Mechanisms for regulating the social behavior of an individual. Mental regulation of human behavior and activity

When studying the third question, you need to pay attention to the following points.

Mental processes ensure the formation of knowledge and the primary regulation of human behavior and activity.

In complex mental activity, various processes are connected and form a single stream of consciousness, providing an adequate reflection of reality and the implementation of various types of activities. Mental processes occur with varying speed and intensity depending on the characteristics of external influences and personality states.

Under mental state one should understand the relatively stable level of mental activity that has been determined at a given time, which manifests itself in increased or decreased activity of the individual.

Every person experiences different mental states every day. In one mental state, mental or physical work is easy and productive, in another it is difficult and ineffective.

Mental states are of a reflex nature: they arise under the influence of the situation, physiological factors, progress of work, time and verbal influences (praise, blame, etc.).

The most studied are: 1) general mental state, for example attention, manifested at the level of active concentration or absent-mindedness, 2) emotional states, or moods (cheerful, enthusiastic, sad, sorrowful, angry, irritable, etc.). There are interesting studies about a special, creative state of personality, which is called inspiration.

The highest and most stable regulators of mental activity are personality traits.

Mental properties of a person should be understood as stable formations that provide a certain qualitative and quantitative level of activity and behavior typical for a given person.

Each mental property is formed gradually in the process of reflection and is consolidated in practice. It is therefore the result of reflective and practical activity.

Personality properties are diverse, and they need to be classified in accordance with the grouping of mental processes on the basis of which they are formed. This means that we can distinguish the properties of intellectual, or cognitive, volitional and emotional activity of a person. As an example, let us give some intellectual properties - observation, flexibility of mind; strong-willed – determination, perseverance; emotional – sensitivity, tenderness, passion, affectivity, etc.

The human psyche and consciousness, on the one hand, reflect the influence of the external environment, adapt to it, and on the other hand, regulate this process, constituting the internal content of activity and behavior. The latter cannot but be mediated by the psyche, since it is with its help that a person realizes his motives and needs, sets goals and objectives for his activity, and develops methods and techniques for achieving its results. Behavior in this case acts as an external form of manifestation of activity.

Behavior– the activity of a living organism aimed at interacting with the environment. Behavior is based on the needs of the animal organism, over which executive actions are built to satisfy them. Typically, behavior is understood as outwardly manifested behavior, that is, actions that can be noticed by an observer. But there is also internal (mental) behavior– presumably, a person’s thought process, his thinking. The result of this behavior can be seen in external behavior. At the same time, the influence of the surrounding (external) environment also affects the internal (mental) behavior of a person.

Activity– the process of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person to which he himself attaches some meaning.

One of the important factors influencing the formation of behavior regulation, the nature and strategy of a person’s interaction with the world is temperament.

Seminar No. 2.

1) The concept of the psyche

Even in ancient times

physical form of reflection consciousness.

2) Structure of the psyche.

1. Mental processes

A) educational

b) emotional(emotions and feelings);

V) strong-willed(will).

2. Mental states

3. Mental properties

4. Mental formations

Functions of the psyche.

.

Seminar No. 2.

1) The concept of the psyche

Even in ancient times it was discovered that, along with the material, objective, external, objective world, there are immaterial, internal, subjective phenomena - human feelings, desires, memories, etc. Every person is endowed with mental life.

Psyche is the property of highly organized matter to reflect objective reality, create mental images and regulate human activity and behavior.

The psyche is a subjective, signal, socially conditioned reflection of reality in a system of ideal images, on the basis of which a person’s active interaction with the environment is carried out.

Reflection expresses the ability of material objects in the process of interaction to reproduce in their changes the features and traits of the objects influencing them. The form of reflection depends on the form of existence of matter.

In nature, three main forms of reflection can be distinguished. The lowest level of life organization corresponds to physical form of reflection, characteristic of the interaction of inanimate objects. Corresponds to a higher level physiological form of reflection. The next level takes the form of the most complex and developed mental reflection with the highest level of reflection specific to the human psyche - consciousness.

The human psyche is formed and manifested in his activities. Human activity serves both as the driving force of socio-historical progress and as a means of human mental development. In the process of formation of the human psyche, his external actions with material objects are transformed into mental actions. Thanks to the ability to act in the mind, a person has learned to model various relationships between objects and to foresee the results of his actions.

The human psyche is a socially determined phenomenon, and not a natural product of the brain. However, it is realized by the brain. The psyche cannot be separated from the work of the brain, but it cannot be reduced to neurophysiological processes.

The specificity of the work of the human brain consists in a special way of encoding information coming from outside. The mental reflection of reality by a person is a reflection mediated by a verbal sign, a human concept formed in socio-historical practice.

The psyche is a very complex system, consisting of separate subsystems; its elements are hierarchically organized and very changeable.

2) Structure of the psyche.

All the diversity of forms of mental existence is usually combined into the following groups:

1. Mental processes - these are elementary mental phenomena that provide a person’s primary reflection and awareness of the influences of the surrounding reality (lasting from a fraction of seconds to tens of minutes or more). As a rule, they have a clear beginning, a definite course and a clearly defined end.

Mental processes are divided into:

A) educational(sensation, perception, attention, representation, imagination, memory, thinking, speech);

b) emotional(emotions and feelings);

V) strong-willed(will).

2. Mental states longer compared to mental processes (can last for several hours, days or even weeks) and more complex in structure and formation.

They are expressed in a certain level, performance and quality of functioning of the human psyche, characteristic of him at a certain point in time. These include states of activity or passivity, vigor or depression, efficiency or fatigue, irritability, absent-mindedness, good or bad mood.

3. Mental properties - the most stable and constantly manifested personality traits, providing a certain qualitative and quantitative level of behavior and activity, typical for a given person. These include orientation (what does a person want?), temperament and character (how does a person manifest?), and abilities (what can a person do?).

4. Mental formations - this is what becomes the result of the work of the human psyche, its development and self-development; These are mental phenomena that are formed in the process of a person acquiring life and professional experience. These should include acquired knowledge, skills and abilities, habits, attitudes, attitudes, beliefs, etc.

5. Social and psychological phenomena - these are psychological phenomena caused by interaction, communication, mutual influence of people on each other and their belonging to certain social communities (classes, ethnic groups, small and large groups, religious denominations, etc.).

Mental regulation of behavior and activity.

Under behavior In psychology, it is customary to understand the external manifestations of human mental activity. Behavioral facts include:

• individual movements and gestures (for example, bowing, nodding, squeezing a hand);
• external manifestations of physiological processes associated with the state, activity, communication of people (for example, posture, facial expressions, glances, redness of the face, trembling, etc.);
• actions that have a certain meaning;
• actions that have social significance and are associated with norms of behavior.

Deed- an action, performing which a person realizes its significance for other people, that is, its social meaning.

Activity is a dynamic system of interaction between the subject and the world. In the process of this interaction, a mental image arises and is embodied in an object, as well as the subject’s realization of his relationship with the surrounding reality.

The main characteristic of activity is its objectivity. By object we mean not just a natural object, but a cultural object in which a certain socially developed way of acting with it is recorded. This method is reproduced whenever objective activity is carried out. Another characteristic of activity is its social, socio-historical nature. A person cannot independently discover forms of activity with objects. This is done with the help of other people who demonstrate patterns of activity and include the person in joint activities. The transition from activity divided between people and carried out in external (material) form to individual (internal) activity constitutes the main direction of the formation of psychological new formations (knowledge, skills, abilities, motives, attitudes, and so on).

Activity is always indirect. The means are tools, material objects, signs, symbols and communication with other people. Carrying out any act of activity, we realize in it a certain attitude towards other people, even if they are not actually present at the moment of performing the activity.

Human activity is always purposeful, subordinated to a goal as a consciously presented planned result, the achievement of which it serves. The goal directs the activity and corrects its course.

Activity is always productive in nature, that is, its result is transformations both in the external world and in the person himself: his knowledge, motives, abilities. Depending on which changes play the main role or have the greatest share, different types of activity are distinguished: labor, cognitive, communicative and others.

Functions of the psyche.

The psyche performs certain functions: reflecting the influences of the surrounding reality; regulation of people's behavior and activities; their awareness of their place in the world around them.

1. Reflection of the influences of the surrounding reality . The mental reflection of reality has its own characteristics:

This is not a dead, mirror, one-act reflection, but a process that is constantly developing and improving, creating and overcoming its contradictions;

External influence is always refracted through previously established characteristics of the psyche and specific states of a person (therefore, the same external influence can be reflected differently by different people and even by one person);

This is a correct, true reflection of reality (the emerging images of the material world are snapshots, casts, copies of existing objects, phenomena, events).

2. Regulation of behavior and activity. The human psyche and consciousness, on the one hand, reflect the influences of the external environment, adapt to it, and on the other hand, regulate this process, constituting the internal content of activity and behavior.

3. A person’s awareness of his place in the world around him. This function of the psyche, on the one hand, ensures the correct adaptation and orientation of a person in the objective world, guaranteeing him an understanding of this world and an adequate attitude towards it. On the other hand, with the help of the psyche, a person realizes himself as a person, endowed with certain individual and socio-psychological characteristics, as a representative of a particular society, social group, different from other people and having unique interpersonal relationships with them. A person’s correct awareness of his personal characteristics helps him adapt to other people, properly build communication and interaction with them, achieve common goals of joint activities, and maintain harmony in society as a whole.

The psyche arose at a certain stage of the development of matter - the stage of the appearance of animal organisms and represents a reflective-regulatory mechanism of their adaptive behavior. As animals evolved, their psyche also developed. The human psyche, consciousness is the highest stage of mental development; its occurrence is due to human labor activity in conditions of collective communication.

The function of volitional regulation is to increase the efficiency of relevant activities, and volitional action appears as a conscious, purposeful action of a person to overcome external and internal obstacles with the help of volitional efforts.

At the personal level, will manifests itself in such properties as willpower, energy, perseverance, endurance, etc. They can be considered as primary, or basic, volitional qualities of a person. Such qualities determine behavior that is characterized by all or most of the properties described above.

A strong-willed person is distinguished determination, courage, self-control, self-confidence. Such qualities usually develop in ontogenesis (development) somewhat later than the group of properties mentioned above. In life, they manifest themselves in unity with character, so they can be considered not only as volitional, but also as characterological. Let's call these qualities secondary.

Finally, there is a third group of qualities that, while reflecting a person’s will, are at the same time associated with his moral and value orientations. This is responsibility, discipline, integrity, commitment. This group, designated as tertiary qualities, includes those in which the will of a person and his attitude to work simultaneously appear: efficiency, initiative. Such personality traits are usually formed only by adolescence.

According to V.A. And Vannikov, the main psychological function of the will is to strengthen motivation and improve, on this basis, the conscious regulation of actions. The real mechanism for generating an additional incentive to action is a conscious change in the meaning of the action by the person performing it. The meaning of an action is usually associated with a struggle of motives and changes with certain, deliberate mental efforts.

Volitional action, the need for it, arises when an obstacle appears on the path to carrying out motivated activity. An act of will is associated with overcoming it. First, however, it is necessary to understand and comprehend the essence of the problem that has arisen.

The inclusion of will in activity begins with a person asking himself the question: “What happened?” The very nature of this question indicates that the will is closely related to the awareness of the action, the course of activity and the situation. The primary act of including the will in action actually consists in the voluntary involvement of consciousness in the process of carrying out the activity.

Volitional regulation is necessary in order to keep in the field of consciousness for a long time the object that a person is thinking about and to maintain attention concentrated on it. The will is involved in the regulation of almost all basic mental functions: sensations, perception, imagination, memory, thinking and speech. The development of these cognitive processes from lower to higher means that a person acquires volitional control over them.

Volitional action is always associated with the consciousness of the purpose of the activity, its significance, and the subordination of the actions performed to this purpose. Sometimes there is a need to give a special meaning to a goal, and in this case the participation of the will in the regulation of activity comes down to finding the appropriate meaning, the increased value of this activity. Otherwise, it is necessary to find additional incentives to carry out, to complete an already started activity, and then the volitional meaning-forming function is associated with the process of performing the activity. In the third case, the goal may be to teach something and actions associated with learning acquire a volitional character.

The energy and source of volitional actions are always somehow connected with the actual needs of a person. Relying on them, a person gives conscious meaning to his voluntary actions. In this regard, volitional actions are no less determined than any others, only they are associated with consciousness, hard work of thinking and overcoming difficulties.

Volitional regulation can be included in activity at any of the stages of its implementation: initiation of activity, choice of means and methods of its implementation, adherence to the intended plan or deviation from it, control of execution. The peculiarity of the inclusion of volitional regulation at the initial moment of activity is that a person, consciously abandoning some drives, motives and goals, prefers others and implements them contrary to momentary, immediate impulses. Will in choosing an action is manifested in the fact that, having consciously abandoned the usual way of solving a problem, the individual chooses another, sometimes more difficult, and tries not to deviate from it. Finally, volitional regulation of control over the execution of an action consists in the fact that a person consciously forces himself to carefully check the correctness of the actions performed when there is almost no strength and desire left to do this. Particular difficulties in terms of volitional regulation are presented for a person by such activities where problems of volitional control arise throughout the entire path of the activity, from the very beginning to the end.

A typical case of the inclusion of will in the management of activity is a situation associated with the struggle of difficultly compatible motives, each of which requires the performance of different actions at the same moment in time. Then the consciousness and thinking of a person, being included in the volitional regulation of his behavior, look for additional incentives in order to make one of the drives stronger, to give it greater meaning in the current situation. Psychologically, this means an active search for connections between the goal and the activity being carried out with the highest spiritual values ​​of a person, consciously giving them much greater significance than they had at the beginning.

With the volitional regulation of behavior generated by actual needs, a special relationship develops between these needs and the human consciousness. S.L. Rubinstein characterized them as follows: “Will in its proper sense arises when a person is capable of reflecting his drives and can relate to them in one way or another. To do this, the individual must be able to rise above his drives and, distracted from them, realize himself... as a subject... who... rising above them, is able to make a choice between them.”

Introduction

Currently, no one doubts that the most important resource of any company is its employees. However, not all managers understand how difficult it is to manage this resource. The success of any company depends on how effective the work of employees is. The task of managers is to use the capabilities of their staff as efficiently as possible. No matter how strong the decisions of managers are, the effect from them can only be obtained when they are successfully implemented by the company’s employees. And this can only happen if employees are interested in the results of their work. To do this, it is necessary to somehow motivate a person, to encourage him to act. It is clear that the main motivating factor is salary, however, there are many other factors that force a person to work and regulate his behavior.

Members of an organization are not tools, not cogs, and not machines. They have goals, feelings, hopes, fears. They feel unwell, angry, hopeless, rude, happy. Each of them is a person with individual traits and qualities inherent to her and only to her.

The behavior of a subordinate in an organization is the result of a complex combination of various influences. Some influences are conscious and others are not; some are rational and some are irrational; some are consistent with the organization's goals and others are not. That is why, in order to predict and successfully regulate the behavior and activities of subordinates, the manager must know what the personality of an individual member of the organization is, why he acts in typical situations exactly as he does, and how (by means of which) it is advisable to regulate his behavior and activities.

Human economic activity ultimately aims to create a material base for improving living conditions. Since people are closely interconnected with each other in their economic activities, a change in the living conditions of an individual cannot occur in isolation from changes in these conditions for other individuals. In turn, this requires coordination of activities to ensure favorable living conditions. This activity is called social policy. Social policy expresses the ultimate goals and results of economic growth.

As historical experience shows, when implementing economic transformations, problems of social policy come to the fore, being both the stimulus for these transformations and the factor that determines the boundaries of radicalism. Therefore, social problems are of particular importance in the life of society.

The subordinate, as a rule, is a fully formed personality, bound by prevailing social norms, owns his own individual traits, and has experienced significant influence from many previous groups (and this influence is not always positive).

The behavior of a subordinate in certain situations is formed on the basis of the experience of his entire previous life. A person’s attitude towards certain people, phenomena, situations, processes leads to the emergence of corresponding behavior.

Based on the above, the purpose of this course work is to study and analyze the psychological aspects of regulating the behavior and activities of a subordinate.

The object of the study is social regulation as a socio-psychological phenomenon, the subject of the study is the features of social processes and phenomena in labor organizations.

To achieve the research goal, it is necessary to solve the following problems:

reveal the concept of the system of regulation of the behavior and activities of subordinates in the organization;

characterize the elements of the social regulation system;

study the basic methods of social regulation of activity and behavior;

determine the role of organizational values, rituals and traditions in regulating the behavior and activities of a subordinate;

conduct an analysis of the level of social regulation in NovStroy LLC “Evening Novocherkassk”.

1 Theoretical part

1 The concept of the system for regulating the behavior and activities of a subordinate in an organization

Social behavior of an individual is a complex social and socio-psychological phenomenon. Its emergence and development is determined by certain factors and is carried out according to certain patterns. In relation to social behavior, the concept of conditionality and determination is replaced, as a rule, by the concept of regulation. In its ordinary meaning, the concept of “regulation” means ordering, arranging something in accordance with certain rules, developing something in order to bring it into a system, balance it, establish order. Personal behavior is included in a broad system of social regulation. The functions of social regulation are: formation, assessment, maintenance, protection and reproduction of the norms, rules, mechanisms, and means necessary for the subjects of regulation that ensure the existence and reproduction of the type of interaction, relationships, communication, activity, consciousness and behavior of the individual as a member of society. The subjects of regulation of the social behavior of an individual in the broad sense of the word are society, small groups and the individual himself.

In the broad sense of the word, the regulators of individual behavior are the “world of things,” “the world of people,” and the “world of ideas.” By belonging to the subjects of regulation, one can distinguish social (in a broad sense), socio-psychological and personal factors of regulation. In addition, the division can also be based on the objective (external) - subjective (internal) parameter.

There is an age-old question in management science: who or what should a leader manage? To whom does it direct its impact - the individual or the organization? Until recently, most scientists decided this issue in favor of the organization. The new approach to management is increasingly based on recognizing the priority of the individual over production, profit, and the organization as a whole. It is precisely this formulation of the question that constitutes the culture of modern management.

A subordinate, as a rule, is a fully developed personality, bound by prevailing social norms, possessing his own individual traits, who has experienced significant influence from many previous groups (and not always a positive influence).

The behavior of a subordinate in certain situations is formed on the basis of the experience of his entire previous life. A person’s attitude towards certain people, phenomena, situations, processes leads to the emergence of corresponding behavior. In general, the nature of our behavior is constantly influenced by various internal and external factors.

The main internal factors include:

fulfillment of a certain social role;

appropriate status in the organization;

degree of emotional closeness with others;

previous life and professional experience;

belonging to a certain culture and subculture;

specific situation and topic of conversation;

mood at the moment.

Along with internal factors, a number of external factors have a significant impact on employee behavior:

social environment represented by specific employees both “vertically” and “horizontally”;

expecting certain behavior from an employee;

orientation towards certain behavioral stereotypes approved in the organization.

It would be wrong to imagine that external and internal regulators exist relatively independently of each other. Here they are considered separately not for reasons of principle, but rather for didactic purposes. In reality, there is a constant interdependence between objective (external) and subjective (internal) regulators. It is important to note two circumstances. Firstly, the creator of the predominant number of external regulators, including the transformed surrounding reality, is a person with his subjective, inner world. This means that the “human factor” is initially included in the system of determinants of an individual’s social behavior. Secondly, in understanding the dialectic of external and internal regulators, the dialectical-materialistic principle of determinism, formulated by S.L., is clearly realized. Rubinstein. According to this principle, external causes act by refracting through internal conditions. External regulators act as external causes of an individual’s social behavior, and internal regulators serve as the prism through which the action of these external determinants is refracted.

A person’s assimilation of norms developed by society is most effective when these norms are included in the complex inner world of the individual as its organic component. However, a person not only assimilates externally given ones, but also develops personal norms. With their help, he prescribes, normatively sets himself his personal position in the world of social relations and interactions, develops forms of social behavior in which the process of formation and the dynamics of his personality are realized. Personality feeds correspond to a person’s ideas about himself. Violation of these norms causes feelings of discomfort, guilt, self-condemnation, and loss of self-respect. Developing and following these norms in behavior is associated with a sense of pride, high self-esteem, self-respect, and confidence in the correctness of one’s actions.

The content of the individual’s inner world includes feelings associated with the implementation of external determinants, adherence to norms, as well as the attitude towards external regulators assigned to the person, their assessment. As a result of the dialectical interaction of external and internal regulators, a complex psychological process is carried out in the development of consciousness, moral beliefs, value orientations of the individual, the development of social behavior skills, the restructuring of the motivational system, the system of personal meanings and meanings, attitudes and relationships, the formation of the necessary socio-psychological properties and a special structure personality.

In the dialectic of external and internal determinants, the personality acts in its unity as an object and subject of social regulation of behavior.

2 Elements of the social regulation system

The socialization of the individual, the regulation of his social behavior is carried out through a system of social regulation of behavior and activity. It includes the following main components: regulators:

social position;

social role;

social norms;

social expectations (expectations);

social values ​​expressed in the value orientations of the individual;

social attitudes; techniques and methods:

· direct or immediate (persuasion, coercion, suggestion, requirement of modeled behavior based on imitation, that is, the implementation of the principle “Do as ...");

· indirect or mediated (“personal example”, “orienting situation”, “change or preservation of role elements”, “use of symbols and rituals”, “stimulation”).

Let's take a closer look at the elements of the social regulation system. The mentality inherent in a given social group has a serious influence on the formation of certain regulators. The concept of “mentality” is a set of basic and fairly stable psychological guidelines, traditions, habits, life attitudes, patterns of behavior that are inherited from past generations and inherent in a given society, group, nation and a certain cultural tradition; this is a certain stereotype of perception and assessment of reality and behavioral self-regulation. Based on the group mentality, an individual mentality is formed. In fact, individual mentality includes the main regulators of social behavior and is their integrated expression.

Let us now take a closer look at the regulators themselves. An important regulator of an individual’s behavior is the social position he occupies, that is, the social position of the individual, which is associated with his certain rights and responsibilities, which are generally independent of individual qualities. Positions placed in a hierarchy on some basis (property, power, competence) have different status and prestige in public opinion. Each position prescribes a number of objective requirements for the persons occupying them and requires their compliance. In other words, through its requirements, a position regulates the behavior of everyone who occupies it.

The requirements of the position determine a unique model of behavior. It receives its complete expression in the concept of “social role,” that is, a social function, a model of behavior objectively determined by the social position of the individual. The word "role" is borrowed from the theater and, as there, it means prescribed actions for those who occupy a certain social position.

When we reach a new step on the career ladder, we are forced to behave in accordance with our new position, even if we feel out of place. And then, one fine day, something amazing happens. We notice that new behavior is not difficult for us. Thus, we entered into the role, and it became as familiar to us as slippers.

About the same thing happens to our subordinate. When he joins an organization, he becomes involved in a system of complex relationships, occupying several positions in it. Each position corresponds to a set of requirements, norms, rules and behavior patterns that define a social role in a given organization as a subordinate, partner, participant in various events, etc. A member of the organization occupying each of these positions is expected to behave accordingly. The adaptation process will be the more successful the more the norms and values ​​of the organization are or become the norms or values ​​of its individual member, the faster and more successfully he accepts and assimilates his social roles in the organization.

The social role regulates the behavior of the individual in the main, fundamental issues and determines the model of behavior as a whole. This, however, does not deny the personal, subjective coloring of the role, which manifests itself in the styles of role behavior and the level of activity of performance.

The concept of “social role” is changeable. It is enough to compare the content of the concept “entrepreneur” in the pre-October period and now. The greatest changes occur in the process of intensive social development. The fulfillment of a social role must comply with accepted social norms and the expectations of others, regardless of the individual characteristics of the individual.

Each culture has its own ideas about generally accepted behavior. Most often, these ideas are united by the concept of “social norm”. Norms guide our behavior so subtly that we hardly recognize their existence. Norms as ideas of members of society about what is proper, acceptable, possible, desirable or about what is unacceptable, impossible, undesirable, etc. are an important means of social regulation of the behavior of individuals and groups.

Norms play the role of integration, ordering, and ensuring the functioning of society as a system. With the help of norms, the requirements and attitudes of society and social groups are translated into standards, models, and standards of behavior for representatives of these groups and in this form are addressed to individuals. The assimilation and use of norms is a condition for the formation of a person as a representative of a particular social group. By observing them, a person becomes included in a group, in society.

At the same time, an individual’s behavior is also regulated by the attitude of others towards us, their expectation from us of certain actions appropriate to a given situation. Social, role expectations (expectations) are usually unformalized requirements, prescriptions for models of social behavior, relationships, etc. and take the form of expectations of certain behavior (for example, an employee must work well, a specialist must know his job well). Expectations reflect the degree of commitment, the need for members of a group, society, a prescribed model of behavior, relationships, without which the group cannot function. Among the main functions of expectations, one can highlight the streamlining of interaction, increasing the reliability of the system of social connections, consistency of actions and relationships, increasing the efficiency of the adaptation process (primarily regulation and forecast).

Social values, that is, significant phenomena and objects of reality that meet the needs of society, a social group and an individual, have a serious influence on an individual’s behavior.

The values ​​of society and the group, refracted through the perception and experience of each individual, become value orientations of the individual (VOL), that is, values ​​from purely “social” become “mine”. Thus, the value orientations of an individual are the social values ​​shared by this individual, which act as goals of life and the main means of achieving these goals. Being a reflection of the fundamental social interests of the individual, COLs express the subjective social position of individuals, their worldview and moral principles.

Of greatest importance for the regulation of social behavior are the formed social attitudes of a given individual, that is, a person’s general orientation towards a certain social object, phenomenon, predisposition to act in a certain way regarding a given object, phenomenon. Social attitudes include a number of phases: cognitive, that is, perception and awareness of the object (goal); emotional, that is, emotional assessment of the object (mood and internal mobilization); and finally, behavioral, that is, the readiness to carry out a series of sequential actions in relation to the object (behavioral readiness).

These are the main regulators of an individual’s social behavior. The first four (position, role, norms and expectations) are relatively static in nature and are the simplest. Sometimes in the psychological literature they are combined with the concept of “external motivation of a subordinate.”

COL and social attitude are the most complex regulators and provide for the active interaction of the individual with objective reality. They are united by the concept of “internal motivation of subordinates.” Intrinsic motivation is decisive for the success of a person’s activity; it reveals the reason for a person’s desire to do their work efficiently. Let us remember the well-known rule: in order to force a person to do something, he must want to do it. The value orientations of the individual and the social attitudes of the subordinate form this “want.”

3 Basic methods of social regulation of activity and behavior

Of particular interest is the question of techniques and methods of influence that make it possible to transfer the requirements of the external environment to the level of internal regulators.

Orienting situation. The essence of this method is that conditions are created under which subordinates begin to act on their own, without coercion or reminders, according to the logic of the designed circumstances. In other words, a person himself chooses a method of behavior, but his choice is consciously directed by a leader who organizes the appropriate conditions.

What are the advantages of this method? Firstly, a person included in an orienting situation, although he acts according to the logic of circumstances and conditions, nevertheless chooses specific methods of action and behavior himself. This increases independence and responsibility. Secondly, the opportunity for creativity of the individual and the team always remains. The situation directs actions, but does not dictate how to perform them. Thirdly, the method allows everyone to take the place of the other, that is, change roles.

Changing role characteristics. This method is based on the use of the role and the expectations associated with it as factors regulating a person’s activities and behavior. Changing some elements of a role causes changes in the behavior of individuals and entire groups. For example, you can assign a subordinate the duties of a temporarily absent immediate supervisor. In most cases, this stimulates a different attitude towards business, increases responsibility and diligence in one’s area of ​​work. In another case, a subordinate is entrusted with a responsible task. Moreover, it is emphasized that the result of this task is very important for the organization, for each of its members. Thanks to the use of this method, the subordinate, in addition to high-quality performance of the task, begins to fulfill his official duties more responsibly.

Stimulation. The main rule when using this method is that it must be deserved and at the same time some kind of “advance”. When summing up, it is advisable to first talk about the positive, and then about the shortcomings. Incentives should be structured in such a way that the individual is aware of the prospects for career and professional growth. The most important incentives for a subordinate’s activity include:

creating opportunities for distinction, prestige and personal influence;

maintaining good working conditions (cleanliness, a calm, friendly environment or the presence of a separate office, computer, etc.);

pride in the profession, in belonging to a given organization, in the status position occupied in this organization;

satisfaction with relationships with colleagues in the organization;

a sense of involvement in large and important affairs of the organization.

Based on a number of psychological studies, we point out that monetary reward will achieve its goal if its amount is no less than 15 - 20% of the official salary. Otherwise, the reward will be perceived indifferently, as something taken for granted. Well, if the amount of the remuneration does not exceed 5% of the salary, it is perceived negatively (“It would be better not to have this remuneration”).

Use of rituals and symbols. Time-tested forms of work include the ritual of introducing young employees into a specialty, dedicating them to members of the organization, the ritual of rewarding advanced employees, birthday greetings, joint holding of sporting events and recreation, etc. This will be discussed in more detail in the next paragraph.

In addition to the above methods of social regulation, they are based on the employee’s aspirations:

satisfy the need for livelihoods for yourself and your family members;

implement the learned values, standards and patterns of functional behavior that encourage the individual to choose and implement personally and publicly recognized Forms of professional self-affirmation that are acceptable to him;

connect their professional activity with legal institutionalized means and institutions based on the social division of labor.

The enterprise provides the employee with the necessary conditions for the objectification of his professional abilities, creates a social mechanism for connecting a person’s functional capabilities with real production and a specific type of work activity, and gives the employee responsibility, rights and powers, and a set of specific responsibilities. Thus, the mechanism and methods for regulating the social and labor behavior of an individual include both the listed elements and the supposed ones, the organization of work of production processes and the workplace, systems of motivation and stimulation of labor behavior, and other socio-economic institutions that ensure labor activity. The employee receives the official right to occupy a certain workplace, after which he is included in the production organization as its functional element. Constitutional guarantees and civil rights are the basic prerequisites for labor activity, which are realized through employment. Therefore, the processes and methods of hiring, firing, training, advanced training, and retraining of employees serve as tools not only for personnel management, but also for the regulation of social behavior. An individual goes through the necessary phases of civil, social, educational and professional training, acquires the necessary set of qualities that characterize him as a trained and capable worker who bears conscious responsibility for his professional actions and actions. In this case, he is endowed with a certain social status (professional, official), which provides him with a certain freedom of labor activity in the areas of strictly prescribed norms and standards - the institutional requirements of the production organization.” Freedom means that the individual;

can exhibit a variety of forms of professional activity in a particular workplace;

has sufficient rights, powers, responsibilities and specific responsibilities that are protected, promoted and guaranteed by the organization;

capable within a given status, i.e. production position or socio-economic affiliation to carry out proactive forms and types of labor behavior;

acts as an active subject of social, organizational, managerial, and economic regulation;

according to certain characteristics, he stands out and differs from other people, and is also included in a social group of individuals equal to him in status.

Status - professional, qualification, official, economic - is a real indicator of a worker’s place in the system of a specific production organization, where, through a set of regulations and norms, relatively strict Forms of labor behavior are established, therefore, status is one of the objects of regulation of the social and labor behavior of an employee.

All types of individual behavior are within the scope of appropriate mechanisms of social control. Behavior is recorded by its deviations from prescribed norms.

The dynamic, or functional, projection of social status is the social role, which is revealed in the totality of norms, regulations and reference patterns of behavior acquired by the individual.

Social status has three projections:

Verbal, visual and behavioral characteristics of personality.

Social status (functional state of the individual).

Personal status (reflections of expectations and reactions from a person’s social environment).

Regulation of an employee's social behavior is carried out through status functions.

The regulatory function of status ensures the process of communication and institutional interaction of individuals at any level of the production system in order to develop personal and socially expedient lines of joint behavior. The stratification function of status distributes individuals among the levels and layers of social differentiation of society as a whole, social groups and production organizations.

The normative function of status provides a specific set of instructions and settings for functional-role behavior, or algorithms of the behavioral matrix, which is specified by the environment.

The attributive function of status fixes the socio-professional affiliation of the individual, his place and role in the system of functional relations.

The orienting function of status allows an individual to stand out in the system of social behavior, distinguish himself from others and, in accordance with this, determine sustainable forms of his behavior in the organization.

The instrumental function of status gives an individual the opportunity to use his social position to solve everyday and professional problems, but within the limits of the advantages and privileges secured by a given status.

The identifying function of status ensures the identification of an individual with a certain set of norms and regulations, socially defined patterns of behavior and, through them, with the corresponding social group.

4 The role of organizational values, rituals and traditions in regulating the behavior and activities of a subordinate

4.1 Organizational values

Spiritual values ​​are an indicator of organizational culture and a key category that determines success, job satisfaction and professional prestige. For any manager, attempting to manage an organization without knowledge of the value system and value orientations of his subordinates will end in failure. Values ​​attach personnel to the organization’s main goals, objectives, means, symbols and signs of prestige.

The formation of any organization begins with the definition of basic, initial values. They are designed to combine the ideas of the founders of the organization with the individual interests and needs of employees. Often, the choice of one or another value system made at the very beginning is fixed on a subconscious level among the organization’s personnel and determines all its activities.

The global experience of most organizations shows that they are dominated by the following values:

we are the best in our business (or we strive to become the best);

the quality of our activities can only be excellent;

in our activities every little thing is important (or - there are no little things in our activities);

in order not to fall behind, we must win every day (to win not just someone, but to win together with all the complexities and problems of the surrounding reality);

we cannot afford either arrogance from success or despondency from failure;

everyone around you should be treated as individuals, and not as cogs in a complex machine;

We recognize the most important is the informal encouragement of success and the development of intra-organizational connections and contacts.

As we see, there is a clear tendency to establish such relationships both within the organization and outside it, which in no case will lead to the loss of honor, dignity, health and safety of people (clients, employees, partners, competitors), but will always contribute good and harmonious regulation of business relations.

Among the leading individual values ​​of the organization's employees are respect for colleagues, creative satisfaction, hard work, responsiveness, fairness, modesty, tolerance, initiative, competitiveness, professional pride and professional honor. Individual professions also have their own specific values. For example, in medicine - compassion, maintaining medical confidentiality; in jurisprudence - integrity and loyalty to the laws; in a military organization - patriotism, duty, honor, loyalty to the word; in journalism, the pursuit of truth and its public disclosure.

According to S.I. Samygina and L.D. Stolyarenko (1997), organizational values ​​can be divided into conservative and liberal. The criteria for such differentiation are such “touchstones” as:

attitude towards the new and the old;

willingness to take risks;

degree of trust in delegation of authority;

specifics of intra-organizational communications, etc.

To avoid negative assessments of conservative values, we immediately emphasize that the most important aspect of any conservatism is continuity. Continuity presupposes reliance on experience, rationality, and foresight. Research shows that in organizations with a conservative value system, morality, planning, consistency, and safety are highly valued. Conservative values ​​are oriented toward stereotypical rather than transformative principles, because by their nature they gravitate towards everything that is known, reliable, well-tested and safe. The meaning of conservatism (and, in moderate proportions, its benefits) is that it is to the maximum extent born and dictated by experience, many years of practice, traditions and rationalism, as a unique philosophy of life.

The exponents of conservative values ​​are mainly the most experienced employees of the organization and representatives of the older generation.

They feel at ease, receiving clear and strict instructions from their immediate superior, when they are given obvious, clear and understandable tasks. They do not seek any special “meaning” in their work.

The system of conservative values ​​is most clearly manifested in the relationship between the boss and subordinates. Most often this is a “bent-touching”, servile attitude of subordinates, devoid of any criticism. An idea of ​​the essence of this relationship is given by the “Code of Rules” given in the appendix, created by institutional folklore and still circulating in various organizations. A leader who affirms conservative values ​​prefers to strengthen his control functions to the limit, rather than using the potential capabilities of the entrusted organization. He will always strive to solve a problem that is immediate and well known to him, and not to a distant future, progress towards which requires risk. A conservative leader will choose routine methods to overcome a crisis instead of using modern approaches and avant-garde technologies.

The dangers of overindulging in conservative values ​​in an organization are:

in modern economic conditions that require dynamism, innovative approaches and innovative technologies, a conservative approach may turn out to be ineffective and even disastrous;

in conditions of a change in the system of spiritual coordinates, fundamental changes in the consciousness and thinking of people, in their attitude to work, not taking these changes into account and attempts to directly put pressure on staff are ineffective;

Conservative values ​​(for all the positive things in them) suppress such qualities inherent in every full-fledged person as courage, openness, initiative, and energy. This, in turn, demotivates the individual, leads to a decline in work activity and a breakdown in business relationships in general.

Liberal values ​​reflect a change in mass social consciousness in relation to work and professional self-realization. They are distinguished by a clear emphasis on the human, and not just the technological, aspects of activity. Relying on these values ​​allows each employee to demonstrate their creative potential and provides full motivation and moral satisfaction. Effective and free intra-organizational communications horizontally and vertically, positive attitudes towards innovation, and the opportunity to freely express one’s opinion are most indicative of liberal values. Their entirety can be reduced to three groups.

The first group of values ​​includes a system of beliefs, attitudes and expectations regarding the work itself. Strengthening its creative nature, new opportunities in the choice of means and approaches allows us to form a qualitatively new attitude towards work as the most important value, as a genuine phenomenon of human life.

The values ​​of the second group cover interpersonal communications in an organizational environment. What comes to the fore is the balance of vertical and horizontal communications (and for a number of problems, the dominance of horizontal communications), respect and consideration of the opinions of individual employees, a high degree of delegation of authority and trust. All this creates a special corporate spirit (spirit of solidarity) in modern organizations; the third group is based on individual values ​​that have the greatest impact on the well-being of the individual, his confidence in the correctness of his chosen path. The spirit of liberalism is especially manifested in such values ​​as professional competence, awareness of the development of all processes in the organization, the importance of each employee’s own “I,” optimization of organizational goals with the personal plans and goals of each employee.

1.4.2 Rituals and traditions in the activities of the organization

Rituals are usually understood as a system of symbolic behavioral acts, a specific form of interaction designed to satisfy the need for recognition and consolidate values ​​in the organization.

With the help of various ritual forms of interaction, it is possible to introduce all employees to the main organizational values ​​and traditions, to form a corporate spirit and unity of all personnel. Rituals are designed to ensure continuity between different generations in a particular organization, to transmit organizational traditions and accumulated experience through symbols.

In addition, rituals often become a holiday, a kind of break in the flow of everyday life; a holiday that introduces and introduces employees to values. The magical effect of ritual symbolism turns out to be stronger than pragmatism and purely rational attitudes. That is why the organization of rituals must be taken seriously, sparing no time for their quality preparation.

Among the many rituals, several groups are distinguished. Thus, rituals when entering a job are designed to acquaint a newcomer with the history and traditions of the organization, with its basic values. The features of such a ritual are reflected in one of the appendices to this chapter. Integrating rituals are carried out in the form of gala evenings, meetings, festive dinners dedicated to a significant event in the life of the organization, rewarding an employee or division of the organization for labor success, retirement, birthdays, etc. They allow you to create a spirit of a single team and a relationship of solidarity between employees, help to get to know each other better. Rituals associated with rest help the employee to fully relax and restore his strength at recreation centers, sanatoriums and sports camps.

Particularly successful and productive are ceremonies that are associated with something deeply personal, sentimental and informal. This personal moment, personal respect and specific targeted attention when presenting a gift or award adds additional value to the entire ceremony and enhances its uniqueness and originality.

Thus, the more closely the values, rituals and traditions of an organization are connected with individual interests, needs and attitudes, the more likely the organization is to achieve success in today's difficult conditions.

2 Experimental part

social regulation behavior subordinate

The purpose of the experimental work within the framework of this study was to study value orientations and the level of self-esteem using the example of employees of the HR Department of NovStroy LLC.

To achieve the goal of the study, the following tasks were formulated:

select diagnostic methods that correspond to the purpose of the study;

select a group to participate in the experiment;

conduct a confirmatory experiment, give a qualitative and quantitative analysis of its results;

2 Methodological support for experimental work

To solve the problems of the experimental work, two diagnostic methods were used: the “Self-Esteem” test and the method of measuring value orientations by M. Rokeach.

2.1 Methodology “Self-assessment”

The proposed version contains four blocks of qualities, each of which reflects one of the levels of personality activity. The first block contains the qualities necessary to communicate with other people. The second block focuses on character traits that are directly related to behavior. The third block presents qualities associated with the subject’s activities, and the fourth block presents signs of subjective experiences.

Instructions:

1. Divide a sheet of blank paper into four equal parts, labeling each part with Roman numerals I, II, III, IV.

I 1. Politeness 2. Caring 3. Sincerity 4. Collectivism 5. Responsiveness 6. Cordiality 7. Sympathy 8. Tactfulness 9. Tolerance 10. Sensitivity 11. Activity 12. Pride 13. Good nature 14. Goodwill 15. Friendliness 16. Charm 17 Sociability 18. Commitment 19. Compassionateness 20. Frankness 21. Fairness 22. Compatibility 23. Demanding II 1. Conscientiousness 2. Initiative 3. Intelligence 4. Decency 5. Courage 6. Firmness 7. Confidence 8. Honesty 9. Energy 10. Enthusiasm 11. Accuracy 12. Thoughtfulness 13. Efficiency 14. Skill 15. Understanding 16. Composure 17. Precision 18. Hard work 19. Passion 20. Perseverance 21. Cheerfulness 22. Fearlessness 23. Sincerity 24. Mercy 25. Tenderness 26. Love of freedom 27. Cordiality 28. Passion 29. Coolness 30. Coolness 31. Perseverance 32. Integrity 33. Decisiveness 34. Self-criticism 35. Independence 36. Balance 37. PurposefulnessIII 1. Attentiveness 2. Foresight 3. Discipline 4. Speed ​​5. Curiosity 6. Resourcefulness 7 Consistency 8. Efficiency 9. Scrupulousness IV 1. Excitement 2. Cheerfulness 3. Enthusiasm 4. Compassion 5. Cheerfulness 6. Lovingness 7. Optimism 8. Restraint 9. Shyness 10. Satisfaction 11. Sensitivity

2. The four sets of words presented after the instructions describe the positive qualities of people. In each set of qualities, you must highlight those that are more significant to you personally, which you give preference to others that are most valuable to you. What qualities these are and how many there are - everyone decides for themselves.

3. Read the words of the first set of qualities carefully. Write down the qualities that are most valuable to you in a column along with their numbers on the left. Now proceed to the second set of qualities, and so on until the very end. The result should be four sets of ideal qualities.

After this, carefully consider the personality traits you wrote out from the first set, and find among them those that you actually possess. Circle the numbers next to them. Now move on to the second set of qualities, and then to the third and fourth.

Low Below average Average Above average High Male 0-3435-4546-5456- 6364 Female 0-3738-4647 - 5657 - 6566

Interpretation: self-esteem may be optimal or suboptimal. With optimal self-esteem, the subject correctly correlates it with his capabilities and abilities, is quite critical of himself, strives to realistically look at his successes and failures, and tries to set achievable goals that can be achieved in practice. He approaches the assessment of what has been achieved not only with his own personal standards, but tries to anticipate how other people will react to it: workmates and loved ones. In other words, optimal self-esteem is the result of a constant search for a real measure, that is, without too much overestimation, but also without being overly critical of one’s communication, behavior, activities and experiences. This self-assessment is best for specific conditions and situations.

But self-esteem can also be suboptimal - too high or too low. Based on inflated self-esteem, a person develops a misconception about himself, an idealized image of his personality and capabilities, his value to others, to the common cause. In such cases, a person ignores failures in order to maintain the usual high assessment of himself, his actions and deeds. There is an acute emotional “repulsion” of everything that violates the self-image, the idealized image of “I”. The perception of reality is distorted, the attitude towards it becomes inadequate - purely emotional. The rational grain of the assessment falls out completely. Therefore, a fair remark is perceived as nit-picking, and an objective assessment of the results of work is perceived as underestimated. Failure is presented as a consequence of someone’s machinations or unfavorable circumstances that are in no way dependent on the actions of the individual himself.

A person with inflated and inadequate self-esteem does not want to admit that this is all a consequence of his own mistakes, laziness, lack of knowledge, abilities or incorrect behavior. A severe emotional state arises - the affect of inadequacy, the main reason for which is the cost of the existing stereotype of assessing one's personality. If high self-esteem is plastic, changes in accordance with the real state of affairs - increases with success and decreases with failures, then this can contribute to the development of the individual, since she has to make every effort to achieve her goals, develop her abilities and will. Self-esteem may also be low, that is, lower than the real capabilities of the individual. This usually leads to self-doubt, timidity and lack of daring, and the inability to realize one’s inclinations and abilities. Such people do not set difficult-to-achieve goals, limit themselves to solving ordinary problems, and are too critical of themselves.

2.2 Methodology for measuring value orientations of M. Rokeach

M. Rokeach distinguishes two classes of values:

terminal - beliefs that some ultimate goal of individual existence is worth striving for;

instrumental - beliefs that some course of action or personality trait is preferable in any situation.

This division corresponds to the traditional division into values-goals and values-means.

The advantage of the technique is its versatility, convenience and cost-effectiveness in conducting the survey and processing the results, flexibility - the ability to vary both the stimulus material (lists of values) and instructions. Its significant disadvantage is the influence of social desirability and the possibility of insincerity. Therefore, a special role in this case is played by the motivation for diagnosis, the voluntary nature of testing and the presence of contact between the psychologist and the test subject. The technique is not recommended for use for selection and examination purposes.

Instructions: the subject is presented with two lists of values ​​(18 in each) either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. The latter form of material delivery gives more reliable results. First, a set of terminal values ​​is presented, and then a set of instrumental values.

List A (terminal values):

1.Active active life (fullness and emotional richness of life).

2.Life wisdom (maturity of judgment and common sense achieved through life experience).

.Health (physical and mental).

.Interesting job.

.The beauty of nature and art (experience of beauty in nature and art).

.Love (spiritual and physical intimacy with a loved one).

.Financially secure life (no financial difficulties).

.Having good and loyal friends.

.Social recognition (respect for others, the team, fellow workers).

10.Cognition (the opportunity to expand your education, horizons, general culture, intellectual development).

11.Productive life (maximum full use of your capabilities, strengths and abilities).

.Development (work on yourself, constant physical and spiritual improvement).

.Entertainment (pleasant, easy pastime, lack of responsibilities).

.Freedom (independence, independence in judgments and actions).

.Happy family life.

.Happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole).

.Creativity (the possibility of creative activity).

.Self-confidence (inner harmony, freedom from internal contradictions, doubts).

List B (instrumental values):

1.Neatness (cleanliness), the ability to keep things in order, order in affairs.

2.Good manners (good manners).

3.High demands (high demands on life and high aspirations);

.Cheerfulness (sense of humor).

.Efficiency (discipline).

.Independence (the ability to act independently and decisively).

.Intransigence towards shortcomings in yourself and others.

.Education (breadth of knowledge, high general culture).

.Responsibility (sense of duty, ability to keep one’s word).

10.Rationalism (the ability to think sensibly and logically, make thoughtful, rational decisions).

11.Self-control (restraint, self-discipline).

.Courage in defending your opinion, your views.

.Strong will (the ability to insist on one’s own, not to give up in the face of difficulties).

.Tolerance (towards the views and opinions of others, the ability to forgive others for their mistakes and delusions);

.Breadth of views (the ability to understand someone else’s point of view, respect other tastes, customs, habits).

.Honesty (truthfulness, sincerity).

.Efficiency in business (hard work, productivity at work).

18.Sensitivity (caring).

To overcome these shortcomings and deeper penetration into the system of value orientations, it is possible to change the instructions, which provide additional diagnostic information and allow one to draw more substantiated conclusions. So, after the main series, you can ask the subject to rank the cards by answering the following questions:

“In what order and to what extent (in percentage) are these values ​​realized in your life?”

“How would you arrange these values ​​if you became the person you dreamed of becoming?”

“What do you think most people would do?”

“How would you have done this 5 or 10 years ago?”

“How would you do it in 5 or 10 years?”

“How would people close to you rank the cards?”

Processing of results: The dominant orientation of a person’s value orientations is recorded as the life position he occupies, which is determined according to the criteria of the level of involvement in the world of work, family, household and leisure activities. Qualitative analysis of the research results makes it possible to evaluate life ideals, the hierarchy of life goals, values-means and ideas about norms of behavior that a person considers as a standard.

When analyzing the hierarchy of values, you should pay attention to how subjects group them into meaningful blocks for different reasons. For example, “concrete” and “abstract” values, values ​​of professional self-realization and personal life, etc. are distinguished.

Instrumental values ​​can be grouped into ethical values, communication values, business values, individualistic and conformist values, altruistic values, self-affirmation values ​​and values ​​of accepting others, etc.

These are not all the possibilities for subjective structuring of a system of value orientations. It is necessary to try to catch an individual pattern. If it is not possible to identify a single pattern, it can be assumed that the subject’s value system is unformed or even the answers are insincere. It is best to conduct the examination individually, but group testing is also possible.

3 Description of the progress and results of the experiment

During the internship, on one of the days, namely April 20, testing was carried out for the deputy director of NovStroy LLC, O. V. Mamonova. The testing yielded the following results.

Table 1 - Test data to identify the level of self-esteem

I 1. Politeness 2. Caring 3. Sincerity 4. Collectivism 5. Responsiveness 6. Cordiality 7. Sympathy 8. Tactfulness 9. Tolerance 10. Sensitivity 11. Activity 12. Pride 13. Good nature 14. Goodwill 15. Friendliness 16. Charm 17 Sociability 18. Commitment 19. Compassionateness 20. Frankness 21. Fairness 22. Compatibility 23. Demanding II 1 Conscientiousness 2 Initiative 3 Intelligence 4 Decency 5 Courage 6 Firmness 7 Confidence 8 Honesty 9 Energy 10 Enthusiasm 11 Accuracy 12 Thoughtfulness 13 Efficiency 14 Skill 15 Understanding 16 Composure 17 Accuracy 18 Hard work 19 Passion 20 Perseverance 21 Cheerfulness 22 Fearlessness 23 Soulfulness 24 Mercy 25 Tenderness 26 Love of freedom 27 Heartfulness 28 Passion 29 Coolness 30 Coolness 31 Perseverance 32 Integrity 33 Decisiveness 34 Self-criticism 3 5 Independence 36 Balance 37 Purposefulness III 1 Attentiveness 2 Foresight 3 Discipline 4 Speed ​​5 Curiosity 6 Resourcefulness 7 Consistency 8 Efficiency 9 Scrupulousness IV 1 Excitement 2 Cheerfulness 3 Enthusiasm 4 Compassion 5 Cheerfulness 6 Loving 7 Optimistic 8 Shyness 9 Satisfaction 10 Sensitivity The percentage of real and ideal qualities chosen by the subject is 51%, which indicates the average level of self-esteem of the subject.

The subject’s self-esteem is optimal, this indicates that the subject correctly correlates it with his capabilities and abilities, is quite critical of himself, strives to realistically look at his successes and failures, and tries to set achievable goals that can be achieved in practice. She approaches the assessment of what has been achieved not only with her own personal standards, but tries to anticipate how other people will react to it: workmates and loved ones. In other words, optimal self-esteem is the result of a constant search for a real measure, that is, without too much overestimation, but also without being overly critical of one’s communication, behavior, activities and experiences. This kind of self-esteem is the best.

Table 2 - Place of terminal values ​​in the subject’s life

Terminal valuesPlace in in life1. Active active life (fullness and emotional richness of life)172. Life wisdom (maturity of judgment and common sense achieved through life experience)43. Health (physical and mental)34. Interesting work75. The beauty of nature and art (experience of beauty in nature and art)116. Love (spiritual and physical intimacy with a loved one)27. Financially secure life (no financial difficulties)88. Having good and loyal friends139. Social recognition (respect for others, the team, fellow workers)1410. Cognition (the opportunity to expand one’s education, horizons, general culture, intellectual development) 9 Terminal values ​​Place in life 11. Productive life (maximum full use of one’s capabilities, strengths and abilities)612. Development (work on oneself, constant physical and spiritual improvement)1813. Entertainment (pleasant, easy pastime, lack of responsibilities)1214. Freedom (independence, independence in judgments and actions)1515. Happy family life116. Happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole)1617. Creativity (possibility of creative activity)1018. Self-confidence (inner harmony, freedom from internal contradictions, doubts)5

The dominant orientation of the subject’s value orientations is a happy family life; it determines the life position of the respondent. It testifies to Olga’s involvement in the family and domestic sphere. The next most important values ​​the subject chose were such terminal values ​​as love, health, life wisdom, and self-confidence, which indicates that the subject brings to the fore those values ​​that relate to her personal life and self-affirmation. The next most important values ​​for the subject were: interesting work, a financially secure life, knowledge, creativity, the beauty of nature and art, entertainment, having good and loyal friends, public recognition, freedom, the happiness of others, an active active life, and in the very background she put forward development.

Table 3 - Place of instrumental values ​​in the subject’s life

Instrumental values ​​Place in life1 Neatness (cleanliness), the ability to keep things in order, order in affairs152 Good manners (good manners)63 High demands (high demands on life and high aspirations)184 Cheerfulness (sense of humor)125 Efficiency (discipline)76 Independence (ability act independently, decisively)13 Instrumental values ​​Place in life7 Intransigence to shortcomings in oneself and others148 Education (breadth of knowledge, high general culture)19 Responsibility (sense of duty, ability to keep one’s word)810 Rationalism (ability to think sensibly and logically, make thoughtful, rational decisions )911 Self-control (restraint, self-discipline)212 Courage in defending your opinion, your views1613 Firm will (the ability to insist on one’s own, not to give up in the face of difficulties)1714 Tolerance (to the views and opinions of others, the ability to forgive others for their mistakes and delusions)1015 Breadth of views (the ability to understand someone else’s point of view, respect other tastes, customs, habits)1116 Honesty (truthfulness, sincerity)317 Efficiency in business (hard work, productivity at work)418 Sensitivity (caringness)5

Among the instrumental values, the subject put in first place the following values: education, self-control, honesty, efficiency in business, sensitivity, good manners. The following values ​​are less significant for her: diligence, responsibility, rationalism, tolerance, open-mindedness and cheerfulness. And in the background she put forward such values ​​as independence, intransigence to shortcomings in herself and others, accuracy, courage in defending her views, strong will and high demands.

“In what order and to what extent (in percentage) are these values ​​realized in your life?” 40%.

“How would you arrange these values ​​if you became the person you dreamed of becoming?” The order is partially inconsistent.

“How do you think a person who was perfect in every way would do this?” Only God is perfect.

“What do you think most people would do?” They lied.

“How would you have done this 5 or 10 years ago?” I would be more demanding.

“How would you do it in 5 or 10 years?” I will become wiser.

“How would people close to you rank the cards?” I didn't think about it.

Conclusion

Regulating an individual’s behavior is not a one-time thing; it is a rather long process, designed over a certain time, of making significant changes in the psyche of a given person. Hence the advisability of developing a long-term plan for regulating human behavior. The plan should be based on a thorough analysis, firstly, of the needs for stimulating behavior, and secondly, an assessment of the necessary funds for implementing the system. If it turns out that it would be desirable to widely use a behavior regulation system, then, focusing on the possible amount of funds for these purposes, priorities should be determined for transforming existing systems, i.e. from which areas, which groups of workers it is advisable to start work, to which it is advisable to transfer work further, etc. Since the management of the enterprise is interested in the implementation of systems, they can be involved in the search and implementation of production reserves. At the same time, it can be established that all additional resources acquired by employees in connection with the planned implementation of systems for regulating individual behavior should be directed to their implementation. The long-term plan should identify the main divisions of the enterprise that should be responsible for the development and implementation of behavior regulation systems.

Along with the long-term plan for each behavior regulation system planned for use, its own plans or activities must be developed. These plans should define the entire range of activities and work that is necessary for the effective development and implementation of the regulatory system. Further analysis is needed of the conditions under which a regulatory system should be developed and implemented. In this regard, organizational, technical, socio-economic and other conditions must be assessed, including the technical level, management methods and the qualitative composition of workers employed at a given site or sites. The funds that will be needed to implement the system and the sources of covering these funds must be accurately weighed. The source of funds is of considerable importance.

One thing is due to production costs, another is profit, and the third is savings reserves not provided for by the plan. In relation to each source, workers to whom the regulatory system is intended to be extended will behave differently. The plan should include questions: who exactly should develop the regulatory system and which of the workers to whom the system will be extended should be involved in this work. And since systems of material and non-material regulation must gradually cover all structures of the enterprise, issues related to the development order can be resolved in different ways. As a rule, all this work will be headed by the department involved in personnel management at the enterprise.

This should not be a personnel department or a labor department in the old sense. This is the unit that manages, and therefore selects, prepares and distributes personnel, ensures their rational use, and therefore manages all work to regulate the behavior of employees, and evaluates the effectiveness of personnel use. Such a division is capable of managing the development of systems for regulating employee behavior, creating for these purposes various creative groups of workers, since it is one thing when social services are developed, another is changing forms of remuneration, another is developing forms of employee participation in management, and fourth is measures to improve working conditions. etc. Every regulatory system must undergo an effectiveness assessment. Of course, it is not always possible to accurately calculate economic efficiency. It is no coincidence that we focused on the fact that systems can be introduced from different sources.

So, in managing the regulation of the social behavior and activity of the subordinate’s personality, the leader must:

treat him not only as an object of leadership, but as an individual, an interaction partner;

constantly focus on the best features, qualities, and virtues of the people he leads;

organically combine direct and indirect management methods;

make full use of the team's capabilities.

Literature

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— conscious self-regulation of behavior, deliberate mobilization of behavioral activity to achieve goals recognized by the subject as a necessity and opportunity.

This is a person’s ability to self-determination and self-regulation.

Will is a socially mediated mechanism for regulating human behavior: the impulse is made on the basis of socially formed concepts and ideas. Volitional action is focused on the future, emancipated, in contrast to emotions, from the current situation. As I.M. Sechenov wrote, a person is little by little emancipated in his actions from the direct influences of the material environment; the basis of action is no longer based on sensual impulses alone, but on thought and moral feeling; The action itself receives a certain meaning through this and becomes an action.

The behavior of animals is impulsively stimulated by an actualized need. The purpose of a person’s activity is not directly related to his current desires. So, if a predatory animal hunts only when hungry, then a person harvests the crop without experiencing hunger at the moment, abstracting from all other distracting desires. In volitional regulation, human activity is correlated with the knowledge of the world and its objective laws.

The emergence of will is initially associated with the child’s communication with an adult. As L. S. Vygotsky notes, at first the adult gives an order (“take the ball”, “take the cup”) and the child acts according to the external order. As the child masters speech, he begins to give himself speech commands. Thus, a function previously divided between people becomes a way of self-organization of the voluntary behavior of an individual.

Will is a socially formed psychoregulatory factor. The basis of volitional regulation is the objective conditions of activity, a person’s understanding of the need for certain behavior. All volitional actions are conscious. In an act of will, current emotions are suppressed: a person exercises power over himself. And the measure of this power depends both on his consciousness and on the system of his psychoregulatory qualities.

The most important manifestation of will is the individual’s ability to make volitional efforts, prolonged volitional tension. But the will is not associated only with the suppression of emotions. The very image of the desired future result is emotionally charged. Will as a conscious regulation of life has a specific energy source - a sense of socially responsible behavior.

A highly moral person, as a rule, also has a strong will. But not every strong-willed person is moral. Certain volitional qualities can be inherent in an altruist and an egoist, a law-abiding person and a criminal. But the higher the moral values ​​that govern a person’s behavior, the higher the internal consistency of his behavior and, consequently, his volitional self-regulation.

In cases of desocialization of the individual, individualistic needs are separated from the needs of society, the individual becomes a victim of immediate drives. Such behavior becomes tragic: it separates a person from humanity. To be human means to be socially responsible. The more socially necessary is removed from actually experienced needs, the greater the volitional effort required for its implementation, the greater the importance of the basic social values ​​included in the superconsciousness of the individual, forming the semantic context of his behavior.

Each volitional act is accompanied by a certain measure of volitional efforts to overcome external and internal obstacles.

Difficulties in achieving a goal can be objective and subjective. Sometimes the degree of volitional effort does not correspond to the objective difficulty. Thus, a shy person expends a lot of effort when speaking at a meeting, while for a confident person this is not associated with great stress. The ability to exert volition depends to some extent on the strength, mobility and balance of nervous processes. But basically this ability depends on a person’s development of the skill of subordinating his behavior to objective necessity.

A socialized personality anticipates and emotionally experiences an assessment of his possible behavior. This affects the self-determination of her behavior. Insufficient development of an individual's anticipatory and evaluative activity is one of the factors of his maladaptive (not adapted to the environment) behavior.

The volitional activity of a subject leading to socially significant results is called an act. A person is responsible for his actions, even for those that go beyond his intentions. (Hence, in jurisprudence, there are two forms of guilt - intent and negligence.)

Persistent and systematic overcoming of difficulties in achieving goals approved by society, completing the work begun at all costs, avoiding the slightest lack of will, irresponsibility - this is the way to form and strengthen the will.

Volitional regulation of activity - dynamics of mental states. In some people, certain mental states are more stable, in others - less stable. Thus, a stable state of initiative and determination can be combined with a less stable state of perseverance. All volitional states are interconnected with the corresponding volitional qualities of the individual. Long-term experience of being in certain volitional states leads to the formation of corresponding personality qualities, which then themselves influence volitional states.

So, human behavior is not determined by instinctive impulses, but is mediated by the consciousness of the individual, his value orientation. The will of the individual systematically organizes all his psychological processes, transforming them into appropriate volitional states that ensure the achievement of his goals. As a socially conditioned mental formation, will is formed in social practice, work activity, in interaction with people, under conditions of systematic social control over socially significant behavior of an individual. The formation of will is the transition of external social control to internal self-control of the individual.

The structure of volitional regulation of activity

Human activity is carried out by a system of actions. Action is a structural unit of activity. There are perceptual, mental, mnemonic and practical actions. In each action it is possible to distinguish indicative, executive and control parts. An action is a voluntary, intentional, mentally mediated act. Intentionality is manifested in the fact that before each action the subject first decides that the mental image of the action and future result-goal formed by him corresponds to his own motivational state; the action acquires a personal meaning for the subject, and the subject develops a goal setting. The goals of the activity determine the nature and sequence of actions, and the specific conditions of action determine the nature and sequence of operations. Operation- a structural unit of action. In complex activities, individual actions serve as operations. The specific conditions of activity determine the ways of implementing individual actions, the choice of means and instruments of action.

When starting a particular activity, a person first orients himself in its conditions, examines the situation in order to develop a plan of action. At the same time, relationships between the elements of the situation are established, their meaning is determined, and the possibilities of their combination to achieve the goal are determined.

The individual’s system of ideas about the goal, the procedure for achieving it and the means necessary for this is called the indicative basis of activity. The effectiveness of human activity depends on the content of its indicative basis. The success of the activity is ensured only by a complete indicative basis, which is specially formed during the training of the individual.

When carrying out an activity, the subject interacts with the objective (real or mental) world: the objective situation is transformed, certain intermediate results are achieved, the significance of which is subject to emotional and logical assessment. Each operation in the action structure is determined by the conditions of the changing situation, as well as by the skills and abilities of the subject of the activity.

A skill is a method of performing an action mastered by a subject, based on the totality of his knowledge and skills.

The skill is realized both in usual and in changed conditions of activity.

A skill is a stereotyped way of performing individual actions and operations, formed as a result of repeated repetition and characterized by the condensation (reduction) of its conscious control.

There are perceptual, intellectual, motor and behavioral skills. Perceptual skills- instantaneous, stereotypical reflection of the identification characteristics of well-known objects. Intellectual skills are stereotyped ways of solving problems of a certain class. Motor skills - stereotyped actions, a system of well-functioning movements, automated use of familiar tools of action. Behavioral skills - behavioral stereotypes.

Skills are characterized by varying degrees of generality - breadth of coverage of certain situations, flexibility, readiness for quick implementation. Action at the skill level is characterized by the collapse (removal) of some of its regulatory components. Here needs, motives and goals are fused together, and methods of implementation are stereotyped. So. the skill of writing does not require thinking about how to do it. Due to the fact that many actions are consolidated as skills and transferred to the fund of automated acts, a person’s conscious activity is unloaded and can be directed to solving more complex problems.

Most daily activities are skills. An action at the skill level is performed quickly and accurately. As the skill develops, visual control over the execution of a physical movement weakens and is replaced by muscular (kinesthetic) control. Thus, an experienced typist can type without looking at the keys, while a beginner typist constantly looks for a letter with his eyes.

The skill is characterized by less effort, combining individual movements, and getting rid of unnecessary movements. But no skill is completely automatic. A change in the usual environment of action, the emergence of unforeseen obstacles, and a discrepancy between the results obtained and the previously delivered song immediately bring the partially automated action into the sphere of conscious control, and a conscious adjustment of actions occurs. Thus, in investigative practice there are attempts by the accused to deliberately distort his functional characteristics, manifested in various skills - handwriting, gait, etc. In these cases, the relevant skill is taken under conscious control by the accused. To unmask such techniques, the investigator uses various situations that make it difficult to consciously control a skill: accelerating the pace of dictation of a control text, organizing distracting actions, etc.

Skills can be private(calculation skills, solving standard problems, etc.) and general(skills of comparison, generalization, etc.). Previously formed skills make it difficult to develop new, content-related skills - occurs interference(from Latin inter - between and ferentis - bearing) skills. It is easier to develop a new skill than to redo a previously formed one, hence the difficulties of relearning. Having the skill of readiness for a certain action creates an operational attitude.

The neurophysiological basis of skills is a dynamic stereotype - an individual system of conditioned reflex responses to certain trigger stimuli.

Not only external performing actions are individually unique, but also internal, orientation-intellectual ones. Human actions are oriented and controlled by value standards, schemes, and behavioral patterns. An operationally stereotypical behavioral mechanism is consolidated in behavior, and target and operational settings are formed. All this makes it possible to identify a person by a complex (syndrome) of behavioral characteristics. Thus, a criminal may not leave his hands and feet at the crime scene, but he will definitely leave his unique behavioral “imprint” there.

The activity of an individual is a stable system of his relationships with the world, based on a conceptual image of the world and a stereotyped behavioral foundation.

Conscious human behavior is guided by a complex set of motivations.

Answering the question why an individual came to a state of activity, we turn to sources of motivational activity - needs, interests, attitudes, etc.

When answering questions about what the individual’s activity is aimed at, why these acts of behavior and appropriate means were chosen, we turn to the mechanism of conscious regulation of behavior, its motives.

Motives of the criminal's behavior- a system of meaningful incentives to commit various criminal acts, based on the general criminal orientation of the criminal’s personality. In a complex system of criminal motivation (attitudinal, emotional-impulsive impulses), the motive acts as a system of meaningful, conscious impulses associated with a personal justification of the meaning of the criminal act being committed.

The motives for criminal acts reveal the antisocial personal orientation of the criminal and the hierarchical system of his value orientations.

Criminal behavior acquires a positive meaning for the criminal’s personality, which is transformed into a system of specific meaningful behavioral impulses. All criminal behavioral decisions are based on their motivational justification, i.e. on the personal mechanism of their adoption.

Unscrupulousness, selfishness, cynicism, egocentrism and many other personal vices underlie the general motivational orientation of the criminal.

But these negative personality traits of the criminal cannot be called motives for the crime.

In legal doctrine and judicial practice, a nomenclature of criminal motives has been formed (aggressiveness, self-interest, vindictiveness, jealousy, hooligan motives, etc.). In this case, the concept of a specific behavioral motive is mixed with the concept of the motivational orientation of the criminal’s personality. When identifying the motives for criminal behavior, it is necessary to understand which specific criminal goals are affected by the indicated negative personality traits. Motive is a personal justification, justification for a specific action, an indication of what external circumstances are included in the motivational orientation of the criminal’s personality, what methods and means the criminal chooses to achieve a specific criminal goal.

The severity of a crime is measured not by the “gravity” of the motive, but by its “connection” with specific circumstances. Most criminal acts are multi-motivated and associated with a hierarchy of motives. A criminal can commit theft not only “for the motive of self-interest,” but also out of a desire to establish himself in a criminal environment, as well as for other reasons.

The term “unconscious motives” is often used in legal literature. There are no unconscious motives for behavior. Motive is a conscious, rationally based impulse to a specific action. However, criminal acts can be committed not only at the conscious level, but also at the level of subconscious and little-conscious motivational states. These include attitudes, drives, passions, situationally arisen emotions, etc. The subjective side of crime should include both fully conscious motives and numerous actually unconscious motivational states. In hooligan actions, as a rule, it is impossible to identify specially formed motives - they are committed at the installation level, due to the lack of culture and irresponsibility of the hooligan’s personality. It is impossible to identify the motive for a crime committed in a state of passion. Affective acts are automatically aimed at causing damage to the affector or frustrator.

All acts, including criminal ones, are motivated by motivation. But motivation and motive are not the same thing.

People with low self-regulation are characterized by a predominance of situational motivation. The very accessibility of the situation often provokes in them the actualization of the corresponding motivation.

The traditionally established unidirectional scheme of human behavior “motive-goal-method-result” in jurisprudence is actually more complex. It is necessary to overcome a simplified understanding of the motive of a criminal act as an isolated triggering mental act.

In the mechanism of committing a crime, an individual’s motives correlate with personally accepted modes of behavior. Between the elements of the “motive-goal-method” scheme there are not one-way, but two-way feedback connections: motive goal<=* способ.

The system-forming elements of this system are not only the motive, but also the habitual way of behavior. Habitual generalized actions of the individual, as well as the motive, determine the direction of human behavior. The fund of actions worked out in a person determines to a large extent the entire system of his goal-setting. Without mastering a generalized method of action, an individual will not set an appropriate goal and will not sanction it motivationally. The central component of behavior is not a separate motive in itself, but the motivational sphere of the criminal’s personality, in which the individual’s generalized modes of behavior play a significant role. But the actualization of an individual’s behavior patterns, his operational and performance capabilities is predetermined by environmental conditions and the real possibilities for their implementation. As soon as the external environment creates the opportunity for the realization of personal aspirations, the motivational sphere provides the necessary sanction.

When analyzing the mechanism of a criminal act, it is essential to identify its cause.

The reason for the crime is an external circumstance that triggers the socially dangerous orientation of the criminal’s personality. Being the initial moment of a criminal act, the reason for the crime shows with what circumstance the criminal himself connected his act. The reason has no independent meaning. The reason only discharges the previously formed reason. However, the reason for the crime largely characterizes the personality of the criminal, his inclinations, social positions, motives and goals of the crime.

No situation in itself pushes a person to a criminal path. Which way to go depends on the degree of socialization of a person. The significance of a particular situation for a person’s behavior indicates its stable properties.

The objective content and meaning of a situation always correlates with its personal meaning for the individual.

The behavior of a socialized person is determined primarily personally, and not situationally. This is how human behavior differs from animal behavior. It depends on the individual how she reflects the situation and what actions she takes. Exaggeration of the criminogenic significance of situations, their provoking and crime-promoting nature objectively leads to an a priori reduction in the individual’s responsibility for his behavior.

In the most difficult, critical situations, highly moral people find worthy solutions. And if there is freedom of choice, then the person himself is responsible for the behavior that he chooses. The situation is only a litmus test that reveals the essence of a person. No conditions conducive to crime can justify criminal behavior. The situation in which criminal acts occur is only an indicator of the conditions under which a given person is capable of committing a crime.

In cases where circumstances influence the formation of criminal intent, they act as goal-setting mechanisms of behavior of a given individual, and not as a causal mechanism of behavior.

The situation of committing a crime is an indicator of the personal threshold of an individual’s social adaptation.

The culminating act in the genesis of a criminal act is decision-making - the final approval of the chosen criminal behavior.

Decision making is the conscious choice of a specific action in a situation of uncertainty. The decision covers the image of the future result of an action in given information conditions. It is associated with a mental enumeration of possible options for action, a conceptual justification of the action taken for implementation.

In the decision, the goal is mentally combined with the conditions for its implementation, an operational action plan is adopted based on the processing of all initial information.

Decisions to commit a specific crime may be justified - transitive and unfounded - intransitive, not taking into account all the conditions for their implementation.

However, at its core, any decision to commit a particular crime is intransitive - it does not take into account the social harmfulness of the action and the inevitability of punishment for it.

But many criminal acts are not transitive in relation to their operational implementation - they are committed without a reasonable calculation, without taking into account the possibilities of realizing the criminal intent. This is due to the low intellectual level of many criminals and the limitations of their operational thinking. A significant part of offenders are unscrupulous, short-sighted people with significant defects in the motivational and regulatory sphere. The threat of punishment is not actually realized by them or is underestimated. Their criminal decisions often arise suddenly and are determined by base feelings - envy, revenge, self-interest, selfishness, aggressiveness. The criminal’s thinking becomes tied to asocial habitual modes of behavior.

Circumstances contributing to the decision to commit a criminal act include:

• provoking behavior of victims;
• pressure from a criminal group;
• relying on the support of accomplices;
• weakening of conscious control in conflicting emotional states;
• downplaying the imminent danger of exposure;
• the presence of a subjectively interpretable possibility of concealing a crime;
• alcohol and drug intoxication.

Once a decision is made, the individual becomes bound by his own decision; he may underestimate even those newly emerged circumstances that would have been significant for him at the pre-decision stage. Making a decision forms intention - a sustainable desire to implement the intended program of action, an attitude towards performing a certain action. This setting limits the individual's selective capabilities. The individual develops motivation to achieve a goal. Thus, the decision made to kill a certain person is, as a rule, carried out even when the situation becomes unfavorable: the possibility of identifying and apprehending the criminal increases.

There is not a single criminal act that fully meets all the criteria for optimal action.

However, when starting to carry out a criminal act, the criminal analyzes the situation in which it was committed and shows increased interest in everything that could interfere with the implementation of the criminal intent or facilitate the commission of the act.

If the situation in which a crime is committed corresponds to the expectations of the criminal, his actions are carried out in stereotypical, habitual and characteristic ways.

During the execution of a crime, the possibilities for realizing criminal motivation can significantly expand, additional and new goals of the crime can be formed, and the determination to act more intensively can be strengthened.

The mechanism for executing a crime is the system used by the criminal ways of doing things.

It is known that the method of committing a crime provides the key to its investigation. In this regard, a psychologically based, conceptual definition of the essence of the method of committing a crime is necessary. When determining the method of committing a crime, it is not enough to list its individual weapon components (for example, “the entry into the storage facility occurred by picking keys,” “the murder occurred by using a bladed weapon”).

A method is a system of action techniques, operational complexes, determined by the purpose and motives of the action, the mental and physical characteristics of the actor. The method of action reveals the psychophysiological and characterological characteristics of a person, his knowledge, abilities, skills, habits and attitude towards various aspects of reality. Each person has a system of generalized methods of action that indicate his individual characteristics.

With a structural-systemic, psychological approach, significant individual characteristics of the criminal’s behavior and the psychological specificity of his criminal behavior should be highlighted.