendations, prizes for parents. Make a playing field, cards cut in half with proverbs about books, and tokens.

Progress of the event

Leading: Good evening, dear parents! We are glad to meet you. Today we have a business game “A book is serious.” We learn a lot about books and their role in raising a child. To play we need to divide into teams. Select your tokens and take your seats at the tables. (Parents are divided into teams by drawing lots.)

We present to you the members of the jury: (manager, library workers).

Rules of the game:

1. In accordance with the results of the draw, the participants on the playing field take turns taking symbol cards. Under each symbol a task is encrypted: “stars” are practical questions, “sun” are pedagogical situations, “meteorites” are problematic questions.

2. The team that is the first to give a complete correct answer receives 3 points, other teams can make additions and receive 1 or 2 points for this. The discussion lasts up to 5 minutes.

3. The points are summed up and the team with the most points wins.

“Stars” - practical block

1. Collect proverbs about books (each team is given 20 halves of cards with proverbs about books, they need to add 10 proverbs from them).

2. Select 5 books from the exhibition to read to children 3 - 4 years old. Justify your choice.

The answer is a generalization from a specialist. The content of the reading circle depends on the age of the child, on his preferences and passions. A preschooler gradually becomes a reader. He perceives literature by ear. Perceives the eventual side of the work more deeply, pays less attention to the description. He perceives poetry more emotionally, prose more difficult. Children are characterized by naivety; they do not like bad endings in works. A 3-4 year old child perceives text better based on illustrations, so books should be well illustrated.

"Meteorites" - problematic issues

1. Why do you think psychologists and educators around the world are concerned about children’s declining interest in reading? (Parents' statements.)

The answer is a generalization. The concern of specialists is related to the fact that with the decreasing role of books in the upbringing of children, its effectiveness is significantly reduced.

2. At what age can you start taking your child to the library? (Parents' statements.)

The answer is a generalization. The earlier this process begins, the better for developing an interest in books and reading them.

3. Does the desire of parents to buy as many books as possible for their child always lead to positive results?

The answer is a generalization. No not always. It all depends on the behavior of the adult. If a parent reads purchased books to a child and discusses what they have read with him, then, as a rule, the child can be introduced to reading. But if an adult bought a book in order to keep the child busy looking at the illustrations and only occasionally reading, then the result is unlikely to be positive.

“Sun” - pedagogical situations

Situation 1. Vanya does not like to listen to people read; he never asks his mother to read a book to him, and only occasionally looks at the illustrations in it. But Vanya likes to watch cartoons. Mom is very worried about this. What advice would you give her? What mistakes do you think adults make? (Parents' statements).

The answer is a generalization. Adults often replace reading books by watching cartoons. As a result, prolonged sitting in front of the TV negatively affects the child’s health. In a cartoon, the image of the hero and the plot, as a rule, are clearly defined, but when reading books, you have the opportunity to create your own version and interpret it. If a child likes to look at illustrations, that’s very good. You can make a book with him and draw pictures in it.

Situation 2. Andrey likes books, he loves to listen when adults read to him. However, after reading, the boy often takes a felt-tip pen and draws directly on the pages. Andrei does not react to his mother’s prohibitions. What do you recommend in this case? (Parents' statements.)

The answer is a generalization. By coloring a book, the child begins to realize that he can leave his mark on it.

Situation 3. Your son or daughter is building a garage for cars or a house for dolls out of books. Your actions? (Parents' statements.)

The answer is a generalization. Do not rush to scold your child, explain to him that the book is not a toy, it is looked at and read. In return, offer to build a garage or house together from other materials.

Ending the game. The points earned by the players and each team are counted, the results of the game are summed up, and prizes are awarded to the winners.

Leading. Today we have no losers, we are all winners.

The ability to communicate is one of the main professional functions of a librarian. We cannot always say about ourselves that we are successfully implementing it. Therefore, meetings with psychologists – specialists in human understanding – are always useful for us.

Do you often meet in the library world with representatives of related professions who well understand the essence, features and problems of our profession? The CBS employees were lucky: on Thursday, April 19, journalist, teacher, and PR specialist Svetlana Vyacheslavovna Novatorova visited us.

Training seminar – this is how you can describe the format of the meeting. The most interesting thing is not that Svetlana Vyacheslavovna convinced us that every librarian is a speaker and speechwriter, i.e. a public person who knows how to compose and deliver speeches. We guessed this ourselves. The interesting thing is that she convinced us of this, using our “relatives”, “stumbling blocks” that had long been familiar to us.

How to conduct a conversation if in the library a person behaves inappropriately, simply arrogantly, or, on the contrary, stomps around in confusion, not knowing what he needs? How can you tell about yourself, your library or book so that a person drops everything and runs to the library? How to refuse something to a visitor without offending him? How to convince a person who claims that he does not want to read and that no one needs reading?

Practical tasks and training exercises proposed by Svetlana Vyacheslavovna led me to the idea that the answers to all these questions can be found in world and domestic classical and modern literature. Take any literary plot, and you will see that it is based on the psychological incompatibility of the characters and non-compliance with the laws of successful communication. Simply put, the inability to communicate with each other, a lack of understanding of who the hero himself is, who his interlocutor is, what their goals and mutual expectations are. I am not ready to bear responsibility for all world and domestic classical and modern literature, but I would venture to say that it all rests on the fact that psychologists work poorly. I apologize to psychologists and communication technology specialists, but this phrase is just a practical embodiment of the advice of psychologists themselves that it is best to start a message and communication with some unusual phrase that immediately stops attention. From a phrase that sometimes comes from the opposite direction, but makes the interlocutor become interested and concentrate on what is being said to him.

To acquire these skills, you just need to read a lot and meet more often with professional psychologists like S.V. Novatorova.

Ch. methodologist of the Central District Hospital named after. F.M. Dostoevsky
Galina Palgueva

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Comments

Wed, 2012-04-25 12:11 -

World, domestic, classical and modern literature cannot “hold on to whether psychologists work well or poorly.” The author's statement on this topic is devoid of elementary logic and common sense.

Wed, 2012-04-25 21:10 -

Literature always “rests on what” takes place, what exists in our beautiful and “crazy, crazy world.” Fiction is also called “soul science” and “human science.” And this is precisely the area of ​​interest of psychology. A good writer is always a good psychologist. In turn, a professional psychologist can take a literary situation and the relationship of literary characters as a visual aid for correcting real (everyday) psychological situations. Such terms as “reading psychology” and “bibliotherapy” have existed for a long time, and behind them, naturally, there is real work. “Elementary logic and common sense” is an excellent thing... for a textbook on mathematics, physics, a textbook on business, etc. In the human soul, in psychology and fiction, not everything is so “elementarily straightforward.” But if you approach the article under discussion with a little sense of humor, you can imagine the picture... So “Lady Macbeth from Mtsensk District” came to a psychologist (psychotherapist). .. he explained everything to her literally, how to act so that the passion of love does not deprive the lady of her mind... She listened to all this, accepted it into leadership, did not kill anyone... Okay? OK good!!! But... humanity would not have received Leskov's masterpiece. “All happy families are alike. All unhappy ones are unhappy in their own way” - this is the first line of “Anna Karenina”. It will be good when all unhappy families come to a psychologist and he will explain everything to them and everyone will be happy... equally. And it will be boring, and there will be no L.N. Tolstoy and magnificent works of art. Probably, this comment is also devoid of common sense and logic... but... what has grown has grown. But there is no logical and straightforward tediousness.

1. 1. Department of Culture and Protection of Cultural Heritage Objects of the Vologda Region BUK VO “Vologda Regional Youth Library named after. V.F. Tendryakova" Innovative and methodological department Training as a form of developmental work in the library; methodological manual for conducting trainings 1 Vologda 2013
2. 2. Department of Culture and Protection of Cultural Heritage Objects of the Vologda Region BUK VO “Vologda Regional Youth Library named after. V.F. Tendryakova" Innovative and methodological department Training as a form of developmental work in the library; methodological manual for conducting trainings Compiled by E. Pigina Vologda 2013 2
3. 3. BBK 88.492 T 66 Compiled by: E.V. Pigina, methodologist IMO VOYUB Editor: L.A. Molchanova, chief bibliographer Responsible for the issue: O.N. Anfimova, director of VOYUB Training as a form of developmental work in the library: a methodological manual for conducting trainings / comp. E. V. Pigina; ed. L. A. Molchanova; BUK VO “Vologda Regional Youth Library named after. V. F. Tendryakova,” Innovation and Methodology Department. – Vologda: VOYUB, 2013. – 50 p. © BUK VO “Vologda Regional Youth Library named after. V.F. Tendryakova", 2013 3
4. 4. Introduction Almost any library tries to constantly improve its activities by introducing new forms of work. Because if you stand still, without following the changing trends in the world, the flow of readers will gradually turn into a small trickle. Nowadays you hear more and more often about trainings when working with readers. This word is constantly on everyone's lips. It has become popular, fashionable and is used in almost all areas. Trainings are conducted with children and adults, women and men, in their own team and for others. They are especially effective for representatives of the younger generation. Perhaps that is why trainings even came to the library and took their rightful niche in it. So what is training actually? What is it about them that makes librarians prefer this form of work? And how to use it correctly? This methodological manual is aimed at helping librarians master the methodology of conducting training and training sessions. We hope that it will be a good help in your work! 4
5. 5. What is training? Today, there is no generally accepted interpretation of the concept of “training,” which leads to an expanded understanding of it and the designation by this term of a variety of techniques, forms, methods and means used not only in psychological practice, but also in other areas. One of the leading specialists in the development and conduct of training in our country, Yu. N. Emelyanov, defines training as a group of methods for developing the ability to learn and master any complex type of activity. We can agree with him, because training is often used if the desired result is not only obtaining new information, but also applying the acquired knowledge and skills in practice. Trainings refer to group work. The peculiarity of this form is that the student takes an active position in it, and the acquisition of skills occurs in the process of living, personal experience of behavior, feeling, and action. It is believed that the first training sessions aimed at improving communication competence were conducted by K. Levin’s students in Bethel (USA) and were called T-groups. They were based on the idea that most people live and work in groups, but most often they are not aware of how they participate in them, how other people see them, and what reactions their behavior causes in other people. K. Lewin argued that most effective changes in people’s attitudes and behavior occur in a group rather than in an individual context, therefore, in order to discover and change one’s attitudes and develop new forms of behavior, a person must learn to see himself as others see him. 5
6. 6. What are the benefits of group training? Let us list them, highlighting their essence and providing the necessary comments. 1. Group solution experience counteracts interpersonal alienation and problems. helps A person avoids unproductive isolation within himself with his difficulties, discovers that his problems are not unique, that others are experiencing similar feelings - for many people, such a discovery in itself turns out to be a powerful psychotherapeutic factor. 2. The group reflects society in miniature, making obvious hidden factors such as peer pressure, social influence and conformity. In fact, the group models a bright, concise system of relationships and interconnections characteristic of the real life of the participants, this gives them the opportunity to see and analyze patterns of communication and behavior of other people and themselves that are not obvious in everyday situations. 3. The opportunity to receive feedback and support from people with similar problems. In real life, not all people have the chance to receive sincere, non-judgmental feedback, which allows you to see yourself reflected in the eyes of other people who perfectly understand the essence of your experiences, since they themselves experience almost the same thing. The ability to “look” into a whole gallery of “living mirrors” is, apparently, the most important advantage of group work, which cannot be achieved in any other way. 4. In a group, a person can learn new skills and experiment with different styles of relationships among equal partners. experimentation If in real life there is always a risk of such misunderstanding, rejection and even punishment, then training groups act as a kind of “psychological testing ground” where you can 6
7. 7. try to behave differently than usual, “try on” new models of behavior, learn to relate to yourself and people in a new way - and all this in an atmosphere of benevolence, acceptance and support. 5. In a group, participants can identify with others, “play” the role of another person to better understand them and themselves and to become familiar with new effective ways of behavior used by someone else. emotional connection, empathy that arises, and the resulting empathy contributes to personal growth and the development of self-awareness. 6. Group interaction creates tension, which helps clarify everyone's psychological problems. This effect does not occur when working individually. While creating additional difficulties for the coach, psychological tension in the group can (and should) play a constructive role and fuel the energy of group processes. The coach's task is to prevent tension from getting out of control and destroying productive relationships in the group. 7. The group facilitates the processes of self-disclosure, self-exploration and self-knowledge. Otherwise than in a group, otherwise than through other people, these processes are completely impossible. Opening yourself to others and opening yourself to yourself allows you to understand yourself, change yourself and increase self-confidence. 8. The group form is also preferable in economic terms: it is cheaper for participants to work in training than individual therapy (and for many, training work is much more effective). The coach also receives both economic and time benefits. It is impossible to understand without the help of a coach and a group what we are, it is impossible to form our own identity until we know how other people perceive us. Such self-knowledge is extremely useful for the development of personality. In this case, 7
8. 8. psychological discomfort and you can get joy from new knowledge about yourself. 8
9. 9. Types of trainings Trainings are characterized by great diversity and can be classified on various grounds. If we classify trainings depending on their goals, they can be roughly arranged from trainings of specific skills (their goal is to develop behavioral skills) to trainings of personal growth (they are based on creating conditions for self-development of participants, developing reflexive abilities, increasing openness to new experiences). In the first case, the reliance is placed on an external, behavioral effect, which can subsequently cause personality changes. In the second case, the main effect is observed in the internal plane - first intrapersonal changes occur (self-esteem, motivation, value orientations, etc.), and then, as a consequence, behavior may change. Accordingly, the criteria for the effectiveness of trainings differ - in the first case they are predominantly objective (the level of development of the skills being trained), in the second they are subjective, obtained through self-reports from participants about what the training gave them personally. Therefore, the criteria for their effectiveness also differ. Communication training is about halfway through. On the one hand, it stimulates the social development of participants, creates conditions for self-knowledge, and helps to increase the level of reflexivity. On the other hand, with its help, behavioral models are taught, but it concerns not so much behavior in any specific situations, but rather the development of constructive communication skills in general. Internal changes are parallel to personality and mutually “intermediate” external changes, reinforcing each other’s position in each other’s behavior. training occurs Thanks to this communication, the use of a very wide range of technologies is allowed. Their choice in many cases is determined not only by the tasks and features being solved 9
10. 10. training group, but also personal preferences and the breadth of professional preparedness of the trainer. Trainings can also be classified according to which system of personal relationships is the subject of work. In particular, on this basis the following groups of trainings can be distinguished:  “I-I”: personal growth trainings, focused primarily on the intrapersonal context of the participants’ work, the system of relationships to oneself, and the development of reflexive abilities. In this work, the group acts as a means of support and a source of feedback.  “I - other people”: training in communication skills and various social skills. The group serves as a kind of “testing ground” for practicing relevant skills and abilities. This aspect of work is most typical for communication training.  “I am a social group”: training for team building, socio-psychological adaptation in a specific team. The main subject of the work is a certain social community, specific training participants are considered as its members.  “I am a profession”: trainings for professional self-determination. The subject of the work is the system of a person’s relationship to professional activity, as well as the communication skills necessary for becoming a professional. Those. During the training, various tasks of a motivational, emotional, behavioral nature are solved:  motivational (increasing activity, updating needs, self-development);  cognitive (increasing self-esteem, correcting self-image);  emotional (correction of the current state and formation of self-regulation skills); 10
11. 11.  behavioral (formation of effective skills and abilities). The objectives of developmental training are:  awareness of the uniqueness of each person;  formation of a positive self-concept;  development of abilities to know oneself and others;  formation of self-improvement skills;  self-correction of one’s own behavior. When working with a group (most often with children and adolescents), the trainer has a question: is it worth introducing those participating in the training to the goals and objectives of the work? This seems appropriate because participants need to understand what the training is doing for them. Otherwise, the coach will appear in their eyes as a mass entertainer, and they will willingly perform only exercises for entertainment. Of course, the explanation of the training objectives should be brief, unobtrusive, understandable to the audience, without using complex terminology. In addition, participants can also set personal goals for work during the training. eleven
12. 12. Organizational aspects of training preparation Experience shows that sooner or later a librarian will have to try himself as a leader (trainer) of a training group. The “classical scheme” for preparing an inexperienced, novice specialist for such work is based on a ready-made scheme or scenario. In some cases, a novice trainer simply reproduces what happened to him when he was a participant in an educational or real training. In others, something happens that corresponds to the words of the famous song: “I molded him from what was.” The weak effectiveness or ineffectiveness of both the first and second methods of training will be due to the fact that the content of this specific work is always directly related to the personality of the trainer, the uniqueness of his personality, his ideas about the goals and objectives of the training in these specific conditions and his ability to implement his plans. Hence the conclusion - any training is created for a specific trainer and carried out by him. Moreover, the training program and scenario are created for a specific group. Therefore, no matter how young and inexperienced a specialist is, he will still have to start, relying on his own ideas about this and real possibilities. This may seem difficult at first. However, later, when you develop the technology, the process will go much easier and faster. So where to start? 1. Determining the topic and purpose of the training as an image of the future result. Often the presenter wants to conduct training on a topic that is interesting to him. He comes up with an attractive name, develops a program, selects what he thinks are excellent psychotechnics... But no one comes to the training, and the group cannot be formed. 12
13. 13. Still, one must proceed not only from one’s own interests (however, they must also be respected, otherwise the training will turn out boring), but also from the real needs and difficulties of real people. Answer yourself simple questions:  What do future group members want to receive?  What can and should the group and each of its members really achieve?  What can and should I do for this?  What will be the final result of our work? The more vivid, specific and believable the image of the future result, the more likely you are to get this result. 2. Group composition. Who will be in the group? How many people? What will be the ratio of boys and girls, men and women? What are the psychological characteristics of the participants? Groups are for men, women and mixed. Of course, the optimal option is 50/50. Both work better in the presence of the opposite sex, because nature takes its toll. Even in a group of women, where everyone is 20 years old and among them there is only one man, who, for example, is 66 years old, nature still works. The difference in the status of training participants can have a positive effect on the work of the group. This is an interesting interaction - an opportunity to look at situations more broadly, from different angles, an opportunity to understand what my boss and my subordinate think. Closer relationships can be established and the overall environment in the organization can be improved. Of course, it makes no sense to put an assembly line worker and a general director in the same group - it’s simply useless. They have no overlap in work. People can work in the same group if they overlap in their direct activities. If the difference in status is too great, then it should be agreed in advance that this barrier is removed only for a while, and participants must 13
14. communicate with each other by name and on a first-name basis. This is only here, at the training, only in interaction within the circle. As for the size of the group, experts note that it depends on the goals and objectives of the work, but in most cases we are talking about such optimal parameters as: no less than 3-4 and no more than 30 participants. In particular, personal growth groups usually include 8-15 people. 3. Time, place and duration of the training. You need to immediately plan where and how many training sessions will be held. How often will meetings take place? How long will each lesson last? Sanitary and hygienic standards, psychological requirements and technical conditions provide for the following: 1) the training room must be spacious and sufficiently ventilated, soundproofed and located in a place that ensures the absence of accidental outside interference and interference with work. It is desirable that each participant have at least 5 m2; 2) it is not recommended to conduct training in the same room where participants have other events; 3) 10-15 minute breaks from work are taken on average every one and a half to two hours. The specific time of interruption of work, as a rule, depends on the level of completion of a particular block of the program, the age and other capabilities of the participants. 4. Formulation of problems. It is necessary to clearly and clearly formulate the problems to be solved during the training process. 5. Goals and objectives. When constructing both the training as a whole and individual classes, it is necessary to determine the purpose of the work being carried out, think through and formulate tasks that require solutions. This stage sometimes makes the coach 14
15. 15. skeptical attitude, perceived as an empty formality. However, such a position is fraught with the danger that the process of completing the training will turn into an end in itself, and the training and development potential of the classes may be lost. After all, it is goals and objectives that serve as guiding beacons in work, the basis for choosing exercises used in training, and it is they that are emphasized when discussing exercises and receiving feedback. The goal is aimed at solving the problem. It is further specified in tasks. If the goal indicates the general direction of work, then the latter reveal the specific steps necessary for a given movement. Goals and objectives must be realistic, i.e. achievable under training conditions, taking into account the time allocated for training, and at the same time not too simple. Sometimes overly ambitious goals become a serious problem in work. 6. Determination of training methods. These can be role-playing games, situational games, discussions, exercises in pairs and trios, demonstrations, brainstorming, case studies, modeling, analysis of video and audio materials, micro-lectures, etc. Ideally, when creating a custom training game and the exercises should be original developments. But a novice trainer usually has to turn to professional literature and use already known techniques. It is important that these techniques work to solve the assigned problems. Usually, books and collections indicate the goals of the exercises described; if there is no instruction, the trainer will have to assess their suitability for his training. 7. Identification of blocks of the training program. 15
16. 16. In accordance with the problems identified in the third and fourth steps and the goals set, you can determine those blocks (or modules) that should be included in the training. Let us take as an example the structure of blocks that describes the situation of sixth-graders’ rejection and aggression (because libraries often deal with a young audience of readers) towards newcomers who come to their class and differ from them in some way (features of appearance, manner of behavior or dress, etc.). It should be noted that the full implementation of all blocks will significantly increase the duration of the training. Each block can be turned into a separate training, that is, this program is modular in nature. At the same time, in each module the group will go through the same stages as in the holistic training program. It is necessary to calculate how many lessons should be included in each block. It is recommended to take into account possible breaks in classes caused by holidays, vacations, etc. Let's say, if you start training in the second half of September and conduct classes once a week, then you will probably be able to conduct no more than seven classes before the fall break. Then you can, for example, devote two lessons to the first block, that is, 16
17. 17. motivating participants, “warming up” before deep work, and including five in the tolerance development block. 8. Drawing up a minute-by-minute schedule of the training program. 9. Preparation of teaching materials. 10. Preparation of equipment. Minimum required equipment requirements: chair (and table if necessary) for each participant; board (stand for hanging posters or flipchart); colored pencils (or felt-tip pens), paints and brushes for each participant; sheets of thick paper in sufficient quantities (A4 and A3 formats); cardboard cards (size 9 x 12 or slightly smaller); mats; a set of various toys. Desirable: TV; video and audio recorders, computer; mirrors on the walls hidden by curtains. In all cases, lack of preparation for training increases the risk of failure by up to 50%. And the efficiency will DEFINITELY be lower than possible. This means that you still need to prepare. 17
18. 18. Structure of the training One of the problems of the content of developmental work is the question of the number of games and exercises used during the classes. It has been noted that the greatest developmental effect is achieved when the potential capabilities of each exercise included in the lesson are most fully used, and not by increasing the number of exercises. This means that, on the one hand, the work should include complex, multifunctional exercises that allow solving several problems, and on the other hand, each exercise must be done several times, complicating it and transferring the functions of the leading participant. If the exercise is completely practiced, but the participants like it, you can continue to do it until interest in it is lost. Overloading activities with novelty and variety reduces the effectiveness and significance of the work performed. To prevent this from happening, it is necessary to develop a general training structure: 1. Introduction. It consists of a brief story about the upcoming training, concise information about the purpose, objectives and form of work. 2. Getting to know each other. It can take place in two versions, which is determined by the audience and the preferences of the trainer. The first is alternate presentation of participants in a circle. This option is optimal in groups with a predominance of reflective participants who are not inclined to play forms of work. The second is a playful form of presentation. And here the trainer has the broadest powers in the selection and use of psycho-gymnastic exercises. Also during the acquaintance, the expectations of the participants from the training are clarified, their ideas about the course of the training process are determined, 18
19. 19. Do they have experience of participating in other training programs, what results did they lead to, what impressions did they retain? 3. Setting the rules. In any training program, the participants, together with the trainer, formulate the rules for working during the training. Thanks to them, a special group culture is formed that contributes to an effective training process. Each group can develop its own norms specific to it. But there are several classic ones, without declaring them already in the first minutes of the training, it will be problematic for the trainer to manage the training process in the future. However, vocalizing these rules alone at the beginning of the training is not enough. They will only work if the group members have discussed and accepted them. Below is a list of rules that, in our opinion, are necessary for successful training. Rule 1. Equality. Respectful communication in the group is carried out on a first-name basis. Only direct communication is used; conversations about other participants in the third person are not conducted. All official regalia remain outside the space in which the training event takes place. Rule 2. Activity. It is proposed to actively participate in all exercises and express your opinion during the discussion, because the success of the training depends 50% on the trainer, and 50% on the participants! Rule 3. Tolerance (tolerance). Different people gather at the training, and they are not obliged to think alike: everyone has the right to express their point of view according to their beliefs, but it is necessary to maintain tolerance and loyalty to statements that do not coincide with your point of view. Rule 4. Refusal of shortcuts. At trainings, it is customary to express one’s opinion in the form of feedback, that is, to talk not about the personality as a whole, but about its individual aspects, about behavior. In this way we will avoid insults and humiliation of the dignity of another person: name the person 19
20. 20. “a fool” or telling him that he acted unreasonably is not the same thing. Constructive feedback is expressed in the transfer of one’s feelings, even negative ones, in relation to some specific act or action. It is unacceptable to give a global assessment of a person, to voice an attitude towards the individual as a whole: “It was unpleasant for me to see you in this light,” and not: “You acted like a complete idiot.” Rule 5. Confidentiality. It is unacceptable to bring up personal information about group members for discussion outside the training area. Rule 6. Stop rule. Each participant has the right, without explaining anything, not to take part in any exercise, to stop the conversation concerning his personality. 4. Greeting ritual. Must be observed at the beginning of each group lesson. It allows you to unite participants, create an atmosphere of group trust and acceptance. The ritual may be created by the group itself. 5. Warm up. Warm-up performs an important function of setting up for productive group activities. It is carried out not only at the beginning of the lesson, but also between individual exercises. Warm-up exercises are selected taking into account the current state of the group. Some allow you to activate people and lift their spirits; others, on the contrary, are aimed at removing barriers. 6. Main content of the lesson. A set of exercises and techniques aimed at solving the problems of a given lesson (play therapy, fairytale therapy, playing out situations, group discussion, etc.). Priority is given to multifunctional techniques aimed simultaneously at the development of cognitive processes, the formation of social skills, and the dynamic development of the group. The order is important 20
21. 21. presentation of exercises and their total number. The sequence involves alternating activities, changing the psychophysical state of the child: from active to calm, from intellectual play to relaxation techniques. It is advisable to select exercises for training in such a way that the day is balanced according to the following parameters:  group and individual forms of work;  volume of work with girls and boys;  the amount of work with the “old-timers” of the group and newcomers (this is relevant when working in open groups, the composition of which changes during the course of the training);  number of exercises without reflection and feedback and with such;  “sedentary” exercises and exercises that involve moving participants. 7. Lesson reflection. Lesson assessment. There are two types of assessments: emotional (liked - didn’t like, was good - was bad and why) and semantic (why is this important, why did we do it). Participants share impressions, opinions, sum up and evaluate their experience gained during the lesson. In addition, before completing the lesson, it is advisable for the presenter to summarize and voice its brief summary. If the facilitator considers it necessary to conduct any exercises aimed at obtaining in-depth feedback from the group, in most cases it is also advisable to do this in this part. 8. Farewell ritual. Similar to the greeting ritual. 21
22. 22. Spatial organization of training participants I would like to note that, as a rule, during the work process, training participants sit in a circle. This arrangement of participants is not chosen by the majority of presenters by chance - it provides a number of advantages:  In a circle, the best mutual visibility is provided: everything is in sight, there is an opportunity to be, so to speak, face to face with any of the participants.  The circular arrangement ensures a high level of involvement in work - in a circle it is impossible to “sit out” behind the backs of others.  The circle is the most “democratic” figure. It is impossible to single out a “chapter” in it; everyone is on equal terms, which unites the group.  The circular arrangement provides freedom of movement for participants. However, the circular arrangement is by no means intended for all occasions. For example, it is not very convenient when presenting information to the presenter, especially if any visual aids are used that require the presenter to go outside the circle. In this case, half of the teenagers find themselves with their backs to the leader, and if everyone changes to face the leader, the circle splits into two arcs, the front of which blocks the view of the back. In addition, the high degree of peer-to-peer visibility provided by a circle is not always desirable since some exercises involve individual work. In such cases, it is advisable to change the location of the participants. If the audience is going to listen to a presenter speak, watch a video, etc., a semicircle, herringbone, corner, or “P” arrangement is good. If individual work is envisaged, participants can be asked to position themselves freely and evenly in the space, everyone chooses a place convenient for themselves. Quite often, training exercises are not carried out in a general circle, but involve work in subgroups. The composition of subgroups is recommended 22
23. 23. change regularly so as not to cause the effect of a stable disintegration of the teenage team on them. Here are some techniques to help you divide your group into subgroups. Atoms and molecules. Participants move chaotically, depicting “Brownian motion” of individual atoms. On command, they, holding hands, unite into “molecules”, each of which must include as many atoms as the leader named. Brook. Participants break into pairs, join hands, and the pairs stand one after the other. Everyone raises their hands. The participant left without a partner goes into the formed channel, chooses and carries along any person. The new couple is up last and the cycle repeats. At a certain moment, the game stops at the command of the leader, and pairs, two (left and right ranks), four or six teams are formed. In the latter case, each of the ranks is divided into two or three subgroups, respectively. Figurines. Objects (geometric figures, images of animals, etc.) are laid out on the table in quantities equal to the number of participants. Each of the figures is repeated as many times as there are people in one subgroup created for the next exercise. Teenagers take turns taking the figures and those who received the same figures are united into teams. First second. Teenagers are asked to change places so that the neighbors on the right and left are new, and pay for first-second, first-second-third, etc. according to the number of required subgroups. Participants who receive the same numbers form teams. Meaningful choice. This method is appropriate to use in close-knit groups where the participants have gotten to know each other well and an atmosphere of trust has developed. Teenagers are asked to independently choose those with whom they will perform the next exercise, and indicate the criteria for this choice, for example the following: 23
24. 24.  choose the one who is closest to you;  choose the person you know the least;  select the participant with whom it is more difficult for you to communicate. If the work does not involve high physical activity, but includes writing, drawing, working with handouts, etc., it is more convenient to place participants at tables. In many cases, it would be optimal to place participants at a round table, but in practice it is rarely used: in the premises where trainings are held, there are, as a rule, no round tables, and it is inconvenient to form a circle from ordinary tables. More often they are arranged in a square, rectangle, herringbone or the letter “P”. The location should provide good mutual visibility and leave room for movement; the space between the tables should not be cluttered with anything. The arrangement of tables in even rows is not very good, since it limits the possibility of communication and movement of participants and is often associated with lessons, which does not arouse enthusiasm among teenagers in particular. If the trainer is forced to work in a regular room that is not equipped for training, then it is best to rearrange the tables so that they stand along the walls and sit in a circle in the space freed up in the center, sitting at the tables if necessary. 24
25. 25. The role of a trainer in a group Stanislav Kratochvil’s book “Group Psychotherapy of Neuroses” well describes all the positions that a trainer can occupy in a group - from absolute dictate to complete passivity. This classification can also be considered in relation to training groups. 1. The role of an active leader, manager. “The leader determines the activity of people, directs their activities, explains, interprets, leads, manages, and teaches others. This role can be described as the role of teacher, instructor, director, initiator and protector. The leader openly demonstrates his power. He uses it to exert constant influence over the group members; encourages them, protects them, supports them, confronts them, criticizes them and excites them. All these are roles that the group simply expects from its leader and in which, at least initially, it would like to see him.” In training groups, this approach can only be found at the very beginning of the training, and then in the mildest form. Otherwise, the group will constantly turn to the coach for instructions, assessments, advice, constantly asking him to suggest the “correct” behavior, and thereby completely lose independence. This position is also dangerous for the coach himself - you can get carried away and turn into such a “guru” who teaches, instructs everyone and ultimately controls everyone. 2. The role of the analyst. Here the coach appears as an unwritten blank page. He behaves absolutely indifferently, listens to everything passively, does not express himself at all, does not advise anything, does not condemn anything, does not express his feelings and assessments in any way. The analyst must remain a stranger, a mystery, a fantasy, unshakable and dispassionate. Although the group can depict the most different types of family relationships in front of him, use it as necessary material for showing them (as 25
26. 26. experimental), he himself does not interfere at all, his own personality is generally unknown to them. Such behavior of a coach in a group is possible only when the group is already able to work independently. At the beginning of the training, such behavior by the trainer will only provoke discontent in the group. 3. The role of the commentator. “The commentator, just like the analyst, leaves the group to its own devices and does not lead or direct its activities too actively. At more or less regular intervals, he nevertheless gathers the group, summarizes and comments on everything that happened during this period of time. It is entirely aimed at the group process and holds up a kind of mirror for the group. If comments are regular, they are made within 15-20 minutes during pauses. They can be of the nature of: a) observations that are presented as if not from oneself personally, but in the form of a summarized description of the group’s activities, without expressing one’s own feelings and value judgments; b) enumeration and classification using an adequate conceptual apparatus; c) hypotheses, which seem to suggest what can happen in a group and why.” More often, the coach plays this role, helping the group to sum up the results and summarize the group discussion of a game. But at the same time, it is sometimes acceptable for the coach to express his opinion as a member of the group or to draw the attention of the participants to a point that they missed. 4. The role of a mediator or expert. “The mediator does not bear full responsibility for everything that happens in the group; at times, however, he intervenes in the activity and directs it so that it most effectively moves towards the intended goal. The mediator himself takes almost no special part, o 26
27. 27. does not speak about his feelings, but sometimes advises what should be done, suggests the content of this or that event, or at a convenient moment uses some technique, suggesting, for example, to play a psychodramatic scene or wordlessly express one’s own feelings. He monitors the participants and coordinates the discussion; if he sees that someone is having trouble showing up or even getting the floor, he will force the group to give that person a chance to speak. The group perceives him as an expert who understands many issues and can present information and explain something. He does not impose authoritarian decisions, and even, as a rule, does not seem to notice or accept the decisions made by the whole group; with his comments, he helps to approach any issue or thing from different angles.” This role is most appropriate for a training group: the trainer helps only when the group needs it. The trainer does not refuse to answer questions from the group if this will lead to a faster and deeper understanding of a specific situation. But in reality, you need to understand that training and therapeutic groups are completely different groups with completely different tasks. In training, the optimal option for choosing a role is the one that develops during the training in this particular group and which is most useful for the group. The dependence of the choice of role on the stage of development of the group is clear: the more advanced the group is in dynamics, the more passive the role the coach can play; The more the group makes its own discoveries, the more it formulates conclusions, conclusions and rules, the better. If the coach provides all this, then the group will have a desire to argue with him, that’s all. It is clear that it is impossible to take such a passive position at the beginning of the group’s work, since this will lead to an increase in tension, and as a result the group may unite against the coach. Such unification during training is completely unproductive. 27
28. 28. The main goal of the trainer is not to interfere, “not to pull the blanket over yourself,” but only to help. It is necessary to understand that the role of the coach is still auxiliary. He does not work in the group, but the group works in training. The coach, like any good leader, guides the group only when the group needs it. Let's say, when a good manager goes on vacation, his organization works great without him, because all processes are in place. So it is in the group. Very often in trainings it happens that the trainer gives the group a big task for an hour and a half or two, then leaves, and the group continues to work on its own. The presence or absence of a coach does not help or hinder her. The coach returned - they are still sitting, working, writing their project. A completely normal situation. Thus, we can say that the optimal role for a coach in a group is based on the growing readiness of the group to work independently and on the coach’s ability to notice these changes, as well as on his willingness not to interfere with these processes. The role of the coach is as passive as the group is willing to work on its own. The coach is always ready to help the group if necessary. In other words, he does not perform any specific role, but simply adapts to the work of the group. 28
29. 29. Characteristic features of conducting training with schoolchildren Many librarians in their work often deal with teenagers and schoolchildren, so it is worth considering that real training, built according to the canons of its genre, in working with them is possible in exceptional rather than typical situations. The thing is that these most typical situations do not allow the implementation of a number of principles of training work: voluntariness, confidentiality of what is happening in the group, psychological safety of participants, constancy of the composition, a certain duration of each meeting and meetings in general, the finiteness of the group’s existence, etc. The training is organized so that it presupposes the openness of the individual. It cannot be otherwise, since openness is the most important condition for a person to be ready for change, development, and movement in relation to himself during training sessions. Openness is a test, the risk of being incomprehensible, ridiculed (especially in children's and adolescent groups!). If you want, this is a small feat of personality. Most people of any age are ready to take such a risk only in a situation of high psychological safety. And it is right. It is impossible to guarantee that information about what is happening in the group will not leak out or spread throughout the school. A child who has gone through a training group with his classmates may have difficulties applying new knowledge and skills in life: there are witnesses around how he practiced this in class. In order to comply with the principles of voluntariness and constancy of the composition, the coach needs to show miracles of ingenuity: on the one hand, to gather only those who want to join the group (this means after school), on the other hand, to keep schoolchildren in the group, despite their workload, the presence of friends outside the group, late hour, etc. 29
30. 30. Obviously, conducting a good, full-fledged training assumes that the children came and remain its permanent participants themselves, on their own internal motivation, that they and the trainer have the opportunity to work together in a comfortable isolated room (not in the classroom) for at least 3– 4 hours a week (consecutively) after the end of the classes, that the participants do not take any content outside the group and, in addition, after the end of the training they continue to calmly communicate with each other on a different, not so deep level. In real practice this is very rare. And therefore, we are talking about a significant modification of the training methodology and procedures so that it can be used: a) for the entire class; b) without fail; c) in short meetings once a week; d) in a situation of rather low psychological safety, characteristic of school as such, etc. This modification in the working slang of practicing psychologists is called “training sessions.” “Training” - because they pursue the goal of teaching a specific activity. “Classes” - because in some ways they are close to a lesson: in duration (or rather, brevity), obligatory for everyone, utilitarian (knowledge-skills) orientation. In such classes it is difficult to maintain the romantic “spirit” of the training. To a greater extent, “buka” is preserved - training the ability to act on the basis of knowledge of how it should be done. But the motivational potential of such classes, compared to a “pure” lesson, is still quite high. The effectiveness of socio-pedagogical training depends on adherence to generally accepted principles in the group. 1. Non-violent communication. When explaining the rules of the game and when choosing a driver, the coach proceeds primarily from the desires of the children, avoiding coercion. thirty
31. 31. 2. Self-diagnosis. Those. self-disclosure of children, their awareness and formulation of personally significant problems. The content of the classes includes exercises and procedures that help a teenager get to know himself and the characteristics of his personality. 3. Positive feedback. Since most children in the group need support and are characterized by a strong orientation towards the approval of others, it is necessary to use positive feedback, which is a reliable means of helping the child increase self-confidence. The training is characterized by high emotional intensity; children sincerely experience the events taking place in the group. This helps them tune in to frank, intellectual, analytical, and intellectual communication. activities Training processes. – The main group activates a form of discussion, and one that is used throughout all classes. Compliance with the principles of socio-pedagogical training allows us to solve a double problem: to ensure that each teenager takes a position that is characterized by activity, objectification of behavior, as well as a research orientation, and to give the leader the opportunity to choose the optimal tactics for conducting classes. In order to successfully conduct psychological trainings with teenagers, the facilitator must have: 1. Special knowledge and skills necessary to carry out such work. They relate to both training technologies in general and the specifics of working with this age category. Knowledge can be acquired through traditional education or by studying literature, but the corresponding skills are formed only through active methods. 2. Knowledge about the patterns of development of the psyche of adolescents, about their modern subculture, needs, values ​​and life realities. 31
32. 32. What the facilitator says and does should be relevant to adolescents—meeting their needs and relating to their real-life experiences. 3. Own experience of completing trainings as a participant, and also, preferably, as an assistant facilitator. In order to be able to have a flexible approach to managing the work of the group and to the use of techniques, it is very important to experience all this “from the inside”. 4. Psychological traits that contribute to this work. In particular, such:  high level of social interest: concentration on other people, desire and ability to help them;  openness to new experiences;  sensitivity to the experiences of other people, empathy;  the ability to present genuine emotions and experiences to others;  role flexibility, the ability to take on different roles taking into account the current situation;  optimism, enthusiasm;  high level of self-regulation;  balance, tolerance to frustrations and situations of uncertainty;  self-confidence, positive self-attitude;  high level of general and social intelligence. In addition to the insufficient level of professional knowledge and skills, the effective work of the training leader is hampered by the following:  the presence of a large number of one’s own unresolved psychological problems;  some personality traits, such as suspicion, hot temper, etc.; 32 like rigidity,
33. 33.  pronounced accentuations of character, especially such as excitable or schizoid;  low competence in communication, tendency to demonstrate unconstructive models of interpersonal interaction. Please note that the training leader does not have to be a psychologist with basic education (although this is desirable). Such work can be quite effectively performed by representatives of other specialties (teachers, sports coaches, librarians) who have received appropriate methodological training. At the same time, having a psychological education and even work experience in this specialty does not guarantee successful training. In fact, for the presenter, experience in teaching work with adolescents and young people is often more important than experience as a psychologist. 33
34. 34. Difficult participants in a training group In any training group there are always participants who decide that training is a very convenient way to assert themselves: a large audience, everyone sits in a circle, everyone is clearly visible and they can show off. There are several categories of difficult participants. For example, participants who actively interfere with the coach by often objecting to him. So, when a coach gives a task to a group, such a difficult participant may say that everything in life is wrong, playing such a game is completely useless, or says that it will not lead to anything good. Of course, the reason may be that this participant is simply afraid, and all his comments are needed to protect himself from possible loss. But if some of the training participants are also afraid, then they can also support him. The coach's behavior in such a situation should be aimed at allaying the group's concerns. The coach tries to be as friendly as possible from the very beginning. The games that take place at the beginning of the training should not be scary for the group, they should be of a mass nature and be as fun and funny as possible; It is very important to include fun, active warm-ups between games. Another option is when the participant decided to argue with the coach not because he was afraid to play games, but so that the group would evaluate him as a brave, decisive person. He just wants to stand out. In such a situation, the coach agrees with any sensible comments and objections of this participant and says: “Yes, I agree with you, you are saying absolutely the right things, and therefore we will play all the situations in parts - one part in one game, another in another.” . And in the end we will talk and lose all the situations. 34
35. 35. If the comments are not entirely sensible, then you just need to dissect any such statement in the group so that everyone agrees that this remark is not to the point. For example, a difficult participant says that such demanding people don’t exist. You ask the group if this is true, and most likely several people in the group will say that they have had not only this, but much worse. Usually, after one such analysis, the “difficult” one will calm down. But it happens that a difficult participant takes a completely unconstructive position and argues simply for the sake of arguing. In such a situation, it is enough to give him the opportunity to speak out on any occasion and immediately offer to confirm his words in the game. The coach can invite him to show in the game everything that he has just declared, and, of course, give him a role where there will be many mistakes. And later, in the analysis of the game, you can gently show him that speaking and being able to do so are two different things. With such difficult participants, one must adhere to the principle of increasing pressure, first gently, and if he does not react, then increasingly harshly put the person in his place. The softer the better, but sometimes it’s better to bring the person to his senses first, rather than ruin the whole training. What should you not do when there is someone in the group who is actively working against the coach? You cannot get involved in a dispute with such a participant. The coach can get carried away - and the war begins. The group will take sides. If she takes the coach’s side, the person can be psychologically crushed. But group pressure is a very strong mechanism of influence, and it can only be used as a last resort. And if the group unites against the coach, then he can simply be “carried out” from the group. Another category of difficult participants are those who decided to earn their authority by joining a coach. Such an “assistant” comments on all the words of the trainer, always saying: “Yes, I know, this is very useful, I read in a book on psychology that this is very important,” and so on. Or: “I know the coach is telling you the right thing, learn while you are being taught. I'm 35
36. I understand such things, listen to the coach” - and so on. You can also try to gently calm such a person. If it doesn’t help, then take him at his word and, as an experienced person, give him the most difficult role in the game. Usually this is enough, and then this person behaves much more restrained. It is also necessary to monitor so that such an “activist” is not pecked by the group. It's better to stop him at the very beginning, because the group can do it quite rudely. Passive participants can also be called difficult. They are usually very quiet and try not to participate in any games where volunteers are needed. In addition, they do not participate in group discussions or limit themselves to very short phrases. Most likely, these participants are simply afraid and thus express their fear and anxiety. The behavior of the coach here remains the most traditional. It is necessary from the very beginning not only to say, but also to show all group members that it is completely safe here. To do this, at the very beginning, the trainer explains the goals of the training and says that there will be no difficult or dangerous situations in the training. A very good option is to ask the participants at the beginning of the group what their fears and expectations are, and if the participants have any concerns, you need to comment on each statement to alleviate these concerns. In addition, the coach behaves very correctly from the very beginning and tries to relax the group with appropriate jokes. But, of course, the most anxious of the group can still behave quite passively. It is possible to overcome this. To do this, you must try to include them in various games, but only on the principle of voluntariness. If someone behaves this way in a group, you first need to let that person get comfortable and not invite them to actively participate in the training until the lunch break, and sometimes for the entire first day. In general, it is good to plan a lot of games on the first day in which everyone participates, and such cautious participants have to work together 36
37. with everyone. We also need games where everyone is divided into subgroups of three, four, five, six people, and the composition of the groups needs to be constantly changed. It is necessary from the very beginning to pay attention to such passive participants and take care of them so that someone does not accidentally offend them. When it is clear that they have become a little more comfortable, you can sometimes unobtrusively invite them to participate in some role-playing games. Usually, with a good and friendly atmosphere created by the coach, from the beginning of the second day there are simply no passive people in the group. Moreover, there are often more volunteers for games than there are roles, and some kind of queue has to be established. The next category of difficult ones are those who like to say that they knew everything before the training, that they did not learn anything new, or something similar. You should not react to such statements at all. Firstly, training is training, not issuing new information. Secondly, there is always some new information, and all such statements are nothing more than an attempt to assert oneself. And under no circumstances should you object or be annoyed by these statements. You can say: “Yes, great, only your behavior, your understanding of situations can be new in the training, this is what we do.” There is a category of such difficult participants who came to the training to purposefully fight for something, especially when managers participate in the training. Such “fighters” sometimes try to organize a rally or trade union meeting during the training. They need to be stopped quite firmly, explaining that this is not a meeting and there is no opportunity to discuss topics that are not included in the training plan. Please, all discussions and meetings are after the completion of the training. If they try to divert the discussion of some game to the side, then we have a “here and now” rule; it is always appropriate to refer to it. If a person is very restless and talkative, then after the next statement you can prohibit him from speaking for a long time - only one sentence at a time and no more than once per game. 37

2018

Library specialists of the Novoanninsky district took part in the seminar “Libraries of the MKUK “NMB”: the relevance of optimization and transformation of library activities.” During the seminar, issues of organization and ways of further development of district libraries within the library system were considered, the results of the work of libraries in 2017 were summed up, their achievements and problems were noted.

The seminar participants received meaningful advice on organizing work to celebrate the 90th anniversary of the district, promoting books and reading among various user groups, and implementing the Federal Law of October 29, 2010 “On the protection of children from information harmful to their health and development.” To ensure the effectiveness of the seminar, an exhibition “Library Guidelines” was organized for library specialists, which presented legislative documents in the field of librarianship, as well as professional periodicals. At the end, each seminar participant received a package of teaching materials.

2017

Professional meetings

Once again, librarians gathered in the reading room of the intersettlement library to participate in seminar “Library: new opportunities and new quality. Working with certain categories of users." The seminar program includes: consultations, professional messages, exchange of experience on such issues as creating an accessible environment and organizing services for various user groups, forms of library services for socially vulnerable categories of readers, modern approaches to attracting children of primary school age to reading, electronic services as one of the forms of servicing remote users. Colleagues took an active part in the seminar and exchanged experience on the topic of the lesson. Finally, the participants answered the mini-questionnaire “How did you like our seminar?”

2016

Creative laboratory "In search of something new"

A creative laboratory for fellow librarians of the MKUK “NMB” was held at the Bocharovskaya Library. Her topic is “Library and youth: in search of new ideas.” The starting point for the creative laboratory was a virtual tour of the Bocharov Library. Participants got acquainted with book exhibitions and creative works of library readers. Chief librarian, Bigileva T.A. noted that her library is not only a collection of books, but also an educational institution, a place of communication and leisure among young people. Tatyana Aleksandrovna presented the forms of work with youth that she actively uses in her work: literary kaleidoscope, interactive games, shock lesson, library walks, etc. The story was accompanied by an electronic presentation “With a library through life.”

A professional platform “Libraries for Youth” was organized for colleagues, within the framework of which the experience of the Durnovskaya, Popovskaya (Berezovsky rural settlement), Polevaya, Cherkesovskaya, Galushkinskaya, Deminskaya, Krasnokorotkovskaya libraries was exchanged.

The final event was conducting a fragment of the library quest “Book Senses” among the laboratory participants. Competitors went through stations, each of which was associated with human senses. Getting to the “Vision” station, players correlated portraits of book authors with illustrations to literary works; participants could test their auditory perception by guessing literary images from descriptions by ear; at the “Touch” station, using tactile perception, they guessed objects hidden under the fabric and correlated them with heroes of literary works.

In conclusion, colleagues expressed gratitude to the organizers and participants of the laboratory and wished not to abandon this form of professional study in the future.

Workshop “The Library is a Territory of a Healthy Lifestyle”

Librarians of the MKUK “NMB” once again gathered in the inter-settlement library to take part in the workshop “The Library is a Territory of a Healthy Lifestyle.” The topic of the seminar was not chosen by chance, because it is young people and adolescents who are most susceptible to the negative influence of the environment and society. And the library also bears its share of responsibility for promoting a healthy lifestyle and preventing asocial phenomena in society.

The audience was welcomed by the head of the department of innovative methodological activities, Biryukova S.M., who in her speech noted the relevance of the work of libraries to promote a healthy lifestyle, drew attention to the use of innovative forms of work with youth, to the need for more active use of modern information and communication technologies in this work technologies.

During the seminar, an exchange of best practices in the work of district libraries, which are actively working to promote a healthy lifestyle and prevent asocial phenomena, took place. Colleagues from the family reading library, the central children's library, the Berezovskaya, Staroanninskaya, Popovskaya (Trostyanskoe rural settlement) libraries spoke about their work.

Deputy Director for Work with Children Yarovaya O.O. conducted a fragment of the literary and sports festival “Be Healthy Without Doctors” with the seminar participants.

The librarians did morning exercises, created a daily routine, took part in impromptu fishing, and solved riddles.

The seminar program was completed with an information review “The Topic of a Healthy Lifestyle in Russian Literature.” Methodist Z.I. Lavrentyeva presented the work of such famous authors as: A.S. Pushkin, S. Yesenin, M. Bulgakov, V. Vysotsky, Ch. Aitmatov and others.

The participants expressed gratitude to the organizers of the seminar and left an entry in the guest book.

Professional meetings

District library specialists took part in the seminar-meeting “Results of the work of libraries in the Novoanninsky district for 2016.”

Director of MKUK “NMB” L.V. Vlasova addressed the participants with welcoming words. Happy birthday greetings were sent to the chief librarian of the Trostyanskaya Library, A.V. Mordvintseva, and a new employee of the Krasnokorotkovskaya Library, T.N. Lomteva, was introduced to the team.

The business part of the meeting contained an information and analytical review “The work of the libraries of the MKUK “NMB” in 2015.” Head of the innovation and methodological department Biryukova S.M. analyzed the activities of the system libraries, noted positive and negative aspects in the work of libraries.

A detailed analysis of mass work with children was prepared by Yarovaya O.O. Deputy Director for Children's Services.

Particular attention of librarians was drawn to the consultation “The procedure for filling out reporting forms and the procedure for submitting statistical reports” in connection with new changes in quarterly reporting forms and forms 6-NK. Methodist, Lavrentieva Z.I. She demonstrated how to fill out reporting forms using specific examples.

At the end, all seminar participants received a package with teaching materials.

2015

Seminar “Planning in the library: experience and search”

“Planning in the Library: Experience and Search” was the title of the seminar for library workers in the region. The theoretical part of the seminar consisted of the following messages: “Planning and reporting in the library,” prepared by methodologist Z.I. Lavrentyeva, “Library collections and catalogues”, head of the processing and acquisition department L.N. Boldyreva, “Promotion of library resources and services through the Internet site”, head of the automation and information technology sector N.V. Vlasova.

In the practical part, a presentation of a collection of creative ideas from the central children's library took place. Yarovaya O.O. The deputy director for work with children suggested to her colleagues the forms and names of events for the anniversaries of children's writers, book anniversaries, as well as events of local history, environmental, and historical orientation.

For the attention of the seminar participants, the head of the department of innovative and methodological activities S.M. Biryukova presented an information review of professional journals and methodological materials “Profi-Press”.

In conclusion, colleagues received a package of teaching materials that they will use in the work of their libraries.

A solemn ceremony of presenting letters of gratitude from the Volgograd Regional Duma to the employees of the intersettlement library took place at the inter-settlement library.

The award was presented to Tikhonova T.P. the chief librarian of the reading room and O.I. Petranchak Chief librarian of the branch of the inter-settlement library, assistant to the deputy of the Volgograd Regional Duma A.P. Shabunin

The team warmly congratulated their colleagues on their well-deserved award.

September 03, 2015 chief librarian of the Novoselskaya library

Drobysheva Nina Vladimirovna celebrates her anniversary.

“Library local history is a territory of great opportunities”

Under this name, the inter-settlement library hosted a creative laboratory for city library specialists and rural librarians. This topic was not chosen by chance, because local history has always been and remains one of the most important areas of library activity.

The laboratory’s work program included: a consultation “Library local history: forms of positioning local history literature”, a platform for the exchange of experience “Mastery and Search”, where the main librarians of the Durnovskaya, Staroanninskaya, Deminskaya, Filonovskaya, Martynovskaya, Bolyshe-Golovskaya libraries actively and creatively presented their library local history activities, exchanged experience on introducing innovative forms of work in this direction.

The literary meeting with local poets and writers “A Journey along the Literary Map of the Novoanninsky District”, to which all participants of the creative laboratory were invited, received positive feedback from colleagues.

When summing up the work of the laboratory, colleagues noted the variety of forms of local history activities, their bright non-standard content, the use of rich local history material, and the combination of the creative potential of libraries with clubs, educational institutions and other organizations.

Seminar “The role of the modern library
in civil-patriotic education of the individual"

The inter-settlement library hosted a seminar “The role of the modern library in the civic-patriotic education of the individual,” which was attended by librarians from city and rural municipal libraries of the Novoanninsky district.

The work program of the seminar included consultations on determining the role of books and reading in the system of civic-patriotic education of the individual, effective forms of library work with children and adolescents.

There was a creative exchange of experiences “Let’s preserve the heroic history of the heroic people,” where the participants’ speeches were accompanied by presentations, thematic folders, and photo albums.

Many seminar participants were interested in the review of materials published by the regional library for youth: a review of the literature “Children of the Void”, which reveals the topic of street children in modern Russian prose, a bibliographic review “Education of Senses” reveals the topic of tolerance in foreign fiction, the manual “People with Unlimited Possibilities” offers an overview of works of fiction, the main characters of which are people who have overcome certain life barriers, people who find themselves in difficult life situations.

The review “The Main Peer Characters” is compiled from the pages of books by contemporary authors about today’s youth and others.

The seminar participants noted the need for libraries to work on civic and patriotic education of the younger generation, especially in light of recent events in the world, the need to form citizenship and patriotism based on studying the history of their native land, through fiction, and the use of interactive forms of public events.

year 2014

Ah, anniversary, anniversary!

October 28, 2014 methodologist of the inter-settlement library

Lyudmila Valentinovna Rebrinacelebrates its anniversary.

Workers

Library and youth: problems, forms of work

Under this title, a seminar of library workers was held, which was attended by librarians from city and rural libraries in the region, as well as a librarian from the Novoanninsky Agricultural College. The seminar was opened by the director of the MKUK “NMB” Vlasova L.V., highlighting issues of an organizational nature, and outlined the tasks and directions of activity of the institutions for the coming period.

The topic of interactive organization of library space for young people was discussed by the head of the department of innovative and methodological activities Biryukova S.M., drawing the attention of listeners to the need to improve the forms and methods of attracting young people to reading, using interactive, presentation, multimedia, mobile forms in their work, emphasizing the advisability of using traditional and innovative forms of mass work, such as library Non Stop, art therapy, bookcrossing, flash mob, youth library session, quest and others.

The chief librarian of the Novoselskaya Library, N.V. Drobysheva, shared her experience in this direction by conducting an epistolary labyrinth “I am writing to you...” with the participants of the seminar for the 215th anniversary of the birth of A.S. Pushkin. To pass the labyrinth, knowledge of the works of A.S. Pushkin was required, especially those parts of the works that contained correspondence of the main characters. The holding of such events clearly demonstrated the need for organizers and participants to deeply read the works, and also contributed to the development of the horizons of its participants and the cultivation of love and respect for Russian classics.

The topic of promoting books and reading among young people was continued by the bibliographer of the MKUK “NMB” Z.I. Lavrentyeva, highlighting the important aspect “Through reading to personal development”, noting important points in organizing reading for young people, including the need for a more thorough approach to compiling a fund for youth readings, and also recommended books by the most interesting and popular authors.

On May 14, as part of the “Confident Librarian” school of library skills, a workshop “Towards books and reading through leisure and communication” was held at the Panfilov Library. A workshop is an intensive educational event where professionals share their opinions and experiences on a specific topic with each other. The workshop was opened by the director of the MKUK “NMB” Vlasova L.V., who noted the need to fill the leisure time of the population through the organization of clubs and amateur associations in the library. The participants, librarians of the AMO, Novokievsk, Poltava, Novoselskaya libraries, were offered a consultation “Amateur associations: from idea to implementation”, and an exchange of experience on organizing clubs and circles in the library took place.

Chief Librarian of the Panfilov Library Vasilyeva L.I. prepared a presentation about the activities of the puppet theater “Zabava” and the children’s club “Zernyshko”, spoke about the creation of these associations, the events held, and the difficulties she encountered during the organization. It is worth noting the high organization of work in these associations, the creative activity of the librarian, L.I. Vasilyeva, child participants, and parents.

The “Khutoryanka” club operates successfully in the Novokievsk Library. Chief librarian N.I. Maslieva spoke about his activities. Club members, older people, find communication here, get acquainted with the latest literature, and current articles from periodicals. The newspaper “ZOZH” is especially popular.

The workshop, as a form of advanced training for library workers, was used in our work for the first time and received positive feedback from colleagues.

Ah, anniversary, anniversary!

March 17, 2013 Head of the Department of Innovation and Methodological Activities
Svetlana Matveevna Biryukovacelebrates its anniversary.

Workers
MKUK "Novoanninskaya Intersettlement Library"

heartily congratulate a colleague.