Reflecting on the importance of attention to your neighbor. Features of examination materials for participants of the state final exam (GVE) with disabilities, children with disabilities

Features of examination materials for participants of the state final exam (GVE) with disabilities health, disabled children and people with disabilities RUSSIAN LANGUAGE Elena Andreevna Zinina, Academic Secretary of the Federal State Budgetary Scientific Institution "FIPI" Webinar April 25, 2016 Federal Service for Supervision in Education and Science (Rosobrnadzor)

Categories of students with disabilities, first of all, needing to create special conditions during GIA 1. Deaf students 2. Hearing impaired and late-blind students 3. Blind students 4. Visually impaired and late-blind students 5. Students with severe speech impairments. 6. Students with musculoskeletal disorders 7. Students with delay mental development 8. Students with Autism Spectrum Disorders

Normative documents Order of the Ministry of Education and Science of Russia 1394 of "On Approval of the Procedure for Conducting State Final Certification for educational programs the main general education»New changes to the Order of the Ministry of Education and Science of Russia from, registration with the Ministry of Justice of Russia from). Explanations are given in the letter of Rosobrnadzor from the Order of the Ministry of Education and Science of Russia 1400 of "On approval of the Procedure for conducting state final certification for educational programs of secondary general education" (as amended)

Methodical materials determining the features of EM HVE Guidelines(annexes to the letter of Rosobrnadzor dated / 10-01) MR for GVE-11 (written form) MR for GVE-11 (oral form) MR for GVE-9 (written) MR for GVE-9 (oral form) ) the approaches to the selection of the content of the examination materials are commented; the examination models and types of tasks are described; the requirements for the organization and conduct of the exam; recommendations are given for the assessment of the examination papers of the exam participants;

Marking of examination materials (EM) of the GVE in the Russian language (written form) The EM number is marked with the letters "K" - EM for deaf participants, for participants with mental retardation, with severe speech disorders (in the texts, auditory images are minimized) the examination material has a number of features: it is allowed to write not only a concise, but also a detailed presentation (at the choice of the graduate); the requirements for the minimum volume of expanded responses have been reduced; the texts are narrative and adapted taking into account the category of the examinees; task formulations are simplified; there are special assessment criteria and instructions for assignments, reflecting the specifics of a particular category of participants with disabilities). "C" - EM for blind participants (visual images are minimized) "D" - EM in the form of a dictation (write only participants with autism spectrum disorders (those who cannot write essays and presentations) "A" - EM is intended for everyone other categories of GVE participants (with and without disabilities)

GVE-9 in the Russian language (written form) in 2016 Alternative forms (choice of students on the day of the exam): essay (choice of 4 topics: 3 free, 1 literary) or presentation with a creative task For participants with autism spectrum disorders - dictation Use spelling and explanatory dictionaries... The minimum required volume of the essay "A": from 250 words (less than 200 words - 0 points); "K" from 100 words (less than 70 - 0 points) presentation with a creative task: succinct summary"A" - from 70 words (less than 50 words - 0 points); "K" from 40 words (less than 30 - 0 points) creative task "A" - from 200 words (less than 150 words - 0 points.); "K" from 70 words (less than 50 - 0 points.) Assessment: a set of assessment criteria is used that corresponds to a certain type of assignment: common to all types of work are the criteria for assessing literacy and the actual accuracy of the examinee's speech. The third check is assigned if two experts differ by 8 or more points (with an insignificant discrepancy, the final scores are determined as the arithmetic mean of the scores of two experts). It is recommended that a scale of conversion to a five-point mark “2” 0 - 4 “3” 5–10 “4” 11– 14 "5" 15-17

Differences between GVE-11 and GVE-9 in the Russian language (written form: STATEMENT WITH CREATIVE TASK) Another formulation of the creative task for the presentation of GVE-9 the problem is formulated GVE-11 the problem must be formulated by the participant himself (the task aims at commenting on one of the author's statements and argumentation own position). Requirements for the volume are increased in the set "K" GVE-9 concise presentation "K" from 40 words (less than 30 - 0 points) creative task "K" from 70 words (less than 50 –0 points) GVE-11 concise presentation "K" from 50 words (less than 40 - 0 points) creative task "K" from 100 words (less than 70 –0 points)

Differences GVE-11 from GVE-9 in the Russian language (written form: COMPOSITION) Requirements for the volume are increased GVE-9 of the composition "A": from 250 words (less than 200 words - 0 points); "K" from 100 words (less than 70 - 0 points) GVE-11 of the composition "A": from 300 words (less than 250 words - 0 points); "K" from 150 words (less than 100 - 0 points) Another set of essay topics. GVE - free (philosophical or ethical and moral issues). 4 - literary (works studied in the course "Literature"). ГВЭ-11 Not 4, but 5 topics are included: literary (works studied in the framework of the course "Literature"). 3-5 - free (philosophical or ethical and moral issues).

Requirements for the wording of essay topics and completing The essay topics should be an incentive for writing an essay-reasoning aim at reasoning (the presence of a problem in the wording) correspond to the age characteristics of graduates, the time allotted for writing an essay (3 hours 55 minutes) be clear, competent and diverse by wording The set of themes for essays marked "K" differs not in the structure of the set, but in the simpler wording of the themes of the essays

Sample set of themes for compositions GVE-9 "A" Set of themes for compositions A9-1 1. "Love is so omnipotent that it transforms ourselves." (FM Dostoevsky) 2. "The purpose of a person is precisely to do good." (VI Dal) 3. What, from your point of view, can manifest a person's civic position? 4. What life principles did Khlestakov choose for himself? (Based on Nikolai Gogol's comedy "The Inspector General") Choose only ONE of the proposed essay topics, and then write an essay on this topic in the volume of 250 words or more. If the essay contains less than 200 words (all words are included in the word count, including official ones), then such work is considered uncompleted and is estimated at 0 points. If you choose one of the first three themes of the essay, you can argue your position based on both the content works of art, and on their life experience (personal impressions, own reflections, knowledge, etc.). In the case of choosing the fourth topic of the essay, rely on the author's position and formulate your point of view. Argument your theses based on literary works. Think over the composition of the essay. Write your essay clearly and legibly, observing the norms of speech.

Sample set of themes for compositions GVE-9 "K" Set of themes for compositions К9-1 1. "Nature ... awakens in us the need for love." (IS Turgenev) 2. Reflection on the importance of mutual understanding between people. 3. What is the destructiveness of egoism for a person? 4. What human vices does D.I. Fonvizin in the comedy "Minor"? Choose only ONE of the suggested essay topics, and then write an essay on this topic in the volume of 100 words or more. If the essay contains less than 70 words (all words are included in the word count, including official ones), then such work is considered uncompleted and is estimated at 0 points. If you choose one of the first three themes of the essay, you can argue your position based on both the content of works of art and your life experience (personal impressions, your own thoughts, knowledge, etc.). In the case of choosing the fourth topic of the essay, rely on the work of fiction and formulate your point of view. Argument your theses based on literary works. Think over the composition of the essay. Write your essay clearly and legibly, observing the norms of speech.

Sample set of themes for works GVE-11 "A" Set of themes for works A How the images of landowners correlate with the title of N.V. Gogol's "Dead Souls"? 2. The drama of love in the play by A.N. Ostrovsky's "Thunderstorm". 3. “Who is truly free? The one who does not subservience to his own passions and other people's whims ”(FN Glinka) 4. Reflection on the importance of attention to one's neighbor. 5. How should you treat your own talent? Choose only ONE of the suggested essay topics, and then write an essay on this topic in the volume of 300 words or more. If the essay contains less than 250 words (all words are included in the word count, including official ones), then such work is considered uncompleted and is estimated at 0 points. In the case of choosing the first or second topic of the essay, rely on the author's position and formulate your point of view. Argument your theses based on literary works. If you choose the third, or fourth, or fifth theme of the essay, you can argue your position based on both the content of works of art and your life experience (personal impressions, your own reflections, knowledge, etc.). Think over the composition of the essay. Write your essay clearly and legibly, observing the norms of speech.

Sample set of themes for compositions GVE-11 "K" Tyutchev are you interested in and why? (For example, at least two poems of your choice) 2. What character traits does the main character poems by A.T. Tvardovsky "Vasily Turkin"? 3. What role does a book play in a person's spiritual education? 4. What life goals Do you see them as the most important? 5. What sense do you put into the concept of "feat"? Choose only ONE of the suggested essay topics, and then write an essay on this topic in the volume of 150 words or more. If the essay contains less than 100 words (all words are included in the word count, including official ones), then such work is considered uncompleted and is estimated at 0 points. In the case of choosing the first or second topic of the essay, rely on the author's position and formulate your point of view. Argument your theses based on literary works. If you choose the third, or fourth, or fifth theme of the essay, you can argue your position based on both the content of works of art and your life experience (personal impressions, your own reflections, knowledge, etc.). Think over the composition of the essay.

General requirements to texts for dictations and statements The text for presentation (dictation) is selected from the works of domestic authors and is a fragment of a literary work adapted for the task with social, moral issues) The text must have semantic completeness, be understandable and correspond to the age characteristics of graduates, do not include detailed dialogues (it is allowed several sentences with direct speech) have a positive educational potential; be correct and adequate to the situation of control, not contain psychologically traumatic details (should not be excessively tragic, contain cruel, naturalistic details) not discriminate against students with disabilities have an approximate length of 280-400 words (for a dictation no more than 350 words) have Y and not contain typos

Requirements for texts for presentations and creative assignments The text for presentation should be an incentive for writing an essay-reasoning allow a concise retelling to be narrative, plot (neither description nor reasoning should dominate) be understandable for students with disabilities (familiar style, lack of internal irony , simple syntax, a minimum of words with a figurative meaning) correspond to the age characteristics of graduates (the text should be neither too complicated nor too primitive, texts should not be based on fairy-tale or fantastic plots) Text for statements marked "K" must have clear content, a clear statement of the sequence of events, does not contain complex arguments of the author, a large number actors... do not include complex syntactic constructions, abundance visual media and tropes, dialectal, archaic vocabulary The creative task should be related to one of the problems of the text.

Evaluation criteria A set of evaluation criteria is used that corresponds to a certain type of assignment: an essay on literary theme essay on a free topic presentation with a creative task dictation For each of these types of tasks, special criteria have been developed, common to all types of work are the criteria for assessing literacy and the actual accuracy of the examinee's speech (table 6.1, for deaf and hard of hearing students, students with severe speech impairments - table 6.2).

Different written forms GVE-11 in the Russian language and aspects of assessment examination work... Form Assessment aspects Points Max. score Composition Content Literacy Presentation with creative task Presentation Creative task Semantic integrity presenting and performing a creative task Literacy Dictation Literacy Accuracy of writing the text

GVE-9 and GVE-11 in Russian (oral form) in 2016 Students with disabilities (any categories) pass 15 tickets: each ticket includes a text and three tasks that test the skills: understand the meaning of the read text, analyze the text (determine the topic , the main idea) to carry out different types language analysis create a statement on linguistic theme using examples from the text as an illustration The test taker's answer is assessed according to special criteria. criteria for assessing the performance of the task 1 - 2 points; criteria for assessing the performance of the task 2 and 3 - 6 points each; 14 "5" 15-17

Training collections of examination tasks for preparation for GIA for students with disabilities, disabled children and people with disabilities Groups of collections have been developed (published on the website and available at the link 28 collections of training materials for preparation for GIA-9 and GIA-11 to 14 academic subjects students with disabilities; 28 collections of training materials for preparation for GIA-9 and GIA-11 blind and late-blind students in 14 academic subjects. The collections include a set of tasks similar to examinations, criteria for assessing individual tasks and examination work as a whole, scales for translating the sum of primary points for work in five-point system evaluation. For a number of subjects, GIA training books for the blind are presented in a format compatible with screen readers for blind users. The practice books do not give a complete picture of the examination model because separate tasks grouped by type.

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One of the most common and discussed topics is the relationship of a person to a person. Even schoolchildren write an essay about this. Although this topic is included in the high school curriculum. And this is correct, since talking about relationships before adolescence(that is, until the time when at least some kind of consciousness is formed in children) - it is practically meaningless.

The main thing is to understand the essence

So, what is this - the relationship of a person to a person? It is not very easy to write an essay on this topic if you want to express your thoughts so that they are understood and, most importantly, felt by others.

The essence of human relations has long been of interest to thinkers. They tried to find as many ways as possible to achieve balance and harmony with each other. But this topic will never lose its relevance. Whatever advice Freud, Dostoevsky, Socrates or Solomon gives, relationships will always be difficult. Sometimes, especially at the beginning, it does not seem so, but practice shows the opposite - everyone has difficulties.

Well, to write a really interesting essay with meaning, you should think about the very essence of the topic. Identify for yourself her problem, analyze life cases and situations, try to put them on paper in a draft version, and then draw certain conclusions from this, preferably even with advice.

Decor

It is necessary to observe the traditional structure of the essay, but it will be original if the main part is composed of several mini-essays. To make it clearer, you can give an example. So, the introduction has been written, now you need to get down to the main thing.

It was said just above that for a better presentation of your thoughts, it is worth describing specific life situations... You can briefly talk about something, for example, that sometimes even the strongest relationships, proven for more than a dozen years, collapse due to the fact that one of the couple stopped listening to the other. To say how important it is to listen to the opinion of a loved one, to make compromises, otherwise, because of your own selfishness, you can destroy everything.

Here's an example. Writing an essay on such a burning topic should not be approached from the point of view of developing a syllable or literacy. A psychological approach is needed here. It is necessary to think, remember, analyze and put yourself in certain situations, considering them from different angles. Then the essay "Attitude towards people" will become not only interesting, but also, possibly, instructive.

The subtleties of psychology

The overwhelming majority, hearing the word "relationship", immediately think of couples "man + woman". This is logical, since this topic worries almost everyone. But it is worth noting that this word also denotes many other interpersonal contacts.

There are many terms in psychology. The types of relationships to a person are numerous - identical, dual, tonic, relaxing, prompting, parallel, opposite, mirror - and this is just a small list of terms, under which a detailed and diverse characterization is hidden. But all this is not necessary for the composition. Even if the student knows the terminology and can explain the essence of each concept, then the essay will turn out to be too voluminous. And not everyone will be able to understand it. So the theme of love, friendship, family, camaraderie, friendship, work is quite suitable for the composition. All this corresponds to such a theme as "the relationship of man to man". The essay, of course, is written most often about their friends or parents, less often about their beloved, due to their age. However, you can write and reasoning about what is not yet personal experience, but there are some thoughts on this matter.

Statement of thought and its specifics

"The relationship of a person to a person" - an essay that should make you think. Very much the topic is suitable for reflection. Do not despair if at first glance it seems that there are no thoughts. They are, since there is a lot of material for writing, even too much. He is around us.

Every day we observe from the outside the attitude of people to each other, we ourselves are directly involved in interpersonal contact. In order to write about it, you just need to make some effort and remember what impressed you. It could be good situation, in which kindness and philanthropy were manifested, or something that touched the soul in a bad sense of the word - this also needs to be illuminated.

By the way, essays on such moral and ethical topics are better remembered if something immoral, inhuman was commented on in them. Such texts make you think and sometimes reconsider your attitude to something. But this is - main award for the author.

An essay on the theme “Compassion, love for one's neighbor, A.I. Solzhenitsyn "Matryonin Dvor" " 4.67 /5 (93.33%) 3 votes

Topic: Compassion, Love of Neighbor
A.I. Solzhenitsyn "Matryonin Dvor"

The heart in which love lived

Thousands of books have been written about love for one's neighbor. Rather, each of them calls on people
to this, each glorifies good and encourages compassion. But alas. How many not
repeat the word halva, but your mouth will not become sweeter. Something must change in a person,
so that he feels the pain and needs of another as his own, and even better, so that he does not
hurt another.

Fedor Mikhailovich long ago deduced a formula for the uselessness of empty words about
universal love and equality, he claims that to love all of humanity means
hate your neighbor. And so it is. It makes no sense, and there is one cunning in the cherished speeches about
pity, love and respect if the speaker does not notice the people who
surround, and divides everyone into friends and enemies.

But what would happen in the world if everyone treated life like Matryona Vasilievna
from the story of Alexander Solzhenitsyn “ Matrenin dvor"? She does not know how to speak
beautiful, completely unlearned, her share was bitter, and she had a huge heart, in which
only love lived. It seems that the author did not write a story, but the life of the saint.
I put the righteous women on paper, it was not for nothing that the title of the work should have
to be different: "A village is not worth it without a righteous man." Probably, while there is at least one like this
unselfish righteous man on earth, Russia will also live. Matryona's righteousness is not in
sermons, but in a life given to people.

Matryona is completely alone: ​​in her house live cockroaches, mice and a sick cat, which
the hostess gave shelter out of pity, and there is an old goat in the yard. And the heroine of the story was also different
an unprecedented love of work: she always got up after dark, stoked the stove, cooked food,
tended the goat, and then there was always free work for her at the neighbors. The whole
she worked life on the collective farm for "sticks", but, even when she got old, in hardship
they always called her for help, but again they did not pay money.

Matryona could not refuse anyone, but not because of weakness of character, but at the call of her soul: if
need it, how not to help? In work, she received joy and new strength for life.

And life beat her mercilessly. It all began with the fact that Matryona's fiancé disappeared on
the first world war, and she decided to marry his brother, did not live three months
newlyweds, as returned to the village of Thaddeus. So Matryona considered herself the culprit
all other troubles: all six children died in infancy, the husband did not return with
war (there was no news), and then for many years she lived without a pension.

But Matryona Vasilyevna did not envy anyone, did not become embittered and did not close herself in, so
and lived with an open mind. Even happiness fell to her: she begged her daughter for upbringing
Thaddea, the niece of Cyrus, raised her and sent her to life.

For Solzhenitsyn, Matryona is the ideal of a Russian woman, since it is she who is
the bearer of Russian spirituality. People do not understand her holiness, she seems to them
a bad housewife, because she does not save up property, because she does not take money for work,
because he does not know how to cheat and adapt, because he pities everyone and forgives
everyone.

And Matryona accepts her death, helping others. She gave Thaddeus her upper room:
and helped to disassemble, and to transport it with everyone, and at the crossing the sled was stuck in front of
an approaching train. Matryona died along with her nephew and her roommate.
For nothing - people said. And they did not understand that the Lord took Matryona, freeing him from
further suffering and torment, and left them all a lesson: life is not in savings
human and not in the fuss of clothes, because no one knows when and at what moment
a huge locomotive will fly in, crush under itself, mark out all the good on the sides, and
then you will have to answer for everything.

Matryona will answer, but with what Thaddeus, who killed his son and Martin for the sake of the logs,
will be justified?

When selecting a project team, various psychological tests, who often help project managers when working with personnel. In our opinion, the most practical of this growth in tests is the Meredith Belbin test, the effectiveness of which has been repeatedly noted when working with project teams.

Testing methodology

Meredith Belbin is an American psychologist who has devoted over ten years to the study of the conditions necessary for the successful operation of management teams. Belbin's conjecture is that each term working group plays double role... The first role, functional, is associated with the formal specifics of the group's activities. The second, which Belbin called the "team role," is much less obvious, but it is precisely this role that is essential for the successful operation of the group.

Belbin succeeded in creating a model supported by an unusually large body of experimental data. As a result of extensive and carefully planned experiments with working groups, she identified and described eight team roles that characterize all the role diversity of the group. These eight roles were conventionally named as follows: "executor" (I), "chairman" (P), "shaper" (F), "thinker" (M), "resource researcher" (IR), "evaluator" (O) , "collectivist" (C) and "bringing to the end" (D).

When selecting a team, people should be included in it, personal characteristics which encompass the range of qualities required for all eight roles to be fulfilled. This does not mean that the group must necessarily consist of eight people, some of the workers can combine psychological roles, the main thing is that all functions are performed. A complete role structure creates the prerequisites for effective partnerships that provide work results that are in the interests of the project team. In the event that a group is performing ineffectively, it is useful to analyze its composition in light of the eight roles in question. It is possible that the team lacks an employee who could play any of the important roles. Then it is necessary to select such a person or try to train other members of the group to perform the corresponding functions.

Belbin test

The Belbin test is divided into seven sections. In each of the sections, you need to distribute 10 points among the possible answers according to your idea of ​​\ u200b \ u200bthey correspond to your own behavior. These ten points could be spread across multiple statements, or perhaps all assigned to a single answer.

1. What I think I can contribute to the team's work:
   • (a) I believe I can immediately see new opportunities and benefit from them;
   • (b) I can work well with a wide variety of people;
   • (c) generating ideas is one of my natural qualities;
   • (d) I have the ability to attract people who can make valuable contributions to the work of the group;
   • (e) my personal effectiveness is largely based on the ability to follow through;
   • (f) I am willing (a) to accept temporary unpopularity if it leads to significant results in the future;
   • (g) I usually quickly "grasp" what will "work" in practice in situations known to me;
   • (h) I can suggest something reasonable for an alternative course of action without any bias or bias.
2. My potential shortcomings when working in a team can manifest themselves as follows:
   • (a) I feel uneasy if team meetings are poorly structured, poorly supervised, and conducted in an insufficiently organized manner;
   • (b) as opposed to the team, I tend to (a) support people whose valid point of view has not been properly appreciated;
   • (c) I tend to (a) talk a lot when the group gets down to proposing new ideas;
   • (d) my objectivity makes it difficult to find a compromise with colleagues;
   • (e) when it becomes necessary to give way to any business, others sometimes perceive me as a person inclined to authoritarian methods;
   • (f) I find it difficult to make leadership decisions because I am too sensitive (a) to the atmosphere in the group;
   • (g) I tend to (a) get carried away by ideas that come to my mind, and thus lose the "thread" of what is happening around;
   • (h) my colleagues often see me as being overly anxious about details and exaggerating the possibility of adverse outcomes.
3. When I work on a project with other people:
   • (a) I have the ability to influence people without putting pressure on them;
   • (b) my attentiveness allows avoiding many mistakes and oversights;
   • (c) I am willing (a) to insist on immediate action so that participants do not waste time and lose sight of the main goal;
   • (d) I am able to (a) make an original contribution to the work of the group;
   • (e) I am always willing (a) to support a reasonable proposal that is in the common interest;
   • (f) I am always looking for the latest ideas and developments;
   • (g) I believe that others value my ability to make impartial judgments;
   • (h) I can be relied on to organize all major work.
4. My typical approach to group work is as follows:
   • (a) I am genuinely interested in (a) getting to know my colleagues better;
   • (b) if I disagree with something, I quite easily challenge the opinions of others or support the point of view of a minority;
   • (c) usually I can find arguments to refute unsubstantiated proposals;
   • (d) I think I have a talent for organizing things appropriately when a plan needs to be put into practice;
   • (e) I tend to (a) avoid platitudes and come up with unexpected proposals;
   • (f) I usually strive to achieve excellence in any activity;
   • (g) I know how to benefit the group by using external contacts;
   • (h) I listen to different points of view, but when making the final decision, I am guided by my own opinion.
5. I get job satisfaction because:
   • (a) I enjoy analyzing situations and weighing possible alternatives;
   • (b) I am interested in practical problem solving;
   • (c) I like to know that I am fostering good working relationships;
   • (d) I can lobby for the necessary decision;
   • (e) I can get along with people who have new ideas;
   • (f) I can get people to agree to act in a necessary way;
   • (g) I feel comfortable when I can fully concentrate on completing a task;
   • (h) I like to find an area of ​​activity where I need to strain my imagination.
6. If I were suddenly entrusted with the solution of a difficult problem, limiting the time and placing strangers at my disposal:
   • (a) I would most likely retire in order to find a way out of this situation before developing a uniform line of behavior;
   • (b) I would be willing to (a) support the one whose approach to solving the problem turns out to be the most positive, no matter how difficult it may be;
   • (c) I would find (a) a way to shorten the time it takes to solve the problem by identifying the best contributions different people could make;
   • (d) my propensity to solve a problem quickly would help me to meet my schedule;
   • (e) I believe I would maintain a cool head and the ability to think objectively;
   • (f) I would be willing (a) to achieve my goal, despite any pressure;
   • (g) I would be willing to take on a leadership role if I was aware that the group was not moving forward;
   • (h) I would use group discussions to stimulate the search for new ideas and get things off the ground.
7. Working in a group and thinking about the problems I have:
   • (a) I tend to (a) voice my dissatisfaction with those who hinder progress at work;
   • (b) I am willing (a) to admit that others may criticize me for being too analytical (a) and not relying on intuition enough;
   • (c) I am willing to (a) acknowledge that my commitment to getting things done as expected may delay the progress of work;
   • (d) I tend to be demanding of the work of others and rely on one or two team members for whom I have sympathy;
   • (e) I find it difficult to start doing something if the goals are not clear;
   • (f) sometimes I am unable to explain difficult ideas that come to my mind;
   • (g) I am aware that I want from others what I cannot do myself;
   • (h) I hesitate to state my objections when faced with real opposition.

Verify that the total score for all questions in each section is 10 and the total for all seven sections is 70. The table shows the distribution of statements across all seven sections for the eight core team roles described by Belbin (the first letters of the role names are shown in the head of the table). To calculate the score for each role, enter the score for each statement in the table. For example, for the first section, 10 points could be distributed as follows:

a = 3; b = l; c = 4; d = 0; e = 1; f = 0; g = 0; h = 1.

These points must be entered in the corresponding columns of the first row of the table. Do the same for all other sections of the questionnaire and then add the scores for each of the eight columns.

Types of team roles

"Collectivist"... Representatives of this role have a "smoothing" effect on the team: their presence improves morale and increases the degree of cooperation between team members. Often, teams are forced to include difficult-to-communicate people whose participation in the work is fraught with conflicts. In such cases, the role of "collectivists" is especially important, capable of exerting a mild impact on the situation and preventing potential conflicts, thereby providing invaluable assistance to the formal leader of the team in performing the assigned task. Such influence of "collectivists" on the situation in the team is explained by the fact that they put the interests of the team above their own, know how to listen to others, find mutual language with difficult people and build trusting relationships with others. Essentially, they take on the role of internal facilitators of the team.

According to the test results, "collectivists" are inherent in sociability, characteristic of extroverts, but without a tendency to dominate, a great interest in people and especially in human relationships. They feel well the state and mood of people and trust them. Representatives of this type are often found among the top management of organizations. And this is no coincidence. Leadership dominated by managers of the "shaper" type sometimes creates a climate in the organization in which responsiveness and diplomatic skills of "collectivists" are constantly in demand, especially where an authoritarian leadership style that suppresses any conflict leads the situation to a dead end. At the same time, "collectivists" are not viewed by their colleagues as a possible threat to their status and plans, but are respected for their commitment to group interests and are perceived as people called upon to serve under someone else's command. They are characterized by a consultative leadership style and a tendency to communicate informally with colleagues and subordinates. They make excellent mentors for young managers.

"Evaluating"... Representatives of this role do not express themselves vividly in the team until the time comes to make important decisions. At the same time, team members who propose ideas ("thinker" and "resource researcher") are rarely the people who are able to appreciate the benefits of their ideas and their consequences. This is where the "evaluator" comes to the fore.

According to the test results, representatives of this role in the team have a high intellectual level, critical thinking, especially with regard to their ability to put forward counterarguments. They have a realistic and sound judgment that is not "clouded" by arguments based on emotion or prejudice. They are distinguished by seriousness, prudence and an "innate" immunity against enthusiasm. This is the second intellectual in the team after the "thinker" who is able to talk on an equal footing (in an intellectual sense) with the latter. Moreover, he can convince the "thinker" to change his point of view and maintain his respect for himself.

The main advantage of the "evaluator" is the ability to soberly evaluate various options for decisions, taking into account all factors. "Assessors" are almost never wrong, but they cannot boast of originality of thinking or imagination. They are characterized by a low orientation towards achievement and a reluctance to get carried away with anything. Lack of enthusiasm and dedication for the team turns out to be an important virtue of the "evaluator", since true impartiality is possible only in the absence of commitment to something. Ideally, it is the "evaluator" and not the "chairman" who should act as the arbiter when making decisions in the team. At the same time, the more proposals sound in the team and the more complex the decision-making process, the more important the role of the "evaluator" as a person capable of restoring consensus.

"Evaluators" are rather slow in their reasoning and always prefer to think everything over carefully. They can be perceived by those around them as dry, somewhat boring and sometimes overly critical people. Many people wonder how representatives of this category become managers at all. Nevertheless, “evaluators” often hold high strategic positions in organizations, especially at headquarters. large companies... In certain types of activity, success or failure depends on a relatively small number of large and responsible decisions, and this is the ideal territory for the "evaluator" - a person who takes into account all the pros and cons. "Assessors" are not inclined to make many decisions at a time, but the decisions they make are almost always optimal in terms of risk and subsequent results. The slowness of the team's progress towards final decisions gives them the opportunity to show their strengths. Despite the fact that the personal characteristics of the "assessors" do not correspond to the image of a typical "team person", they nevertheless often fit organically into the team and feel comfortable participating in its work, especially if their role is clear to themselves and others.

"Executor"... The main quality of "performers", reflecting their attitudes and character, is discipline, while other natural abilities or intelligence are almost always secondary. Being disciplined in nature, they are disciplined in whatever work is assigned to them. Among their distinctive qualities should also be called: organization, conscientiousness, commitment to obligations, a serious attitude to any business, reliability, practicality, tolerance towards others and conservatism (in the sense of respectful attitude to established rules and views). The test results also indicate their internal stability and low level of anxiety. Their weaknesses include lack of flexibility.

"Performers", as a rule, accept the existing restrictions and, without asking questions, do what is required. Another name for this role is "company man". This is not just a person who does or organizes something, this is a person who really works for the company and, to a lesser extent, pursues personal interests. These people accept the goals set for them, which become part of their moral code, and stick to them when doing the work. They never have questions about the fact that the work cannot be done because they do not like it or does not interest them. The characterization given to one CEO by his peers as a “manager taking on work that no one else will take” reflects the characteristics of the “performers” and their assignment to the team. They have a practical and realistic approach to doing work. "Performers" are effective organizers and administrators.

In large, well-structured organizations, these people tend to be successful in their careers. At the same time, although it is believed that the qualities of a "performer" have only a limited relation to the image of a manager, nevertheless there are no fewer representatives of this category among the top management echelon of organizations than others. Success and recognition come to "performers" over time as a result of the fact that they systematically do the work that needs to be done, even if it does not meet their inner interests or does not bring pleasure.

"Resource Explorer"... This is a team member, like a "thinker", focused on proposing new ideas. However, the method of generating ideas by "resource researchers" and the very nature of the ideas they propose are different from those of "thinkers". They tend not so much to propose original ideas themselves, as to “pick up” fragments of the ideas of others and develop them. Resource researchers are adept at exploring resources outside of the team. The ability to connect and build relationships gives them the opportunity to return to the team with new suggestions, which are often valuable for its future work. Their approach is to search and develop ideas through a network of personal contacts and acquaintances. "Resource researchers" usually do not interfere with their desire to know something, and their communication with people is skillfully directed towards finding the answers they are interested in. They walk, observe, meet people and ask them well thought out questions.

This is the type of leader who is difficult to find in your office. At the same time, their proposals, as a rule, are not too original and do not differ in special intellectual brilliance; flexibility and versatility can rather be attributed to their advantages. Resource Researchers have average intelligence and creativity, as well as extroversion, sociability, curiosity, and social orientation. Thanks to these qualities and the ability to use resources, "resource researchers" are easier than "thinkers" to integrate into the team. Their approach to innovation is more in line with well-established and prevailing management axioms. Resource Researchers, as a rule, successfully conduct various negotiations and achieve high results both in the organization of a new business and in the management of an already established business. With the skillful leadership of a team leader, the "thinker" and "resource explorer" can coexist successfully together, each contributing to the proposition of new ideas.

"Thinker"... The main purpose of a "thinker" in a team is to bring in new and original ideas. Typically, "thinkers" work alone, sitting in their corner and pondering various options. They are characterized by a self-in-depth, analytical approach to problem solving. The test results indicate a high intellectual level of "thinkers", high rates of creativity and obvious introversion. Their thinking is characterized by high criticality, and they create a large number of negative constructions, i.e. items for rejection various proposals... Their proposals are distinguished by originality and "intelligence". Thinkers are lonely intellectuals and are often perceived by other team members as not very sociable. They are characterized by directness and honesty in communication.

The more successful "thinkers" fulfill their role in the team, the less their behavior resembles the habitual model of the manager's behavior. Their managerial careers are rarely successful. They are generally very capable and have necessary skills work, which leads to the fact that in most cases they become technical specialists, rather than occupying high management positions. In long-standing, resilient organizations, it is rare to find “thinkers” among senior management, unless unforeseen circumstances have placed the organization in a difficult position that threatens its survival. Deadlocks in the development of a company and the threat to its survival can lead "thinkers" to the highest echelons of such organizations, which would otherwise be unthinkable. Thinkers are more common in new, emerging companies, since they are entrepreneurs rather than managers.

"Shaper"... In the group "shapers" act as inducers to action, and if the team is prone to inaction or complacency, the presence of the "shaper" will bring it out of this state. He changes the "point of balance" in the team, breaks the peace and makes the team able to get out of the usual rut. This is a more individualistic type of leader than the "chairman" who, by pushing the team into action and pulling its members along, just as often leads the team to both failure and success. On the other hand, "shapers" are usually a destructive force in a well-balanced team, especially led by a person with typical "chairman" qualities, capable of disrupting the work of the team. As a rule, the "shaper" and "chairman" cannot comfortably act in the same team, unless one of them compromises or switches to another role. Teams need both types of leaders, but at different times and under different circumstances.

Representatives of this role are in many ways the antipodes of "collectivists": they challenge the team, argue, disagree. They are impatient and easily frustrated. Their tendency to be quite aggressive can lead to a response from other team members, to which they usually respond with great enthusiasm and humor, since they love all kinds of battles. When they take part in business games, the object of their aspirations is a win, while the learning process itself is secondary for them. Their behavior can often be described by the principle "the end justifies the means". They are dynamic, active and focused on winning at any cost. According to the test results, "shapers" are characterized by high self-esteem, a tendency to frustration, sociability and suspicious attitude towards people. These are extroverts, motivated by the demands of the external environment.

"Shapers" are emotional, uncompromising people who are difficult to deal with, prone to overreacting to defeat and stagnation, but fearless and unyielding at the same time. As managers, they are successful in situations characterized by "political complexity" holding back progress. These are situations in which problems require concerted action on different levels and the rules, procedures and interests of individuals contradict each other, which in the end inevitably leads to inertia and stagnation. And it is the "shapers" who are the people who are able to cut such "Gordian knots". They can lift the system out of stagnation, accelerate its development, or even change the way it functions. If their preliminary analysis of the situation is thorough and reliable, then this will certainly lead to positive results. To their strengths can also include persistence and assertiveness in negotiations. As leaders, they are in demand for a close-knit team that has faced a difficult external or internal obstacle in its work.

"Chairman"... The main guarantee of the success of the "chairman" is his personal qualities... First of all, by nature, he tends to trust people and accept them for who they are, without showing jealousy or suspicion. In contrast to this quality, he must be able to dominate in the group and be committed to the goals and objectives of the group, which strengthens and morally justifies his dominant position. A successful "chairman" must be calm, level-headed and equanimous in the face of group disputes and disagreements. His credo is practical realism.

By nature, the "chairman" is an enthusiastic person with the inherent ability of extroverts to inspire and motivate others. But since his extroversion is, as a rule, very moderate in nature, he is prone to a certain isolation and distance in social relations... A successful "chairman" is someone who thinks primarily in positive terms. It uses verbal constructs that show the approval of group members who acknowledge and support the group's goals and seek to contribute to its work. It focuses on efficient use the potential of the group and therefore recognizes and encourages the talents and capabilities of people who contribute to the achievement of its goals. He integrates and coordinates the efforts of the team, assigning each member of the appropriate role to achieve a common goal.

In principle, an ideal "chairman" is a good manager; a person who knows how to use resources, extremely adaptive when communicating with people, but at the same time never loses control over the situation and the ability to accept independent decisions based on their own assessment of what is needed in practice. This is a person who is tolerant enough to always listen to others, but strong enough to reject their advice. The "chairman" is not prone to constant guardianship of team members, and his intervention in the work of the team occurs, as a rule, at critical moments. He never allows team meetings to take its course and, in the event of any disagreement, maintains a direction that meets the main purpose of the meeting.

According to psychometric tests, the intellectual level of a successful "chairman", as a rule, does not significantly exceed the average level of the team. He must be on the same "intellectual wave" with the team, otherwise either he will not understand the team members, or they will understand him. If the intellectual level of the "chairman" is lower than the level of the team, then he will not be able to establish sufficient contact with her. His behavior will be perceived as indecision and inability to control the situation, as a result of which the team will lose direction and get carried away by insoluble disputes. If the intellectual level of the "chairman" exceeds middle level teams, he tends to push mainly his own ideas and turn the team into a means for implementing personal strategy. In both cases, this leads to the destruction of two-way communication, which is the key to the successful leadership of the "chairman". Typically, the "chairman" is the leader of a well-balanced team that faces complex and multifaceted challenges that require effective distribution of roles within the team.

"Leading to the end"... The success of a team is usually judged by the final results of its work. At the same time, many people almost pathologically cannot finish what they started, and the ability to complete what they started is a rather rare quality. "Whoever leads to the end" are people who have this quality to the fullest. They finish whatever they start, and are reluctant to do anything if they have doubts that they will be able to bring the case to completion. They take care of getting things done and insist on doing so when the enthusiasm of the rest of the team is already depleted. Their presence prevents the team from wasting time on projects that cannot be completed. Such people are distinguished by attention to detail, since a small mistake can lead to big trouble, as well as the ability to keep the planned in mind, without missing anything and bringing all the details of the plan to completion. They prefer constant effort, consistency, and consistency over "cavalry attacks."

Followers are focused on fulfilling commitments, not on spectacular and resounding success. The tendency to achieve perfection in everything for which they undertake, and the inflexibility in the achievement of the intended - their indispensable qualities. The test results indicate their tendency to anxiety, but at the same time high self-control and discipline. Colleagues rarely see them lose their composure, and even when it is necessary to completely change the course of action, they remain calm and unperturbed. By their nature, "follow through" are more introverts than extroverts. Their weaknesses include lack of flexibility, as a result of which they sometimes make significant efforts to achieve their goals, which, under changed circumstances, turn out to be unattainable. Their management style is close to that of the "performer" and "collectivist" and is often underestimated because there is a bias that it is not typical for successful managers. But contrary to the image replicated in the media mass media, successful managers differ from the usual stereotype of a big businessman, and their success is largely based on self-discipline, which allows them to work hard and hard, bringing everything they started to the end.

Yuri Popov,
candidate economic sciences, Institute of Economics and Finance
Synergy, European Foundation for Management Development (EFMD)
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