What is activity definition. Types of human activity and their forms

24.11.202227.05.2017

Reaches the goal.

Human activity can be viewed from two perspectives:

as a special form of activity peculiar to man;
as a system of interactions with the World, real and imaginary.

In the course of activity, there is an active interaction with the surrounding reality, in which a living being acts as a subject, purposefully influencing the object and satisfying its needs. Due to the extreme complexity and continuous variability of external conditions, already at the early stages of phylogenesis, psychic forms of control over the practical interaction of a living being with the environment arise. Of particular importance is the development of orientation research activities. The main type of human activity that played a decisive role in the origin and development of the physical and spiritual properties of man is labor. Many other types of human activity (play, study) are also genetically related to labor. On the basis of labor, in the course of socio-historical development, mental labor arises as a special, socially necessary theoretical activity. In the process of animal evolution, their practical interaction with the surrounding reality, and at the same time their orienting and research activities, become more and more complex and diverse. But at all stages of its development, the activity of animals retains a rather narrowly adaptive instinctive character; they are able to focus only on the external, directly perceived or visually represented side of the surrounding objects and phenomena. Activities, depending on the purpose, can be constructive or destructive. Activity is regulated by a system of values, but is controlled by motivational processes.

activities can be called any activity of a person or organization, which is given some meaning. Person involved in any activities - Doer:

Statesman;
Politician;
and so on.

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In activity, both positive and negative, it is possible to single out (presumably the presence of) the following processes performed in the general case:
1) the decision-making process, 2) the process of involvement in activities, 3) the goal-setting process, 4) the process of designing an action plan (program), 5) the process of implementing the action plan (program), 6) the process of analyzing the results of actions and comparing them with the set goals . 7) organizational processes, including the creation of structures, management and planning processes.
It is possible to use other grounds for the structural representation of activities, determined by the objectives and goals of the study. Models of activity in this case are built from considerations of convenience, usefulness and sufficiency.
The first in Soviet psychology the author and developer of the multi-level concept of the organization of behavior, psychology activity, psychology personality and the psychological theory of the development of the subject in activity and in communication, which was later developed by S. L. Rubinshtein, V. S. Merlin and A. N. Leontiev, B .G. Ananiev, G.V. Sukhodolsky was M. Ya. Basov.

Synonyms for "activity"

Types of activity in relation to the subject to the implemented object

Types of activity are distinguished according to the types of relationship of the subject to the world of objects implemented in these forms of activity:
- Practical activity is aimed primarily at transforming the world in accordance with the goals set by man.
- Cognitive activity serves the purpose of understanding the objective laws of the existence of the world, without which it is impossible to perform practical tasks.
- Aesthetic activity - a concept that reflects the forms and manifestations of human activity, determined by aesthetic need, involves the translation (transfer) of meanings determined by the value orientations of a particular society and individual.
- Management activities aimed at managing organizations.
see also
- activity structure
Notes

In human activity, his needs are completed. They also activate it. That is, in the process of activity, actual needs are satisfied, new ones are formed. However, in this case, not only a change in needs occurs, but also a change in the individuality of a person. What other influence does activity have on human development? Let's figure it out.
Activity is a form of human activity aimed at cognition, transformation of the surrounding world, oneself and the conditions of one's existence. This is what distinguishes a person from an animal, emphasizes the social in human nature.
- Activities are not limited to satisfying needs.
- It is determined by the goals and requirements of society.
- Actions are associated with the development of personality, human consciousness (including self-awareness).
- This is a consciously regulated process of human interaction with the world.
In activity, a person acts as a creator, a creator. In the process, they develop:
- intellectual abilities of the individual;
- creative imagination;
- worldview;
- system of ideals and values;
- emotional and aesthetic attitude to the world.
As a member of society, a person is valuable when he leads an active working, social life, performs actions and bears responsibility for them.

Subject of activity

Activity is always subjective. The subject is what it is aimed at. It can exist independently or be created in the course of the activity itself.

Operating principles

The activity is based on the principle of functionality and the principle of consistency.
- The first involves reliance on the already developed mental elements that are mobilized to achieve the goal.
- The principle of consistency implies the inclusion of individual personality traits, on the basis of which several blocks can be distinguished in the structure.
Activity structure

There are six blocks. Each of the elements is interconnected with others, interpenetrating.

This is where they get to work. A motive is an objectified need. The desire to satisfy a need, that is, to obtain a specific object, encourages activity. Activity is impossible without a motive.

Goals

Main element. It has two forms of manifestation:
- as a result presented by a person;
- as the desired level of achievement.
Program

A person decides what and how he should do, that is, it is the choice of methods and means, the assessment of his own resources. The work includes cognitive, motivational, executive spheres.

Information base

Its efficiency depends on the adequacy and completeness of information data on the conditions of activity.

Making decisions

One of the alternative options is selected, mastered, rules and criteria for achieving the goal are developed.

Personal qualities significant for activity

These are character traits, inclinations and other individual characteristics that will help you achieve your goal.

Activity Components

Activity always has an internal plan and an external manifestation, between which there is an inextricable link. From external operations with objects (objective thinking), information, being transformed by the psyche, turns into internal images, ideals (figurative thinking). This process of transition is called internalization.

The reverse action (creating something materially through internal representations) is exteriorization.

Action is a tool to achieve a goal

An action is a part of an activity aimed at achieving an intermediate result in specific conditions. Consists of operations - methods of execution according to the conditions.

physical actions

These are external, motor actions with objects that consist of movements.

Smart Actions

Internal mental actions with images and concepts based on external actions with objects.

The psyche is the regulator of activity

The reflection of the world by the psyche occurs consciously, that is, in the process of actions a person:
- is aware (partially or fully) of the purpose of his actions;
- represents the result;
- perceives and evaluates the conditions in which one has to act;
- builds a step-by-step plan, an algorithm of operations;
- makes volitional efforts;
- supervises the process;
- experiences success and failure.
Knowledge, skills, habits

Knowledge, skills, or ZUN is the basis responsible for the organization and management of practical activities.

Knowledge

These are images of sensations and perceptions, further processed into representations and concepts. Without them, conscious purposeful activity is impossible. Knowledge increases the effectiveness of actions.

Skills

This is the mastery of the method of performing an action that does not require reinforcement by exercises. Conscious individual control is the main difference between skills. They are closely related to thinking and are impossible without active intellectual activity. Skills allow you to find a way out of non-standard situations, respond to changes in external conditions.

Skills

Skills are actions brought to automaticity. Success depends on skills. Skills are formed through exercises - repeated repetition of a specific action (actions). The skill is based on a dynamic stereotype, that is, a neural connection between the elements of an action. This happens uncontrollably, but if there is some kind of inaccuracy, then the person immediately notices it. The stronger the nerve connection, the faster and better the action.

Skills are motor, mental, sensory, behavioral. A skill is formed in several stages:
- introductory (comprehension of actions, familiarity with the methods of implementation);
- preparatory (conscious, but inept performance of an action);
- standardizing (unity and automatism of actions);
- situational (mastering the arbitrariness of action).
Learning new skills is always influenced by old ones. Sometimes it helps and sometimes it hinders. In the first case, we are talking about the coordination of skills, in the second - about interference (contradiction). Skills are consistent when:
- the system of movements of one skill coincides with the system of movements of another;
- one skill is a means of better assimilation of another;
- the end of one skill is the beginning of another and vice versa.
Accordingly, interference occurs under the reverse conditions.

habits

A habit is an action that has become a need. There are also habits. Habits, like skills, are based on dynamic stereotypes. Habits are formed through:
- imitations;
- multiple random repetition;
- conscious purposeful learning.
They can be an engine or an inhibitory factor in the performance of activities.

Activities

There are many types of activities, but in psychology it is customary to distinguish 4 main ones.

Communication is the first activity in which a person participates (intimate-personal communication with the mother). In this form of activity, the first development of personality takes place.

The purpose of communication is the establishment of mutual understanding, personal and business relations, the provision of mutual assistance, the educational and educational influence of people on each other.

It is worth noting that some researchers do not consider communication an independent activity, but rather call it a means for implementing another activity, achieving the goals of another activity. However, in infancy, it is this species that is leading.

A game

The game is the main activity of childhood, but it persists at subsequent age stages. Allows you to assimilate the social experience of human activity and human relations. For adults, the game is relaxation, stress relief.

Game activity prepares a person for further learning and work. She develops:
- thinking,
- memory,
- imagination,
- attention,
- capabilities,
- will.
And also determines the formation of character.

Studies

Educational activity stood out from labor. Assumes:
- assimilation of information about the properties of the surrounding world (knowledge), techniques, operations (skills);
- development of the ability to choose techniques and operations in accordance with the goals and conditions (skills).
In educational activity, the assimilation of knowledge, the development of skills, abilities, and the development of abilities take place.

Work

Labor is an activity aimed at creating a socially significant product. Labor is the basis of human existence, his mental and personal development.

There are other types of activity, but they all line up within the framework of one of the four named or at the junction of several types. The choice depends on the strength, quantity, originality of the needs of a particular person.

However, at each age, a person performs several types of activities at once, and only one remains the leader. For example, for an adult, this is work.

Individual style of activity

This is an adaptation of the human nervous system and the characteristics of the body to the activity performed. At the heart of the individual style is:
- skills;
- skills;
- experience.
The purpose of this adaptation is to achieve the best result at the lowest cost. Temperament determines the success and failure of a person in a particular activity.

Afterword

Conscious purposeful activity is the difference between people and animals. In its process, a person creates objects of material and spiritual culture, transforms his abilities, ensures the progress (although sometimes regression) of society, influences nature (preserves or destroys).

Any activity is a creative way beyond the natural, work on oneself and the world. Man not only consumes, but also creates. With it, he influences his life.

Thanks to it, the mental development of the individual is carried out. However, at the same time, mental processes (attention, imagination, memory, speech) act as components and even separate types of activity.

Activities are certain actions that are performed by a person in order to produce something significant for himself, or for the people around him. This is a meaningful, multi-component and quite serious occupation, which is fundamentally different from recreation and entertainment.
Definition
The main discipline that studies human activity within the framework of the course is social science. The first thing you need to know in order to correctly answer a question on this topic is the basic definition of the concept under study. However, there may be several such definitions. Another one says that activity is such a form of human activity, which is aimed not only at adapting the body to the environment, but also at its qualitative transformation.
All living beings interact with the environment. However, animals are only capable of adapting to the world and its conditions; they cannot change it in any way. But man differs from animals in that he has a special form of interaction with the environment, which is called activity.
Main Components
Also, for a good answer to a question in social science about human activity, you need to know about the concepts of object and subject. The subject is the one who performs the action. It doesn't have to be a single person. The subject can also be a group of people, an organization or a country. The object of activity in social science is that on which the activity is specifically directed. It can be another person, and natural resources, and any spheres of public life. The presence of a goal is one of the main conditions under which human activity is possible. Social science, in addition to the goal, also highlights the action component. It is carried out in accordance with the goal.
Action types
The expediency of activity is an indicator of whether a person is moving towards the result that is important to him. The goal is the image of this result, to which the subject of activity strives, and the action is a direct step aimed at realizing the goal facing the person. The German scientist M. Weber identified several types of actions:
1. Purposeful (in other words - rational). This action is carried out by a person in accordance with the goal. Means to achieve the desired result are chosen consciously, possible side effects of activity are taken into account.
2. Value-rational. Actions of this kind occur in accordance with the beliefs that a person has.
3. affective is an action that is caused by emotional experiences.
4. Traditional- based on habit or tradition.
Other Activity Components
Describing human activity, social science also highlights the concepts of the result, as well as the means to achieve the goal. The result is understood as the final product of the entire process carried out by the subject. Moreover, it can be of two types: positive and negative. Belonging to the first or second category is determined by the correspondence of the result to the goal.
The reasons why a person can get a negative result can be both external and internal. To external include a change in environmental conditions for the worse. Internal factors include such factors as setting an initially unattainable goal, the wrong choice of means, the inferiority of actions, or the lack of the necessary skills or knowledge.
Communication
One of the main types of human activity in social science is communication. The purpose of any kind of communication is to get some result. Here, the main goal is often the exchange of necessary information, emotions or ideas. Communication is one of the basic qualities of a person, as well as an indispensable condition for socialization. Without communication, a person becomes asocial.
A game
Another type of human activity in social science is a game. It is common to both humans and animals. Situations of adult life are modeled in children's play. The main unit of children's play is the role - one of the main conditions for the development of consciousness and behavior of children. Play is a type of activity in which social experience is recreated and assimilated. It allows you to learn the methods of carrying out social actions, as well as master the objects of human culture. Play therapy has found wide distribution as a form of correctional work.
Work
It is also an important type of human activity. Without labor, socialization does not occur, but it is important not only for the development of the individual. Labor is a necessary condition for the survival and further progress of human civilization. At the level of a single individual, work is an opportunity to ensure one's own existence, to feed oneself and one's loved ones, as well as an opportunity to realize one's natural inclinations and abilities.
Education
This is another important type of human activity. The topic of social science devoted to activity is interesting because it considers its various types, allows you to consider the whole variety of types of human activity. Despite the fact that the process of human learning originates in the womb, over a certain period of time this type of activity becomes purposeful.
For example, in the 50s of the last century, children began to be taught at the age of 7-8 years; in the 90s, mass education was introduced in schools from the age of six. However, even before the start of purposeful learning, the child absorbs a huge amount of information from the outside world. The great Russian writer L. N. Tolstoy emphasized that at the age of up to 5 years, a small person learns much more than in the rest of his life. Of course, one can argue with this statement, but there is a fair amount of truth in it.
The main difference from other types of activity
Often, schoolchildren receive a social science question as their homework: "Activity is a way of people's existence." In the process of preparing for such a lesson, the most important thing to note is the characteristic difference between human activity and the usual adaptation to the environment, which is characteristic of animals. One of these types of activity, which is aimed directly at transforming the world around us, is creativity. This type of occupation allows a person to create something completely new, qualitatively transforming the surrounding reality.
Activity types
The time when students go through the social science topic "Man and Activity", according to the Federal State Educational Standard - grade 6. At this age, students, as a rule, are already old enough to distinguish between types of activity, as well as to understand their importance for the overall development of a person. In science, the following types are distinguished:
- Practical- is aimed directly at the transformation of the external environment. This type, in turn, is subdivided into additional subcategories - material and production activities, as well as socially transformative ones.
- Spiritual- an activity that is aimed at changing the consciousness of a person. This type is also subdivided into additional categories: cognitive (science and art); value-oriented (determining the negative or positive attitude of people to various phenomena of the surrounding world); and predictive (planning for possible changes) activities.
All these types are closely related to each other. For example, before carrying out reforms (relate to it is necessary to analyze their possible consequences for the country (forecasting activity.

Activity is exclusively human activity, which is regulated by consciousness. It is generated by needs, and is aimed at transforming the world around us, as well as its knowledge.
Man, using his motives and needs, one way or another transforms the external environment, and this process is creative. At this time, he becomes a subject, and what he masters and transforms becomes an object.
In this article, we will look at the basic human as well as their forms, but before proceeding to that, it is necessary to clarify a few points.
1. activities are inextricably linked: the essence of a person is manifested in his activities. Inactive people do not exist, just as activity itself does not exist without a person.
2. Human activity is aimed at transforming the environment. B is able to organize such living conditions himself so that he is comfortable. For example, instead of gathering plants or catching animals daily for food, he raises them.
3. Activity is a creative act. Man creates something new: cars, food, even displays new types of plants.
Basic human and structure
There are three types of human activity: play, work and study. They are the main ones, and its activities are not limited only to these species.
There are 6 structural components of activity, which are formed in a hierarchical order. First, there is a need for activity, then a motive is formed, which is clothed in a brighter and more concrete form in the form of a goal. After that, a person looks for means that can help him achieve what he wants, and, after finding it, he proceeds to action, the final stage of which is the result.
human: labor
There is a separate science that is aimed at studying the working conditions of a person and optimizing his work.
Work refers to activities that are aimed at obtaining practical benefits. Work requires knowledge, skills and abilities. Moderate work has a good effect on the general condition of a person: he thinks faster and orients himself in new areas, and also gains experience, thanks to which he is capable of more complex activities in the future.
It is believed that labor is certainly a conscious activity in which a person interacts with the outside world. Any work is expedient and requires a focus on results.
Types of human activity: teaching
Teaching has one main goal - the acquisition of knowledge or skills. This type allows a person to start more complex work that requires special training. Teaching can be both organized, when a person consciously goes to school, enters a university, where he is taught by professionals, and unorganized, when a person gains knowledge in the form of experience in the process of work. Self-education is singled out in a separate category.
Human activities: game
Simply put, it's a vacation. A person needs it, because the game allows you to relax the nervous system and psychologically distract from serious topics. Games also contribute to development: for example, active games teach dexterity, and intellectual ones develop thinking. Modern computer games (action) improve concentration and attention.
Forms of human activity
There are many forms of human activity, but they are divided into two main groups: mental and physical labor.
It involves information processing. The process requires increased attention, good memory and flexible thinking.
Physical labor requires a lot of energy, since muscles are involved in its process, there is a load on the musculoskeletal system, as well as the cardiovascular system.
Thus, we can conclude that activity is a necessary and unique life parameter that contributes to human development.

Activity is a specific type of human activity aimed at creative transformation, improvement of reality and oneself. Activity is a form of realization of the relation of the subject to the world of objects; different types of such relations can be distinguished, implemented in different forms of activity: practical, cognitive, aesthetic, etc. Practical activity is aimed primarily at transforming the world in accordance with the goals set by man. Cognitive activity serves the purpose of understanding the objective laws of the existence of the world, without which it is impossible to perform practical tasks. Aesthetic activity associated with the perception and creation of works of art involves the transmission (transmission) of meanings, which are determined by the value orientations of a particular society and individual. All these are types of human activity.
Within each type of activity, separate types of activity can be distinguished according to the difference in their objects - motives: communication, play, learning and work.
Communication is the first type of activity that occurs in the process of individual development of a person, followed by play, learning and work. All these activities are of a developmental nature, i.e. when the child is included and actively participates in them, his intellectual and personal development takes place.
Communication is considered as an activity aimed at the exchange of information between communicating people. It also pursues the goals of establishing mutual understanding, good personal and business relations, providing mutual assistance and teaching and educational influence of people on each other. Communication can be direct and indirect, verbal and non-verbal. In direct communication, people are in direct contact with each other.
A game is a type of activity that does not result in the production of any material or ideal product (with the exception of business and design games for adults and children). Games often have the character of entertainment, they are aimed at getting rest. Sometimes games serve as a means of symbolic relaxation of tensions that have arisen under the influence of the actual needs of a person, which he is not able to weaken in any other way.
Games are: individual (one person is engaged in the game), group (with several people), subject (associated with the inclusion of any objects in a person’s gaming activity), plot (unfold according to a scenario, in basic details), role-playing (in a game a person leads himself according to the role he takes on) and games with rules (governed by a system of rules). Games are of great importance in people's lives. For children, games have a developmental value, for adults - a discharge.
Teaching is a type of activity, the purpose of which is the acquisition of knowledge, skills and abilities by a person. Teaching can be organized (in special educational institutions) and unorganized (in other activities as a side, additional result). Educational activity serves as a means of psychological development of the individual.
Labor occupies a special place in the system of human activity. Thanks to labor, man built a modern society, created objects of material and spiritual culture, transformed the conditions of his life in such a way that he discovered the prospects for further, practically unlimited development. First of all, the creation and improvement of labor tools is connected with labor. They, in turn, were a factor in increasing labor productivity, the development of science, industrial production, technical and artistic creativity. These are the main characteristics of activities.
At school A.N. Leontiev distinguishes two forms of the subject's activity (according to the nature of its openness to observation): external and internal. External activity usually refers to various forms of objective-practical activity (for example, hammering a nail, working on a machine, manipulating toys in young children, etc.), where the subject interacts with an object clearly presented for external observation. Internal activity is the activity of the subject hidden from direct observation with images of objects (for example, the theoretical activity of a scientist in solving a mathematical problem, the work of an actor on a role, proceeding in the form of internal reflections and experiences, etc.). The ratio of external and internal components is not constant. With the development and transformation of activities, a systematic transition from external components to internal ones is carried out. It is accompanied by their internalization and automation. If any difficulties arise in the activity, during its restoration, associated with violations of the internal components, a reverse transition occurs - exteriorization: the reduced, automated components of the activity unfold, appear outside, the internal ones again become external, consciously controlled.
Activity differs from behavior (behavior is not always purposeful, does not imply the creation of a specific product, is often passive) and has the following main characteristics: motive, goal, object, structure, means. We talked about motives and goals in paragraph 1.1., so let's move on to the third characteristic - the subject of activity. The object of activity is everything with which it directly deals. So, for example, the subject of cognitive activity is information, educational - knowledge, skills and abilities, labor - the created material product.
Activities have a complex hierarchical structure. It consists of several "layers", or levels. These are special activities (or special activities); then the action level; the next is the level of operations; finally, the lowest is the level of psychophysiological functions. Special types of activity: game, educational, labor activity.
Action is the basic unit of activity analysis. Action is one of the main "formative" activities. This concept, like a drop of water, reflects the main starting points or principles of the theory of activity, new in comparison with previous concepts.
1. Consciousness cannot be considered as closed in itself: it must be brought into the activity of the subject ("opening" the circle of consciousness).
2. Behavior cannot be considered in isolation from human consciousness. When considering behavior, consciousness must not only be preserved, but also defined in its fundamental function (the principle of the unity of consciousness and behavior).
3. Activity is an active, purposeful process (the principle of activity).
4. Human actions are objective; they realize social - industrial and cultural - goals (the principle of the objectivity of human activity and the principle of its social conditionality).
The goal sets the action, the action ensures the realization of the goal. Through the characteristics of the goal, you can also characterize the action. There are large goals that are divided into smaller, private goals, which, in turn, can be divided into even more private goals, etc. Accordingly, any sufficiently large action is a sequence of actions of a lower order with transitions to different "floors" hierarchical system of actions. This can be demonstrated with any example.
Suppose a person wants to call another city. To carry out this action (I order), he needs to perform a number of private actions (II order): go to the call center, find a suitable machine, take a queue, purchase telephone tokens, etc. Getting into the booth, he must perform the following action in this row: connect with the subscriber. But for this, he will have to perform a number of even smaller actions (III order): lower the coin, press a button, wait for a beep, dial a certain number, etc.
Now we turn to operations, which form the next, lower level in relation to actions.
An operation is a way to perform an action. You can multiply two two-digit numbers in your mind and in writing, solving the example "in a column". These will be two different ways to perform the same arithmetic operation, or two different operations. As you can see, operations characterize the technical side of performing actions, and what is called "technique", dexterity, dexterity, refers almost exclusively to the level of operations. The nature of the operations depends on the conditions of the action being performed. If the action corresponds to the goal itself, then the operation corresponds to the conditions in which this goal is given. At the same time, "conditions" means both external circumstances and the possibilities, or internal means, of the acting subject himself.
The most accurate psychological sign that distinguishes between actions and operations - awareness / unconsciousness, in principle, can be used, however, not always. It stops working just in the border zone, near the border, which separates the layer of actions and operations. The farther from this boundary, the more reliable the data of self-observation: the subject usually has no doubts about the representation (or non-representation) in the mind of very large or very small acts. But in the border zone, the situational dynamics of the activity process becomes significant. And here, the very attempt to determine the awareness of an act can lead to its awareness, i.e., disrupt the natural structure of activity.
The only way that is now seen is the use of objective indicators, i.e., behavioral and physiological signs, of the active level of the current process.
Let's move on to the last, lowest level in the structure of activity - psychophysiological functions. Psychophysiological functions in the theory of activity are understood as the physiological provision of mental processes. These include a number of abilities of our body, such as the ability to sense, to form and fix traces of past influences, motor ability, etc. Accordingly, they speak of sensory, mnemonic, and motor functions. This level also includes innate mechanisms fixed in the morphology of the nervous system, and those that mature during the first months of life. Psychophysiological functions constitute the organic foundation of the processes of activity. Without relying on them, it would be impossible not only to carry out actions and operations, but also to set the tasks themselves.
Let's return to the characteristics of the activity, and the last characteristic is the means of carrying out the activity. These are the tools that a person uses when performing certain actions and operations. The development of the means of activity leads to its improvement, as a result of which it becomes more productive and of high quality.
And in conclusion of the paragraph, we emphasize the main differences between human activity and animal activity:
1. Human activity is productive, creative, constructive. The activity of animals has a consumer basis; as a result, it does not produce or create anything new in comparison with what is given by nature.
2. Human activity is associated with objects of material and spiritual culture, which are used by him either as tools, or as objects for satisfying needs, or as means of his own development. For animals, human tools and means of satisfying needs do not exist as such.
3. Human activity transforms himself, his abilities, needs, living conditions. The activity of animals practically does not change anything either in themselves or in the external conditions of life.
4. Human activity in its various forms and means of realization is a product of history. The activity of animals acts as a result of their biological evolution.
5. The objective activity of people from birth is not given to them. It is "given" in the cultural purpose and way of using the surrounding objects. Such activity must be formed and developed in training and education. The same applies to the internal, neurophysiological and psychological structures that govern the external side of practical activity. The activity of animals is initially set, genotypically determined and unfolds as the natural anatomical and physiological maturation of the organism.
Motivation is a certain process of stimulating oneself or others to work and achieve certain goals. Incentive, stimulation also includes a material side, it is a kind of promise of reward, a reward that also serves as an incentive to work, to achieve goals. Motivation is an internal process. Stimulation is external. The motive implies the internal motivation or aspiration of the individual to behave in a certain way to satisfy the needs. And the incentive also captures the material aspect. Motivation theories: Informative: A. Maslow's model of motivation based on the hierarchy of needs: primary, social, respect and self-expression, self-realization through their consistent implementation; D. McClelland's model of motivation using the needs of power, success and recognition in the group, involvement in it; F. Herzberg's model of motivation using hygiene factors (working conditions, interpersonal relationships, etc.) in combination with the "enrichment" of the labor process itself: a sense of success, promotion, recognition from others, responsibility, growth of opportunities; Procedural: a model of motivation based on the theory of expectations by V. Vram: a person directs his efforts to achieve a goal when he is sure that his needs are met. Motivation is a function of the expectation factor according to the scheme: "labor costs -> results -" reward "; a model of motivation based on the theory of justice: people compare personal efforts expended with remuneration, comparing it with the remuneration of others for similar work. If labor is underestimated, efforts are reduced.
Leadership is a purposeful influence on led people and their communities, which leads to their conscious and active behavior and activities, in accordance with the intentions of the leader. Leadership is the process of psychological influence of one person on others during their joint life, which is carried out on the basis of perception, imitation, suggestion, understanding of each other. Leadership is based on the principles of free communication, mutual understanding and voluntary subordination. The leader is characterized by: the ability to perceive the common needs and problems of the team and take on a certain share in solving these problems; the ability to be an organizer of joint activities: he formulates a task that worries most members of the team, plans joint work taking into account the interests and capabilities of each member of the team; sensitivity and insight, trust in people, he is the spokesman for the collective positions of its members. The main differences between management and leadership: leadership provides for the organization of all group activities, and leadership characterizes the psychological relations that arise in the group “vertically”, that is, from the point of view of relations of dominance and subordination; leadership is a natural and necessary element in the process of emergence of an official organization, while leadership arises spontaneously as a result of the interaction of people; leadership acts as a process of legal organization and management of joint activities of members of organizations, and leadership is a process of internal socio-psychological organization and management of communication and activities; the head is an intermediary of social control and power, and the leader is the subject of group norms and expectations, which are spontaneously formed in personal relationships. The head-leader does not command, does not call and “does not put pressure” on employees, but leads people along to solve common problems for this team.
Control functions- this is a direction or types of management activities based on division and cooperation in management, and characterized by a separate set of tasks and performed by special techniques and methods. Any management function includes the collection of information, its transformation, decision-making, shaping and bringing to the performers. General control functions:- carried out in every organization and at every level of management; - inherent in the management of any organization; - divide the content of management activities into types of work on the basis of the sequence of their implementation in time; - are relatively independent and at the same time closely interact. To such functions, in particular, in management include: planning, organization, motivation and control. Concrete (specific) functions- are the result of the division of managerial labour. Such functions include various activities that differ in purpose and method of implementation. Specific functions do not affect the entire organization, but certain parts or parts of it. Each specific management function in an organization is complex in content and includes common functions: planning, organization, motivation and control. Special Features - are subfunctions of a specific function (for example, a special function of main production management is operational scheduling of main production).
The main categories of PU are activity and labor. Activity - activity that realizes the needs of a person, its characteristic is the external side (the tools used, technologies, social roles, languages, norms and values), the inner side (expressed in the conditionality of the psyche by past experience, needs, motives and goals). Human activity has a complex genetic, functional and structural character. It has its origins, "causes" and more or less definite structural and functional organization. Its composition is multicomponent. Its implementation involves mental processes, states and personality traits of different levels of complexity. Depending on the goals, this activity can last for years or even a lifetime. However, no matter how complex it may be, no matter how long it lasts, it can be described using universal units, which reflect not a meaningful, but precisely a structural-level approach to its description. The units of activity, which are its smaller fragments, but at the same time retain the specifics of its psychological content, are those of its elements that are fixed in the concepts of action and operation. Purposeful activity associated with the achievement of private goals in the implementation of a broader activity, it is customary in psychology to call actions. An operation is that specific set and sequence of movements that is determined by the specific conditions of interaction with objects in the process of performing actions (for example, the physical properties of the object, location, orientation in space, accessibility, etc.). Simply put, an operation is a way of performing an action. Operations are formed through imitation (copying) and by automating actions. Unlike actions, operations are less conscious.
The principle of the unity of consciousness and activity is the fundamental principle of the activity approach in psychology. Activity is not a combination of reflex and impulsive reactions to external stimuli, since it is regulated by consciousness and reveals it. At the same time, consciousness is considered as a reality that is not given to the subject directly, in his self-observation: it can be known only through a system of subjective relations, incl. through the activity of the subject, in the process of which consciousness is formed and develops. The psyche, consciousness "live" in the activity that constitutes their "substance", the image is an "accumulated movement", i.e. curtailed actions, which were at first fully developed and "external", i.e. consciousness is not just "manifested and formed" in activity as a separate reality - it is "embedded" in activity and is inseparable from it. The principle of two-stage psychological study of activity. According to him, the analysis of activity should include two successive stages - the analysis of its content and the analysis of its psychological mechanisms. The first stage is associated with the characterization of the objective content of the activity, the second - with the analysis of the subjective, proper psychological content.
Currently, the process approach to management is widespread, which considers management as a process consisting of a number of specific sequential steps. Most people plan their activities for the day (month, year, etc.), then organize the resources that will be required to carry out their plan. Those. management must be seen as a cyclical process ^ Main types of managementPlanning - the process of preparing for the future decisions about what should be done, how, when, what and how much resources should be used. The planning function answers three questions: Where is the organization currently located? Where does she want to go? · how the organization is going to do it. ^ Organization. Stages: 1. structural organization (includes the structure of authority and the structure of communications; 2. organization of the production process (includes the organization of personnel work, work in time, work in space). Motivation - maximum satisfaction of the needs of the employees of the organization in exchange for their effective work. Stages: 1. determination of the needs of employees; 2. enabling the employee to meet these needs through good work. Control - the process of ensuring that the organization actually achieves its purpose. Stages: 1. setting standards; 2. measuring what has actually been achieved and comparing what has been achieved against the intended standards; 3. identification of sources of discrepancy and actions necessary to correct plans.
Many existing approaches to defining the normative model of an effective leader can be grouped into 3 main groups:
1. Situational;
2. Personal;
3. Situational.
1. Functional approach. The main point for developing requirements for
An effective manager is to define his functions. At the same time, the structure of the manager's activity is the main one for the allocation of functions.
In most cases, the functional characteristics of the activities of managers are associated with the understanding and formulation of the mission of the organization, goal setting, resource management, control of processes in the external and internal environment of the organization.
There are 12 functions that reflect the structure and specifics of the professional activity of a manager of functions:
1. Knowledge - knowledge of a person, group, organization, its environment, the current situation of management;
2. Forecast - determination of the main directions and dynamics of the development of controlled variables;
3. Designing - defining the mission, goals and objectives of the organization, programming and planning activities;
4. Communication and information - formation, structuring, preservation of communication networks, collection, transformation and direction to communication networks necessary for information management;
5. Motivation - a rational impact on the totality of external and internal conditions that cause activity and determine the direction of the activity of the subject and object of management;
6. Guidelines - taking responsibility for proposed solutions and their consequences based on regulations or agreements within organizations;
7. Organizations - implementation of the goals and objectives of management;
8. Training - the transfer of the necessary knowledge, skills and abilities to personnel;
9. Development - an expedient change in the psychological variables of the individual and the group;
10. Assessments - formation and application of norms and standards of activity;
11. Control - a reflection of the compliance of the current state of organizations with the goals of management;
12. Corrections - making the necessary changes to the goals and management programs.
When carrying out the procedures for the professional selection of managers from the standpoint of a functional approach, the readiness of applicants to effectively perform precisely those functions that are characteristic of the proposed position is assessed.
2. Personal approach. It is based on the assumption that effective managerial activity is associated with the manager's possession of some set of personality traits.
The profile of an effective manager, according to which a successful leader is characterized by the following features:
Search for opportunities and initiative; perseverance and perseverance;
Focus on efficiency and quality; involvement in working contacts;
Purposefulness;
Awareness;
Ability to persuade and establish connections; independence and self-confidence.
3. Situational (behavioral) approach. Successful leadership depends on:
1. expectations and needs of led persons;
2. structure of the group and the specifics of the situation;
3. The cultural environment in which the group is included;
4. the history of the organization in which the management activities are carried out;
5. age and experience of the leader, his length of service;
6. Psychological climate in the group;
7. personal characteristics of subordinates.
The situational approach allows us to identify a number of managerial personality traits that indicate the manager's readiness for productive activity in a wide range of situations. These include, in particular, the ability to change leadership style flexibly, resistance to uncertainty, and the absence of rigid stereotypes.
Thus, we can conclude that beyond the task of the professional selection of managers is to establish the correspondence of the personal characteristics of the applicant to the characteristics of the organization, the structure and functions of the activity, the current and predicted state of the professional environment.
Activity is defined as a form of the subject's active attitude to reality, aimed at achieving consciously set goals and associated with the creation of socially significant values and the development of social experience. The subject of the psychological study of activity is the psychological components that induce, direct and regulate the labor activity of the subject and implement it in performing actions, as well as the personality traits through which this activity is realized. The main psychological properties of activity are activity, awareness, purposefulness, objectivity and systemic nature of its structure. An activity is always based on some motive (or several motives). Activity involves two main characterization plans - external (subject-effective) and internal (psychological). The external characteristic of activity is carried out through the concepts of the subject and object of labor, the subject, means and conditions of activity. The subject of labor is a set of things, processes, phenomena with which the subject in the process of work must mentally or practically operate. Means of labor - a set of tools that can enhance a person's ability to recognize the features of the object of labor and influence it. Working conditions - a system of social, psychological and sanitary-hygienic characteristics of activity. The internal characteristic of activity involves a description of the processes and mechanisms of its mental regulation, its structure and content, operational means of its implementation.
Stages of the decision-making process: 1) Identification of the problem - the primary distinction in a given conflicting situation of a problem that needs to be resolved. The discovered discrepancy between the actual and desired state of the organization. 2) Analysis, diagnosis of the problem based on the collection of factual material related to the problem that has arisen. Having discovered the problem, it is necessary to properly qualify it, which is the second task of the process of developing a management decision. Diagnostics is designed to establish the nature of the problem, its connection with other problems, the degree of its danger, the collection and analysis of facts. 3) Determining the essence of the problem, its main content. At this stage, the results of the analysis are used to develop solutions. There should be many such options so that by comparing them it would be possible to choose the best, most reasonable. 4) Choosing the optimal solution and bringing its content to the performers. Such a choice involves consideration of all options for the proposed solution and the exclusion of subjective moments in its content. The best option will be the one that best takes into account the essence of the problems that have arisen, is acceptable in terms of the amount of expenses necessary for its implementation, and is the most reliable in terms of the possibility of its implementation. 5) Practical implementation under the control of the head through the use of a feedback mechanism. The implementation of the adopted decision includes all the main phases of the management cycle - planning, organization, motivation and control.
Feedback - prompt reaction to what is heard, read or seen; this is information (in verbal and non-verbal form) that is sent back to the sender, indicating a measure of understanding, trust in the message, assimilation and agreement with it. Feedback allows the sender not only to know the result of the act of communication, but also to correct the next message to achieve a greater effect. If the result of the message transmission is achieved, it is said that positive feedback is in effect; otherwise, negative feedback operates. Establishing feedback in an organization is a rather difficult task. This is especially true of vertical, power communications under control through coercion, when the recipient of information is afraid of possible sanctions and deliberately distorts the message coming through feedback channels.
Non-experimental methods: observation; questioning; conversation; archival method "or the study of products of activity (The object of research when using the method of studying products of activity can be a wide variety of creative products of the subjects (poems, drawings, various crafts, diary entries, school essays, objects, as a result of a certain type of labor experimental methods: natural (conditions are organized not by the experimenter, but by life itself, the natural behavior of a person is evaluated); modeling (the subject acts according to the experimenter's instructions and knows that he is participating in the experiment as a subject); laboratory (conducting research in the psychological laboratory equipped with special instruments and devices.This type of experiment, which is also distinguished by the greatest artificiality of experimental conditions, is usually used in the study of elementary mental functions (sensory and motor reactions, reaction choice).General scientific methods reflect the scientific apparatus of research, which determines the effectiveness of any type. Specific - these are methods that are born by the specifics of management systems and reflect the peculiarity of management activities.

Encyclopedic YouTube

Synonyms for "activity"

Types of activity in relation to the subject to the implemented object

see also

Notes

Subject of activity

Operating principles

Activity structure

Goals

Program

Information base

Making decisions

Personal qualities significant for activity

Activity Components

Action is a tool to achieve a goal

physical actions

Smart Actions

The psyche is the regulator of activity

Knowledge, skills, habits

Knowledge

Skills

Skills

habits

Activities

A game

Studies

Work

Individual style of activity

Afterword

Definition

Main Components

Action types

Other Activity Components

Communication

A game

Work

Education

The main difference from other types of activity

Activity types

Functions of cell organelles

Algorithm for writing an essay on social studies

Chernobyl in the memoirs of eyewitnesses Chernobyl scary stories