Modeling the behavior of a person in an organization. How to change your habits: a matrix of human behavior patterns Model of behavior in psychology

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In the context of the concept of culture, a classification of human behavior models is proposed:

Personal characteristics

There is a model of "programming the thinking and behavior of a person", reflected in Figure 1., showing how much a person's behavior is determined by his personal characteristics, and how much - by cultural affiliation. Undoubtedly, modern managers working in a cross-cultural environment must take these circumstances into account. This will help to communicate more competently with colleagues, and ultimately increase business efficiency.

Rice. 1. Model of human behavior

This scheme reflects what is inherent in everyone, regardless of nation and culture. On the other hand, it is noted which problems will be individual, and which grow from factors of cultural belonging.

The behavior patterns of people of different nationalities, such as Finns and Italians, are shown in Figures 2 and 3. Finnish culture largely depends on such acquired characteristics as honesty, inner strength, reliability, and on the other hand, pessimism and distrust of words, while Italian culture suggests communicativeness, charm, emotionality and in many respects archaic laws, often embellished truth. It is interesting that it is the inherited characteristics that are common to all people that are the guiding vector that allows so many differences to be connected.

Rice. 2. Finn behavior model

Rice. 3. Model of Italian behavior.

History leaves a very large imprint on the acquired characteristics of peoples - in our opinion, the Russian model is formed largely through historical and religious influence. Cultural affiliation indicates tolerance, honesty, responsiveness, and on the other hand, indiscipline and frivolity.

Rice. 4. Model of behavior of a Russian person

The thinking and behavior of different nations will never become the same. However, when working in a multinational environment, be it a TNC or a Russian company with employees of different nationalities, a little adaptation to a different culture will help to avoid unintentional insults and possible conflicts, while you need to know when to stop and not try to hide your national characteristics.

Value characteristics

When predicting the development of civilizations, it is advisable to take into account the behavior of peoples, their values and philosophy of life, which is so deeply rooted in people that no economic and political innovations can significantly change it even in hundreds of years.

Richard Lewis calls this approach "cultural determinism." It is based on an analysis of the history of the development of various civilizations and, above all, the moral values of a person and their manifestations in communicative activity.

In works on intercultural communications, the terms “male values” and “female values” are used, moreover, male values are based on power and material well-being, and female values are based on non-material benefits.

Table 1.
Male and female values

Cultures in which the characteristics indicated in the left column predominate are considered to be male, and the characteristics in the right column are characteristic of female cultures.

The end of the last century with its high-profile scientific discoveries, the pursuit of material wealth, and the exploitation of natural resources led to a social crisis. This is a crisis of masculine values characteristic of Western countries and the United States. It is expressed in a rapidly developing feeling of loneliness, alienation from family and society. It resulted in family breakups, an increase in crime, environmental pollution, a negative attitude towards politicians and big businessmen, and distrust of the government.

Richard Tarnas notes that now is the time for the West to move from masculine values that have been dominant for a long time to feminine values that have been in the shadows for many years.

Elements of these characteristics of cultures interact at several levels at once and form a kind of network of information contacts.

The business culture of a country tends to reflect its general culture. The "Great Divide" between cultures affects the conduct of business from the beginning to the end of any commercial relationship.

Richard Gesteland examines the methodology for classifying cultural variables, which cause most of the problems in international transactions.

Table 2.
Classification of territorial units for international transactions

This is the difference in the culture of doing business. If the focus is on the transaction, then the participants think mostly about completing the task, and if the focus is on the relationship, then the participants think more about people.

When transaction-focused exporters try to do business with relationship-focused people, conflicts arise.

The diversity of cultural differences led researchers to the idea of building clusters - a set of countries (cultures) with similar properties. One such classification was proposed by Ronen and Shenkar. They highlighted:

1. Scandinavian cluster: Finland, Norway, Sweden, Denmark;

2. German cluster: Germany, Austria, Switzerland;

3. English-speaking cluster: USA, UK, Australia, South Africa, Canada, New Zealand, Ireland;

4. Romanesque cluster: France, Italy, Spain, Portugal, Belgium;

5. Latin American cluster: Argentina, Venezuela, Mexico, Chile, Colombia, Peru;

6. Far East cluster: Thailand, Indonesia, Taiwan, Philippines, Singapore, Hong Kong, Vietnam;

7. Arabic: Bahrain, Kuwait, UAE, Oman, Saudi Arabia;

8. Middle East cluster: Türkiye, Greece, Iran.

The cognitive significance of this classification, of course, however, at the same time, one should agree with researchers who point out its inconsistency: for example, from a cultural point of view, placing Turkey and Greece in the same cluster is apparently unlawful. The same can be said about Belgium in the Romanesque cluster, and so on. Generally speaking, this clustering should be considered simply as one of the steps in the future rather complex and multidimensional classification.

In the classification of Richard Lewis, the entire diversity of world cultures is divided into three categories:

1. Monoactive.

In monoactive companies (Germany, Sweden, Holland, America) it is customary to systematically plan the future, and this is done in the smallest details and details. All work is carried out in a strictly fixed time, projects are divided into stages. Here they love schedules and timetables, strictly adhere to plans, try to rely strictly on facts, prescribe all procedures, each department performs a set range of functions. There is no patronage system; the work welcomes the formality, accuracy and timeliness of the execution of instructions; professional competence is valued; professional and personal are separated.

2. Polyactive.

The lifestyle of polyactive firms (Brazil, Italy, Portugal, Spain, Latin America, cultures of the Islamic world) is somewhat different. Planning is carried out only in general terms; work is done at any time of the day; the schedule is unpredictable, projects can overlap. As a rule, the end result is less interested than the process. Changed circumstances are taken into account and may lengthen the project execution time. Preference is given to first-hand information, usually oral. Employees can deal with the affairs of all departments, use connections, seek patronage. Relatives often work in polyactive companies. You can watch conversations for hours, notes are rarely made, personal and professional are usually mixed.

3. Reactive.

Companies with a reactive culture can hardly be called Western. In a more traditional classification, these are firms with the so-called Japanese approach. The specifics of working in them are so pronounced that, accepting an invitation to work in such a company, it is necessary to undergo special training to minimize the consequences of a “culture shock”, which in this case can be quite strong.

Table 3
General characteristics of three types of cross-cultural communications.

№	Monoactive	Polyactive	jet
	Plan the future systematically	Planning only in general terms	Reconcile only with general principles
	Currently only doing one thing.	Doing several things at the same time	React according to the situation
	Break projects into stages	Let projects overlap	Looking at the big picture
	Strictly adhere to the plan	Change plans	Make minor adjustments
	impassive	emotional	unobtrusively caring
	Debate is based on logic	In a dispute emotional	Avoid confrontation
	Rarely interrupted	Often interrupted	Do not interrupt
	Restrained gestures and facial expressions	Emotional gestures and facial expressions	Barely perceptible gestures and facial expressions

Russia is a country whose mentality has been imprinted by both the culture of Asia and the culture of Europe. Using the proposed classification, Russia can be partially attributed to reactive cultures.

The peculiarities of Russia's historical development and geographical position make it possible to play the unique role of an intellectual bridge between East and West. At present, the rapprochement of such different cultures as East and West is one of the main trends in the world economy. In particular, Western business models have long successfully interacted with the mentality of the East. But now the reverse is also possible. It is Russia, which is on the verge of types of cultures and continents, that occupies a key place in the emerging new cultural and economic order.

Comparing East and West, we compare "female" and "male" values. The presence of common features gives reason to assume that the activation of women's values in the West will inevitably lead to its rapprochement with the East and, as a result, to the recognition and application of many behavior patterns characteristic of Eastern cultures, including economic ones. And if the West wants to work in this market, it will have to learn how to communicate with Eastern people. To do this, you need to know the features of their mentality and their values.

Table 4
world values

№	Western	Oriental
	Democracy	Hierarchy
	Equality	Inequality
	Believe in yourself	Faith in fate
	Individualism	Collectivism
	Equal rights for men and women	male domination
	Facts and figures	Relationship
	Assertiveness and energy	Serenity and wisdom
	Linear time	Cyclic time
	Result orientation	Focus on harmony

Table 5
Communication styles

Features in communication styles can lead to misunderstandings in communication between representatives of Eastern and Western cultures. The principles of organizing professional activity in the West and in the East also differ in many respects.

The process of rapprochement between the West and the East will undoubtedly benefit Europe, just as at one time the “Americanization” of the Eastern countries gave them an impetus for economic development. Eastern states, primarily Japan and South Korea, have long paid attention to the need to take into account the national characteristics of Western clients and business partners.

Western companies that successfully operate in Europe and the US have made many mistakes in trying to automatically transfer their business organization principles to Eastern markets. Today, in the largest multinational companies, great attention is paid to cross-cultural training of personnel.

Topic 3. Cross-cultural strategies in organization management

Learning through simulation

Learning would be rather tedious, if not inefficient and potentially dangerous, if it depended solely on the result of our own actions. Suppose a motorist had to rely only on the immediate consequences (for example, a collision with another car, a child being run over) in order to learn not to run a red light during rush hour. Fortunately, the verbal transmission of information and the observation of relevant patterns (such as other people) provide the basis for acquiring the most complex forms of human behavior. Indeed, Bandura establishes that virtually all learning phenomena acquired through direct experience can be formed indirectly, by observing the behavior of other people and its consequences (Bandura, 1986). We don't have to die of cancer ourselves to understand the emotional changes it causes, for we have seen others stricken with the disease, read reports of their deaths, and witnessed dramatic battles with cancer. Thus, to ignore the role of learning through observation in the acquisition of new behavioral patterns is to ignore the unique abilities of the individual.

<Моделирование - сущность научения через наблюдение. Маленькие дети часто подражают взрослым, особенно своим родителям и другим, кого они любят и уважают.>

From Bandura's point of view, people form a cognitive image of a certain behavioral response by observing the behavior of the model, and then this encoded information (stored in long-term memory) serves as a guide in their actions. He believed that people are spared the burden of unnecessary mistakes and wasting time in forming appropriate responses, since they can, at least approximately, learn something from example. Thus, for example, a person who has closely observed an experienced tennis player will have a mental image of a good ball delivery. When he learns to serve the ball, he combines his attempt with a mental image of the ball being served by a specialist.

Basic processes of learning through observation

Social-cognitive theory suggests that modeling influences learning mainly through its informative function (Bandura, 1986). That is, during the demonstration of the sample, observers (trainees) acquire mostly symbolic images of the simulated activity, which serves as a prototype for appropriate and inappropriate behavior. According to this scheme, presented in Table. As shown in Figure 8-1, observational learning is governed by four interrelated components: attention, conservation, motor - reproductive And motivational processes. Seen in this way, learning by observation is an active critical and constructive process. The four processes identified by Bandura (Bandura, 1986, 1989a) are discussed below.

Table 8-1. Components of Learning Through Observation

(Source: adapted from Bandura, 1989a.)

Attention processes: understanding the model. A person can learn a lot through observation, if he pays attention to the characteristic features of the behavior of the model and correctly understands them. In other words, it is not enough for a person to simply see the model and what it does: rather, the individual must carefully choose what to pay attention to in order to extract relevant information for use in simulating the model. Attention processes, therefore, influence what is selectively comprehended in the model to which the person refers, and what is acquired as a result of observation. Any professor can attest that the presence of a student in a class does not in any way guarantee that the student is learning the material. Spring fever, extreme cold, stuffiness in the room, a party the night before, daydreaming, and a myriad of other factors can cause a student to lose track of thought (or not even find it), thereby distorting the learning process.

Certain factors, some of which involve the observer, others the activity being modeled, and still others the structuring of human interactions, can greatly affect the likelihood that some of the observed behavior will be learned by the observer and encoded in long-term memory. Bandura (1969a) shows that among the determinants of attention that affect modeling, associative models are the most important. The people we interact with on a regular basis determine the types of behavior that can be observed and therefore studied most fully. The opportunities for learning altruistic behavior, for example, for a member of a street gang differ significantly from those for a member of a religious group. Similarly, it is possible that within any social group there are people who attract more attention than others because of their power, status and accepted role. The functional value corresponding to the behavior represented by various models (that is, whether the behavior of this model was rewarded or punished) has a significant impact on the choice of those models that a person will imitate and those that he will ignore. Attention to the model is also regulated by her personal attractiveness. Models who exemplify charismatic qualities are usually sought out, while those who exhibit distasteful qualities are usually overlooked or rejected. The fact that many black and Hispanic teenagers in the US sneer at the values of the white middle class illustrates this truth.

Models represented by highly competent people, established professionals, celebrities or superstars should probably attract more attention than models lacking these qualities. Advertisers with products ranging from shoes to feminine hygiene products are capitalizing on the idea by using TV presenters, sports stars and financial tycoons to advertise their products. Other variables that are particularly important at this stage are the observer's own abilities and motives. For example, if a male observer pays attention to the physical attractiveness of a female model, he will especially closely observe what she is doing. Essentially, any set of characteristics that makes watching a model for a long time into a reward increases the likelihood of paying attention to the model, and hence the likelihood of modeling.

Saving processes: remembering the model. The second set of processes involved in observational learning concerns the long-term memory representation of what was once observed (Zimmerman and Rosenthal, 1974). Simply put, observing the behavior of a model will not be effective if the person does not remember it. Indeed, without being able to remember what the model did, the observer is unlikely to demonstrate a permanent change in behavior.

Bandura offers two main internal representational systems by which the behavior of the model is stored in memory and then turned into action. First - figurative coding. As a person observes model stimuli, relatively persistent and easily reproducible images of what was seen emerge from sensory learning. Mental images are formed in such a way that any reference to previously observed events immediately evokes a vivid image or picture of physical stimuli. Bandura suggests that this is an everyday phenomenon, and explains with it the ability of a person to "see" an image of a friend with whom he dined last week or an image of an activity (cycling, golfing, sailing) that he was engaged in last summer. It should be noted that visual images play a crucial role in learning through observation in the early stages of development, when linguistic skills are absent, as well as in learning behavior patterns that are not amenable to verbal coding.

The second representational system is verbal coding previously observed events. Watching the model, a person can repeat to himself what she does. These unvoiced speech descriptions (codes) can later be internally repeated without overt alignment of behavior; for example, a person can mentally “talk” what needs to be done to improve complex motor skills (for example, skiing down a mountain). In fact, a person silently repeats the sequence of performing the simulated activity, which will have to be done later, and when he wants to reproduce this skill, the verbal code will give the appropriate signal. Bandura argues that such verbal codes are highly conducive to observational learning because they carry a lot of previously accumulated information.

Motor-reproductive processes: translation of memory into behavior. The third component of observational learning is the translation of information, symbolically encoded in memory into the appropriate actions. Despite the fact that a person carefully forms and maintains mental images of the behavior of the model and repeats this behavior in his mind many times, it may turn out that he still will not be able to build the behavior correctly. This is especially true for complex motor actions that require the sequential involvement of many individual reactions in order to perform them masterfully (for example, gymnastic exercises, playing musical instruments, flying an airplane). These finely balanced movements can be learned by watching someone (perhaps via slow-motion audiovisual playback) and symbolically reenacting the model's behavior multiple times, but in reality the behavior can be clumsy and poorly coordinated at first. In such cases, simple observation is not enough to perform the action smoothly and accurately. Consistent practice in performing the sequence of movements (and correction based on informative feedback) is essential if the observer is to improve the simulated behavior. Of course, in this case as well, observing and intentionally repeating certain behaviors in the mind will aid learning, since one can at least begin to perform the necessary movements based on what was previously observed. Such silent repetition is useful, for example, when driving a car, but will not be useful for more complex movements, such as jumping from a 10-meter tower.

Motivational processes: from observation to action. The fourth and final component of modeling concerns variables reinforcements. These variables affect observational learning by controlling the simulation signals that an individual is likely to pay attention to and the intensity with which they attempt to translate such learning into overt performance.

Bandura emphasizes that no matter how well people follow and maintain modeled behavior, and what their ability to build behavior is, they will not do so without sufficient incentive. In other words, a person can acquire and retain skills, even have the ability to skillfully build modeled behavior, but learning can rarely be turned into overt performance if it is received negatively. A woman who considers herself "the queen of the kitchen" may not allow her husband to cook, despite the fact that he talks to her in the evenings when she cooks. He relies entirely on her culinary skills until she gets sick, at which time, under the influence of an empty stomach and whimpering children, he builds a simulated cooking behavior. His attention and retention behavior will no doubt show up in the future when he needs to remember where the nut butter or sauerkraut is stored.

Generally speaking, when there is reinforcement, modeling or observational learning quickly translates into action. Positive reinforcement not only increases the likelihood of overt expression or actual alignment of the desired behavior, but also affects attention and retention processes. In everyday life, we rarely pay attention to something or someone if there is no incentive to do so, and when we pay little attention, there is actually nothing to save! We may often make trips with a friend to a certain place, but we will be embarrassed and even confused when we are offered to drive the car ourselves. We didn't pay attention to the road we were driving because we didn't need it - we weren't driving. If we have to rely only on ourselves to get to the right place, we remember the way.

One way to increase a person's desire to observe, maintain, and build the behavior being modeled is through the anticipation of reinforcement or punishment. Observation of behavior that causes positive reinforcement or prevents some aversive conditions can be the strongest stimulus for attention, retention, and later (in a similar situation) building the same behavior. In this case, the reinforcement is experienced indirectly, and the person can anticipate that similar behavior will lead to similar consequences. The child may voluntarily sweep the veranda, vacuum his room, or set the table, waiting for approval with a smile or a word. As can be seen from this example, the child's indirect expectation of reinforcement prompted him to engage in helping behavior.

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Learning Through Modeling Learning would be rather tedious, if not inefficient and potentially dangerous, if it depended solely on the outcome of our own actions. Suppose a motorist were to rely only on

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Habit learning is an attempt to solve a problem that has arisen, using previous experience of successful problem solving. This implies 1) assigning the problem to a certain category of problems, 2) choosing the most effective solution for

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Modeling The process of encoding a particular ability or skill is what we call modeling. If you imagine yourself in the place of another person, reproduce his actions and achieve the same results, then the modeling process was successful for you.

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Learning through reciprocal consequences The most elementary way of learning, rooted in direct personal experience, is based on the results of certain actions - positive or negative. Experiencing the daily events of their lives, people very soon

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NLP Modeling: No Analysis! This is also an extremely important point. Any attempt to analyze a common language, divide it into categories, explain any linguistic phenomena, firstly, requires time, and secondly, additional efforts of the left hemisphere,

There are several approaches to studying the properties of systems of interest. The following approaches are known:

1) situational approach, when the solution to the problem is taken based on the characteristics of the situation;
2) a systematic approach, when the system is considered as a set of interrelated elements;
3) process approach, when the system is a sequence of certain types of activities;
4) modeling - the study of the system by building and studying its model.

Webster's Dictionary defines a model as "a simplified description of a complex phenomenon or process"; An example is a computer model of the circulatory system and respiratory tract. This term is cognate with the Latin word modus, which means "mode of action or existence; method, form, manner, habit, method or style." To be more precise, the word "model" comes from the Latin modulus, meaning "reduced" version of the original method. Thus, a "model" of an object is usually a miniature version or representation of that object. A working model (e.g. machines) refers to something capable of doing the same job as the machine itself, but on a smaller scale.

The concept of "model" eventually came to mean also "a description or analogy used to facilitate the visualization of something (for example, an atom) that is not directly observable." This term can also be used to mean "a system of postulates, data and conclusions, a formal description of a certain phenomenon or state of affairs."

Thus, a miniature train, a map of the location of major stations, or train timetables are examples of various models of a rail system. They serve to mimic some aspect of the real system, and also provide useful information to improve the success of interaction with this system. With the help of a toy railway, for example, you can evaluate the behavior of a train in certain physical conditions. A map of the most important railway stations allows you to most effectively build a route for traveling to a particular city. The train timetable can be used to calculate the time it will take for this journey. From this point of view, the main value of any type of model is its usefulness.

Behavior - a set of actions and actions of the individual. In behavior, a person’s personality, features of his character, temperament, his needs, tastes are manifested; its relations to objects and phenomena of the surrounding reality are revealed.

Human behavior is driven by a need, ultimately aimed at the optimal satisfaction of his interests.

Behavior modeling involves the observation and description of effective mechanisms that underlie outstanding achievements of any kind. In the modeling process, a complex event or series of events is broken down into smaller parts that allow one way or another to reproduce the original object. The goal of behavior modeling is to create a practical map or "model" of a given behavior that anyone can use to emulate or reproduce some aspect of that behavior. The purpose of behavior modeling is to establish the most significant elements of thought and action required in order to achieve a particular outcome or response. Instead of correlative or statistical data, the model of a particular behavior provides a description of the actions required to achieve a similar result.

Behavior Modeling - learning with the help of a role model of behavior by considering, examining or presenting the experience of another person. Role models will be discussed below.

Within the framework of organizational behavior, modeling is presented as the most convenient and effective approach to studying the behavior of workers. A model is any representation of a process or any object in the form of a graph, drawing, diagram, and other forms of data display in order to simplify the study of the properties of this object or system. Any model is assigned the properties of the object under study. Organizational behavior uses different types of models and different modeling principles. There are, for example, models of labor behavior, models of role behavior in an organization, models of employee motivation, etc. Models are also used to generalize specific data, to facilitate the perception of these data.

Often, when implementing the management process, managers can form certain models of employees:

1) psychological models compiled on the basis of the psychological characteristics of the employee. Here the temperament of the worker, his emotional stability can be taken into account;
2) economic models. Based on the position occupied by the employee, his belonging to the social class;
3) various other models.

There are many models of human behavior in an organization, and the author of each of the models presents his own model as the most effective and convenient to use. Sometimes models are combined into a single complex model. The more factors are taken into account in the model, the more difficult the modeling process is, however, such models, as a rule, are more accurate and closer to reality.

Each person in the process of interaction with the external environment forms different models. This may be modeling the groups in which he acts, or modeling the people with whom he interacts, and even modeling his own behavior and response to changes in the external environment. However, it should be understood that if a person has formed a certain model that he uses at a certain point in his life, then it is unlikely that this model will remain unchanged during the subsequent time. Modeling can be complicated or, conversely, simplified depending on the age, attitudes, and environment of the modeling person.

peer modeling) One of the most fruitful applications of video technology in the field of behavior change is associated with demonstrating to a client or student illustrative examples of the behavior of a similar person in a similar situation. Spectrum of studies. and therapeutic goals achieved with the use of video is extremely wide. The use of video in professional education can range from illustrating examples of divorce mediation to assisting inexperienced educators. Dr. a productive area is parent training and teaching the child self-management skills. As models for illustrating the social. skills and everyday life situations are most often used by other children and young parents. Another broad area of video application is motor performance (eg in sports). An extremely promising but as yet underdeveloped area is the development of simulation video for special populations (eg individuals with mental retardation). Self-modeling Effective behavior can also be illustrated in the textbook. purposes, video recordings of the behavior of the clients themselves or students by designing and editing it in various ways. Self-modeling is defined as a procedure in which people can observe their own adaptive behavior on videotapes. (Self-modeling also uses audio recordings, photographs, printed stories, and individual mental images.) The scope of self-modeling covers a wide variety of applications: destructive behavior, selective mutism, depression, anxiety, sports, social. skills, personal safety, self-control, physical situations. stress, training of service workers, etc. The most effective form of self-modeling uses feedforward, a term introduced to refer to video images of not yet achieved target skills, which are assembled from elements of an already available skill repertoire. For example, a boy does not know how to eat on his own, but he can hold a spoon, lower it into a plate, raise it to his mouth, etc.; these elements can be separately recorded on video and, with the help of editing, combined into a yet non-existent, complex act of behavior demonstrating skill in a new sphere, but not exceeding the capabilities of a given level of development. More simple, but several. a less effective strategy is positive self-review, during which a selection of recordings of the best examples of already available, but infrequently demonstrated target skills is presented. For example, a tennis player gets an overview video of his best serve, volley, etc. from his many attempts over the past day. In both of the forms described, self-modeling recordings are typically shown ca. 3 min and reviewed every 1 or 2 days up to six times to reach max. effect; sometimes, when a reinforcing stimulus is required, they are reviewed every 2 or 3 months. Self-confrontation and feedback Watching a video of your behavior in personally significant situations is an effective means of improving self-esteem skills. Therefore, video feedback is used in a wide range of situations: sports. competitions, the formation of professional skills, interpersonal communication, etc. It turns out to be most effective when the behavior requiring correction or improvement is clearly defined and can be achieved independently or in the presence of resp. training or support (eg coaching and counseling). Dr. The useful side of watching non-artificially selected and not edited videos of their behavior is their motivational and emotional impact. The consequences of seeing one's own failures without the ability to change or influence the situation can range from despair and anxiety to a firm determination to achieve the goal. Viewing episodes of events The use of video to stimulate discussion, remembrance, emotion, or value judgment is common but understudied. For the needs of interviewing and counseling, an interpersonal process recall procedure (viewing video recordings in order to re-examine the thought processes and feelings associated with specific actions) was developed. In the literature, the term "triggers" (triggers) has been fixed, denoting short videos that provoke the emergence of discussions that are used as the basis for acquiring experience in group work. These are usually short, unfinished episodes designed to stimulate group discussion on controversial topics (eg child abuse or cultural attitudes). Episodes were surprisingly rarely used in therapy. However, there is encouraging data on their use in social training. skills, revealing therapy (exposure therapy) and sex therapy. A relatively rare, but no less interesting possibility of using video is its therapeutic and developmental effect on people (for example, , adolescents with emotional disorders and criminal offenders) involved in writing scripts and producing their own videos. Video as an experimental stimulus In a huge number of scientific research. mention is made of the use of video recordings of episodes, but the methodological principles are still largely undefined. The content of the videotapes may represent an independent variable (eg, being depressed in one episode but not in another), or the video may be contrasted with another medium (eg, watching yourself on cable or in a mirror). In the experiment research it is customary to use k.-n. one episode, but create different conditions by verbalizing it (eg, "she has no attention" vs. "she is in a bad mood") or use different categories of subjects (eg, experts vs. novices). Video can also be used as a dependent variable, as is the case when subjects adjust a distorted image based on some criterion (eg, body size score in a study of obesity). The possibilities of using V. in n. have hardly reached their peak. As technology improves and ease of use increases (with or without a computer), these possibilities will increase. See also Animals as models, Approaches to learning, Behavioral modeling, Consumer psychology, Educational psychology, Development of educational and training systems, Professional analysis, Professional counseling, Performance assessment, Self-actualization, Performance P. Dauerick

In our life there are always certain stable parameters of behavior.

During the day, we perform a number of the same actions: for example, some start the morning with physical exercises. Thus, there is a specific set of behaviors for everyday purposes. This does not exclude the "wedging" into them of some other models of behavior, due to a specific situation.

Model(from the French model) - this is a sample. The choice of a behavioral model does not imply any insensitive standardization of human actions, i.e. the absence in them of a living temperament, originality of thinking, originality, habits. The choice of a behavior model is the reproduction of such variants of it, which, in everyday communication, help a person become sociable, and therefore attractive.

With a typology of behavior patterns, it is possible to distinguish behavior models in official communication and informal(family, comradely, domestic). Behavior patterns can be active(aggressive) and passive(defensive) nature.

The business sphere is the most diverse sphere of communication. Its characteristic feature is that in it all subjects of communication act in official statuses, which inevitably determine the choice of their behavior patterns. As a result, its participants are focused on achieving some business effect.

The great Goethe said that behavior is a mirror in which everyone shows himself. And not only shows. There is a kind of talent for peering into this mirror, sensitively picking up on it the attitude of others. This is one of the secrets of imagery. Everyone masters those behaviors that bring success. The more objective the idea of your behavior, based on the reaction of people, the more effective the strategy and tactics of this behavior will be.

In everyday life, we perceive the behavior of another person as a holistic image. Expressing our position, we do it simultaneously by various means. So, wanting to show sympathy for a person, we, as a rule, will not only tell him about our feelings, but also convey them in soft intonations of voice, in a friendly look. This complex of signs forms model Or, as psychologists say, pattern behavior. The model is perceived as a whole.

The integrity of the model is violated when its constituent elements contradict each other; for example, sad news, which is spoken of with an ironic intonation.

Etiquette and strategic models of behavior

In practice, each model of behavior in different people is embodied in different ways. Most of the behavior patterns in everyday life are not the object of special study, but among the many models there are those that are comprehended by people and become the subject of special study. This etiquette models(prescriptions) and strategic models.

Etiquette models are peculiar to every profession. For example, the ethical attitudes towards an enemy and towards a diplomat differ from each other. With a thorough knowledge of ethical prescriptions, the question arises: how to achieve this model, by what means? The answer to this question is provided by the strategic model.

Strategic Models in fact, they are recommendations on how to behave in order to achieve a particular goal. We invent a certain strategy of behavior, think about what words to say to the interlocutor in order to convince him that we are right, how to show him a willingness to cooperate, how to win his sympathy, etc.

The need to invent behavioral strategies is due to problems that arise in the process of communication. The effectiveness of the communication process depends on many factors that are of human nature. These include the psychophysical characteristics of a person, his mental characteristics, character traits and attitudes. Some factors are obvious and we take them into account automatically, others require special consideration. It is much more difficult to identify and take into account the influence of a person's internal positions on his behavior with a particular partner.

Consider one of the most important points underlying many strategies - the attitude of a communication partner towards oneself. This is necessary because there are many difficulties in the level of self-esteem, in the ratio of self-esteem and the assessment of others. For example, if a person notices through the gestures of others that their feelings do not correspond to his ideas, then he gets upset. Patterns of behavior appear to protect one's own "I", the so-called protective mechanisms.

As a defense mechanism, insensitivity to critical remarks, the transfer of one's negative feelings to strangers, and the rationalization of one's own unreasonable actions may appear.

These reactions interfere with mutual understanding and interaction. In order not to cause a feeling of threat in the partner and not to provoke him to psychological defense, it is necessary to help the person in understanding how we perceive his actions. This is where feedback plays a huge role. Feedback is information we provide to others that contains our response to their behavior. Here are a few theses from the book of the Polish psychologist E. Melibrud, which reveals conditions for an effective feedback mechanism.

1. In your remarks, try to touch, first of all, on the behavior of the partner, and not on his personality; try to talk about specific actions of the partner.
2. Talk more about your observations rather than the conclusions you come to. It is possible that with your help the partner will come to deeper and more correct conclusions. But if you still want to express your thoughts and conclusions, then do not create the illusion that your conclusions objectively reflect reality.
3. Try to be descriptive rather than judgmental.
4. When describing the behavior of another person, try not to use the categories "you always...", "you never...".
5. Try to focus your attention on the specific actions of your partner in situations that took place very recently, and not on stories of the distant past.
6. Try to give as little advice as possible, it is better to express your thoughts, as if sharing thoughts and information with a partner.
7. When giving feedback to a person, try to emphasize what can be valuable to him, and not what can bring satisfaction to you personally. At the same time, one should try not to abuse the expression of feelings, not resort to emotional discharge, try not to manipulate others. Feedback, like any form of help, should be offered rather than forced.
8. Try to give your partner such information and in such quantity that he is able to use it.
9. Be careful that the timing of providing feedback is appropriate. It is important to choose the right time, place and situation for this. Often, in response to feedback, the partner reacts with deep emotional experiences. Therefore, you need to be very scrupulous and soberly assess the capabilities of the interlocutor.
10. Remember that giving and receiving feedback is possible with a certain courage, understanding and respect for yourself and others.

Your opinion about your partner should be expressed in such a way as not to cause feelings of resentment, indignation and protest in him and in the one with whom he shares his observations and assessments. This is especially important if we are dealing with a person who is internally immature, extremely insecure, and hard to take any criticism. It should be borne in mind that not only those who suffer from "complexes" require careful, tactful handling. Everyone, even a completely self-confident person, needs confirmation of his own importance in the eyes of others. Nothing is so painfully experienced as disrespect for the individual and an insult to self-esteem.

On the contrary, feedback, in which the positive qualities of a person are fixed, has an enormous positive potential.

For example, here is what he wrote in the 18th century. French moralist La Rochefoucauld: "Beauty, to them, valor, under the influence of praise, flourish, improve and achieve such brilliance that they would never have reached if they had gone unnoticed."

Only by realizing the positive inclinations inherent in it, believing in the possibility of their development, a person can respect himself and strive for further self-improvement. The expression of a feeling of sympathy, the recognition of the merits and merits of a person, as a rule, evoke in him a reciprocal sympathy, the mood to continue communication, to meet the wishes of the interlocutor. In this case, if we really respect and appreciate the other person, then the expression of such feelings is not only morally justified, but also desirable for both partners.

But in the event that psychological support is provided only in order to obtain a one-sided benefit (it becomes a means of manipulating the consciousness and behavior of another person), the moral assessment will certainly be negative.

Great popularity in our country, as well as in the United States, in the homeland of the author, received Carnegie's advice, formulated by him in the book "How to Win Friends and Influence People." Most of his recommendations are based on a person's need for self-respect, respect from the interlocutor, attention to his needs.

Here are some of the tips: "Be genuinely interested in other people"; "Remember that the name of a person is the most pleasant word for him"; "Make the interlocutor feel his importance, significance, and do it sincerely"; "Show that you respect the point of view of the interlocutor. Never tell him that he is wrong"; "Let your interlocutor feel that the idea belongs to him"; "Paying attention to the mistakes of a person, do not do it" in the forehead ""; "Before you criticize another, talk about your own mistakes"; "Let a man save his face"; "Praise a person for each of his, albeit insignificant, achievements. At the same time, be sincere and generous with praise," etc.

The end result for which Carnegie proposes to use his recommendations is to get the most out of communication. As the strongest arguments in favor of his advice, the author names the following: with their help, you can get a monetary profit, conclude profitable contracts, make a successful career. Some of our compatriots, having read Carnegie's advice, did not understand his main idea, believing that they are inapplicable in our society, as they teach hypocrisy and hypocrisy.

This, of course, is not true. By itself, this model does not carry a manipulative coloration. It can also be used for partner interaction, when both parties get a positive effect from communication. Basically, all advice is based on common sense. In addition, the bright form of presentation, many life examples make Carnegie's book attractive and useful in many ways.

Another important psychological idea which underlies the strategic model is the idea of the need self-presentation, self-presentation. The communication partner acts in accordance with his plans based on his definition of the situation. In order for communication to proceed according to the desired plan, each of its participants in communication must "submit itself" in accordance with its plan.

We present ourselves consciously or unconsciously directly or indirectly.

For example, we can do this directly, naming when meeting a person our status, country or city where we came from, marital status. Self-presentation can also be carried out indirectly, with the help of hints and statements ("when was the last time I was in Paris ..."), a costume, emphasized elegant or casual, certain manners and attributes.

As mentioned above, self-presentation is extremely important in professional communication.

Behavior Model Selection Criteria

We should not forget that when choosing a model of behavior, we do not depend so much on ourselves, but on many external circumstances. This does not relieve us of personal responsibility for our behavior.

What are Criterias of choice behavior patterns?

1. Moral impeccability. For all our inclination towards a subjective interpretation of morality, in society there are generally accepted approaches to explaining such concepts as honesty, justice and conscience.
2. Compliance with the law and the established order in society. One of the postulates of ancient Roman law said: "Man is a sacred thing." Any attack on him was unacceptable. Since it came from the people themselves, they were ordered to build their relationships in strict accordance with the spirit and letter of the law.
3. Taking into account the specific situation in which a person acts or finds himself by coincidence.
4. Target, which the individual puts forward.
5. Critical assessment of one's own capabilities using a particular behavior pattern.

Any copying of someone else's style is very dangerous. So, a person with external flaws cannot imitate beautiful movie characters, famous people - it will look unnatural and ridiculous.

6. Gender relatedness of the individual. Recommended show the qualities expected from either women or men. So, men appreciate in a woman not only external attractiveness, but also a certain touch of eroticism. Women, knowing such programming of the male psyche, cannot ignore this. In turn, men should not forget that women consider the most attractive qualities in them not only intellectual originality and spiritual nobility, but also purely masculine strength and charm.

Women and men have ample opportunities for a non-standard choice of behavior patterns, bringing their natural charm into communication, but they often forget about it.

Women are usually in a more difficult position. After all, many men are reluctant to accept their leadership, are by no means impartial about their professional data. As a rule, in order for a woman to achieve at least half of what men achieve, she needs to know and be able to do twice as much. At the same time, men should be warned against inflated self-esteem. According to management experts, there is a critical shortage of male leaders in the United States today. Other countries are also experiencing it.

The skillful use of criteria for choosing behavior models, along with skillful entry into one's life roles, is one of the most important provisions of imageology.

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