Manifestation of the effect of self-organization in groups of people. Using it to raise the level of an organization
The hardest and most difficult thing for all of us is everything that begins with the prefix “self.” Self-organization, self-discipline, self-education, self-motivation, and the like.
Launching is much more difficult than teaching others. It’s easy to teach others. Each of us can give others a bunch of advice on how to behave correctly, how to achieve success, how to find a profitable niche, how to make a website and how to make money on the Internet.
Put things in order in your workplace, apartment, clothes, personal life, etc., and maintain it
Why is it important? The clutter around you creates clutter in your head. You can’t be self-organized in your work, and you have to wear whatever you like, look haphazard, eat random things, and generally lead a chaotic lifestyle. Chaos in the world around you creates chaos in your head, and this, in turn, affects your actions and decisions.
Write down your thoughts, plans, decisions and ideas on paper
This is one of the most powerful ways to self-organization. Write what comes to your mind in text, draw diagrams and mind maps. This will quickly teach you to think coherently, rather than chaotically, and develop the habit of accurately expressing your thoughts. This, in turn, will lead to a sharp increase in the effectiveness of your actions.
Master mind maps
They put things in order in your head, and, in addition, teach you an important principle - everything should be in its place. Every idea, every thought, every decision your place and time . The habit of regularly composing gets rid of the mess in your head, and you get used to doing all things in the order of their order, and not chaotically.
Become a morning person
This advice may seem strange to you, but it has long been known that the most productive hours for work are in the morning. If you like to stay up at work until late at night and wake up for lunch, and you think that this is how it should be, that you are a “night owl”, then for the sake of experiment, try the opposite - go to bed early and get up early. You may be surprised by the results. I myself considered myself a “night owl” until I switched to a new regime and was convinced otherwise. Some of our illusions about ourselves can only disappear through experiment.Plan your day
Usually it is advised to do this in the evening, but personally I do it in the morning, with a fresh mind. This is the very first thing I do when I sit down at the computer: planning tasks for the day and checking email . I divide all the things that need to be done into those that bring me closer to my goals, and those that are a necessary background for life, and therefore, for doing important things. For example, writing an article for a blog is an important matter, because each new article brings me closer to my goal: making decent money from a blog. And cashing the next Google Adsense check is a matter of urgency, because this way I get the cash I need to live.
Throw away trash
For example, I have a fairly clean mailbox. I only subscribe to the newsletters that I need. From time to time I subscribe to new mailings that interest me, but I unsubscribe with approximately the same frequency. Courses that I have not yet read are in separate folders, and are sorted by urgency of study. Of course, it would be a pity to throw them away completely if they are not urgent, but, in principle, they do not bother me. Let them lie there for the time being. In the apartment, I also try to get rid of everything unnecessary that I don’t need. Garbage belongs in a garbage dump, or somewhere else, but not nearby.
Don't avoid boring things
All new things, even interesting at first, eventually become a boring routine if you do them constantly. But you still need to do them if you don’t want to flutter like a butterfly from one task to another without bringing any of them to fruition. It is impossible to achieve success this way. It is more correct to accept the attitude that things will have to be done anyway , otherwise nothing will work. There are plenty of ways to make boring things interesting. One of them is to accept what is happening as a game and observe yourself a little from the outside. It’s like you’re setting yourself a quest—a task that needs to be completed in order to move to the next level. Also praise yourself and reward yourself for completed tasks. And in the end, you will train yourself to do all the boring things with ease.
Right now, choose one of these items and do something to make it happen . It won't be that difficult, but it will bring enormous benefits.
Ideally, you should do something every day to each of these points , and then self-organization for you will not be an empty phrase or an abstract theory. In just a month, you will be amazed at how much your productivity will increase, and how clearly you will understand what exactly you need and should do to move towards your goals.
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Self-education is aimed at acquiring the knowledge and skills necessary to improve the quality of life, developing the ability to self-organize and organize.
Self-education is an independent increase in knowledge, an elevation in skill: the more versatile and deeper the knowledge and experience, the more accurate the choice of solution and actions for its implementation. Mastery entails recognition from others, which elevates a person, confirms him in life, and helps him realize himself.
Self-education is the necessary spontaneous desire of a person or organization to change the internal database and knowledge base. To organize self-education, it is necessary to use the manager’s working time. Organizing self-education consists of setting goals, determining priorities (main directions), choosing a method and ensuring regularity of work on oneself.
Self-education can be carried out in conventional forms of public education (higher, secondary and vocational education) on the basis of public and private educational institutions, as well as independently using individual methods. A manager needs to know much more than any of his specialist subordinates.
The main components of self-management:
rhythms and harmony;
group work;
risk of creative thinking;
working with conflicts.
self-knowledge (knowledge of oneself, one’s place and one’s role in this reality);
self-organization (organizing your life and activities);
self-education (formation of priority qualities);
self-regulation (maintaining internal balance);
self-control (evaluation and adjustment of one’s activities);
choosing goals for life and personal work;
personal time planning;
information retrieval;
rationalization of thinking;
self-education (improving quality of life);
health technology (preservation and promotion of health as the fundamental basis of high working capacity and a fulfilling life);
Self-knowledge has as its goal knowledge of oneself as an individual, as a leader, one’s properties and abilities, one’s strengths and weaknesses, awareness of one’s relationships with other people, mastering images, ideas and things of the objective world, an attempt to understand the meaning of life and career, one’s inner world, in purpose and calling. Self-knowledge is impossible without evaluating yourself in comparison with other people.
Self-knowledge includes knowledge of the following components: the meaning of life, vocation, interests, needs, motives, ideal (image of “internal goal” and activity), dreams (imagination directed to the future, to the prospect of life and activity), beliefs (understood and felt a person has judgments and opinions, the truth of which he does not doubt and by which he is guided in his work), self-confidence, and abilities.
Self-knowledge tools:
concentration - focusing and partial fixation of attention on some internal or external object;
contemplation - sensory cognition associated with obtaining information about oneself through the senses and the formation of sensations, perceptions and ideas;
observation - purposeful, systematic perception;
imagination - the creation of images-representations of the new, i.e. what a given person did not perceive in the past, what he had not encountered before, the emergence of a visual image of what is yet to be created;
intuition is inner vision, inner voice, confidence that you need to act in a certain way.
Self-organization its goal is to master the methodology and methods of organizing the life and activities of an individual, develop abilities and skills through self-training, self-education, self-control, etc.
Self-organization includes the following components: the ability for introspection, self-control, self-regulation, the ability to foresight, determination, independence, determination, perseverance, masculinity, energy, initiative, self-control, restraint, self-criticism, self-discipline, patience.
Self-education has as its goal self-government of the individual, conscious, purposeful, creatively transformative activity, during which the individual, by volitional effort, in accordance with the chosen goal, according to the requirements of external circumstances, develops in himself socially and personally significant natural inclinations and abilities, new qualities, freeing himself from habits and properties that interfere with his self-realization and success.
The entire process of self-education is expressed in the search for answers to three key questions: what was I? what have I done)? what have I become?
Self-education requires developed intelligence, professional knowledge and broad erudition. According to M. Woodcock and D. Francis, a manager needs the following skills and abilities:
ability to manage oneself;
reasonable personal values;
clear personal goals;
emphasis on continuous personal growth;
problem solving skills;
resourcefulness and ability to innovate;
high ability to influence others;
knowledge of modern management approaches;
ability to lead;
ability to train and develop subordinates;
ability to form and develop effective work groups.
When implementing a self-education program, it is recommended to pay attention to the following ten points:
Set clear goals: People sometimes fail because they have little idea of the goals they are striving for.
Determine how you will measure success: Goals are much more useful when they can be measured.
Be content with modest progress: an impulsive person who hopes to change himself in the blink of an eye rarely achieves this. Success fuels success.
Take risks in unfamiliar situations. Often you have to choose between risk and returning back to safety. At the same time, the uncertainty of the new situation becomes a negative factor and slows down progress.
Remember that you are mainly in control of your development. At all times in life, people have a choice - to learn and grow from life's experiences, or to ignore the lessons learned, focus on safety and let themselves be defeated. Personal effectiveness requires that you learn to take responsibility for the course of your own life.
Your change may cause concern to others.
Don't miss out on opportunities. The ability to recognize and take advantage of opportunities distinguishes people who work on themselves.
Be willing to learn from others.
Learn from your failures and mistakes. If you are wrong, be willing to admit it.
Enjoy your development.
Self-regulation has the goal of bringing oneself back to normal, a normal state, maintaining, including automatically, constancy or changing according to the required order, either on the initiative of the manager himself, or of an adaptive type, which in essence comes down to a simple adaptation to the existing situation.
Self-regulation algorithms can be divided into:
three rules for analyzing anxiety problems: impartial and objective collection of facts about the problem (concerns usually disappear in the light of knowledge); analysis and comprehension of these facts, decision making; taking action to solve the problem;
six rules for overcoming the habit of worrying, before it overcomes you: a person suffering from anxiety must lose himself completely in work; don’t allow yourself to get upset over trifles; ask yourself, “What are the chances that the event I’m worried about will ever happen?”; reckon with the inevitable; when you are tempted to continue to persist in a hopeless task, set a “limiter”; do not try to “saw sawdust” (do not repeat past mistakes);
Five rules for developing peace of mind: think and behave cheerfully and you will feel cheerful; do not try to settle scores with your enemies, because by doing this you will bring yourself much more harm than them; Instead of worrying about ingratitude, do not expect gratitude and do good for your own joy; count your successes, not your troubles; do not imitate others, but rather try to find yourself;
Five rules to follow to prevent fatigue and anxiety, as well as maintain high tone and good mood: rest without waiting for fatigue, and you will add an hour a day to your active life; learn to relax at work; relax at home; apply work skills (do things in order of importance; when a problem arises, solve it immediately if you have the facts necessary to make a decision; learn to organize work, delegate responsibility and exercise control); try to work with enthusiasm.
Goals can be formulated using two personal documents: a life plan and a career plan, and the process of finding goals is carried out using four steps (according to L. Seiwert):
developing general ideas about life aspirations;
differentiation in time of life goals;
development of guiding ideas in the professional field;
inventory of goals.
This approach is combined with Enckelmann's classification of human goals:
professional goals;
personal goals relating to privacy;
health promotion goals;
goals related to meeting cultural needs.
Planning personal time The leader's goal is to manage and save time by developing a life plan, the qualitative parameters of which are “meaning of life”, “quality of life”, “standard of living”, “way of life” (lifestyle).
The initial start of planning is structuring time. Time planning using the Alps method includes the following stages:
the first stage - drawing up tasks, a list of the main tasks of the day and a weekly (monthly) plan;
the second stage - estimating the duration of the actions (indicate the approximate time for completion against each task, add it up and determine the approximate total time);
the third stage is reserving time in reserve, the plan should cover no more than 60% of the time and approximately 40% should be left as reserve time;
fourth stage- making decisions on priorities, cuts and reassignments in order to reduce the time allotted for completing tasks;
the fifth stage is control and transfer of what has not been done.
Among the rules for effectively planning a manager’s personal time are the following:
planning should cover no more than 60% of working time, since every day you have to deal with unforeseen matters;
all working time costs must be documented and double-checked, how and for what they were used;
all unfulfilled planned tasks should become the basis for drawing up a plan for the next time period;
planning of the manager’s personal time should be regular and systematic;
Only the volume of tasks that can actually be completed should be planned;
plans are made not to soothe the conscience, but to achieve personal goals;
lost time must be made up immediately; it is better to work longer than to catch up later;
planning of personal time must be carried out in a written form of your own;
plans should record the desired results, and not some actions;
each item of the plan must have a clear time frame;
the plan should establish priorities (degree of importance) in completing tasks;
when planning, it is necessary to note which tasks need to be completed personally, and which are acceptable and advisable to delegate to other persons;
all unforeseen matters and visitors are “sinks” of personal time;
planning should cover both the manager’s working and free personal time;
when planning, it is necessary to take into account the time for preparatory and creative work;
when planning, time for unproductive work must be reduced as much as possible;
planning of personal time must be correlated with the plans of superiors, subordinates, and colleagues.
Information search its goal is to satisfy the information needs of the manager. Personal behavior and activity in the information field are primarily a consequence of the applied methods of rational reading and active listening. Rational reading helps to better cope with the flow of information, since haphazard reading means a loss of time and a waste of money.
General tips:
Sort your reading material and read only what you absolutely need to gain information. The sorting process is guided by answers to six questions: What should I read? What should I read? What do I want to read? What do I want to do about this? What could you read later? What should I not read at all?
Collect short texts of the same (or similar) profile for serial processing into work blocks and reserve at least one hour in your weekly plan for reading them.
Use three methods of reading “while reading”: orienting reading (the first general perception of the content, the last check to determine whether it is necessary to process this text, delve into it); studying reading (search, highlighting what is essential in the text, determining what information is important, less important or not needed at all); generalizing reading and critical assessment of the material read (recording the main thoughts, conclusions from what was read).
when viewing and reading a text, think about what information you want to get from it;
review chapter and section titles, abstract, preface, introductory remarks, and introduction;
Don't dwell on notes, small print, statistics, detailed descriptions, or digressions;
first of all, follow the semantic content and idea of the text;
pointers in the form of the following words draw attention to the most important introductory remarks, accents: introductory signals (“especially”, “therefore”, “therefore”, “thus”, “since”, etc.) indicate the main or explanatory thought; amplifying signals(“also”, “in addition”, “additionally”, etc.) emphasize an idea that has already been briefly stated earlier; changing signals(“but”, “without saying”, “on the other hand”, “however”, “on the contrary”, “despite”, etc.) indicate that the direction (or tendency) of the train of thought is changing to the opposite;
omit uninformative passages and slow down the pace of reading in important sections of the text;
take into account the specific structure of various texts: reference texts in newspapers and magazines contain the most important information at the beginning; in comments and statements on any issue, essential information (conclusions) is given, as a rule, in the final sentences; special articles contain a description of the problem in the introduction, development of ways to solve it in the main part, and conclusions in the final part;
process the text using various kinds of notes, extracts, index signs, etc.
Methodological rules for active listening:
subordinate the conversation to the purpose of finding the necessary information;
follow the main idea, do not be distracted by details;
focus on the topic of the interlocutor’s monologue, do not interrupt him unnecessarily;
do not get distracted during a conversation;
do not ask too many questions; for one story, it is enough to ask one or two questions to clarify what your partner said (while emphasizing what exactly you did not understand);
use approving (encouraging) and clarifying brief remarks, since the more the speaker feels approval, the more accurately he will express his thought;
look for the true meaning of the interlocutor’s words, since not all information can be put into a word; it is supplemented by changes in the tone and color of the voice, facial expressions, gestures, movements and body inclinations;
adapt the pace of thinking to the pace of speech; a bad listener, when talking with a slow interlocutor, allows himself to be distracted and even doze off, which can lead to the loss of valuable information;
learn to find the most valuable material contained in the oral information you receive;
When listening, make appropriate notes on paper, do not rely on memory (this also applies to telephone conversations).
Organization of communication its goal is to improve interpersonal communications, achieve greater mutual understanding with subordinates, colleagues, managers, partners, and improve the culture of business communication in the organization. Methodological rules of the art of communication:
Don’t shirk responsibility for communication. Remember, at least two people participate in communication: one speaks, the other listens, and each should act as a listener alternately;
clarify your ideas before you start communicating them. This means that you need to develop the habit of systematically thinking and analyzing the issues, problems, solutions that you want to be the objects of communication;
Be sensitive to potential semantic problems and proactively anticipate potential “semantic noise.” Take great care to eliminate ambiguous words or statements from your message. Talk to your partner in the same language. Remember to take into account the generality of the “field of experience”;
Watch the language of your own postures, gestures, facial expressions and intonations. This is necessary to avoid sending conflicting signals. Try more often to look at yourself and hear yourself in the same way as your interlocutor sees and hears you;
learn to recognize your partner’s feelings by observing the expressive characteristics of his appearance, primarily the expression of his eyes, since facial expressions are associated with the mental qualities of a person. You should pay attention to the movements of the arms, especially the hands (gestures), to the movements and positions of the body (pantomime);
radiate empathy (close attention to other people's feelings, the ability to put yourself in their shoes) and openness. By actively using empathy when exchanging information, we, as it were, configure the receiving side accordingly and at the same time adapt the option of encoding and transmitting the message to the partner (individual or group) and the situation; And create a climate of respect and trust for employees in the organization, including through informal contacts and structures. If managers are open and honest with their employees, the latter will respond in kind in communication and exchange of information;
develop a communication style based primarily on personal authority. Effective business communication is a partnership;
use your words carefully. The word has been and remains the main means of communication. A kind word from a leader can inspire a subordinate, awaken self-respect in him, and become an important catalyst for social creativity, while a bad word can traumatize him for a long time and throw him out of the normal rut;
remember that the main thing in a culture of communication is respect for a person, the need and ability to understand another.
Alexander Aleksandrovich Ogarkov, Candidate of Economic Sciences, Associate Professor, Deputy Dean for Scientific and Educational Work, Volgograd Academy of Public Administration under the President of the Russian Federation.
The basis of personality is internal self-organization
Organization and self-organization as personality traits: a comparative analysis of concepts
The basis of personality is internal self-organization
The most accessible way for a person to understand the world and himself begins at the level of his own personality. Personality is the outer manifestation of the inner core of a human being, consisting of consciousness (a kind of highly organized operating system operating on the basis of cause-and-effect analysis), subconscious (apparently a chaotic accumulation of emotions, images and intuitive impulses) and, possibly, soul (some kind of a generalizing entity that connects an individual with the common spiritual world of spiritualized beings, if such exists).
Personality itself is most often defined as a set of developed habits and preferences, mental moods and general tone, sociocultural experience and acquired knowledge, in other words, personality is a set of psychophysical traits and characteristics of a person, his archetype, which determines everyday behavior and connection with society and the universe.
In a narrower sense, personality is observed as a manifestation of “behavioral masks” developed for different situations and social groups of interaction.
So, manifestations of personality represent the external side of the work of consciousness, subconscious and soul. At the level of his own consciousness, a person can subject his personality to analysis and establish its basic properties. Thus, personality is a reflection of a person’s inner world, cast onto the mirror surface of the external world.
Apparently, consciousness is the only highly organized level of a person’s inner world, where, on the one hand, the construction of a personality capable of a fruitful existence in the external world, the so-called everyday reality, can actually take place, and, on the other hand, some interaction with the subconscious occurs and, perhaps, the soul, as a result of which the development of the inner world is ensured. Thus, to the extent that being determines consciousness, consciousness determines being.
For the successful functioning of consciousness, it is necessary to eliminate distracting factors that attack it both from the external world and from the internal world. In order to avoid the collapse of its structures, consciousness works on several levels. The most superficial and simple level is the daily operations that ensure human life. When the issues of everyday life are posed most acutely, then this level of consciousness is bombarded most intensely by the problems of the external world, and other levels of consciousness are not able to work effectively, since all the individual’s attention is captured by solving everyday problems. This surface level is almost always involved in one way or another, with the exception of immersion in deep thought or meditation.
A deeper level is responsible for the analysis of certain behavioral lines, generalizations built on interaction with the consciousness of other individuals through dialogues, conflicts and mutual exchange of external experience. At this level, the foundations of an individual’s business, scientific and partly creative success are laid. This level of consciousness is usually attacked by intellectual conflicts between individuals and other problems associated with business and scientific activities. The workload of this level often interferes with the work of an even deeper level, leaving numerous internal issues arising from the subconscious and soul unresolved.
Finally, the third level of consciousness is included in a state of deep self-immersion, an intense thought process of the second level, when its subject becomes one’s own “I,” or in a state of hypnosis, meditation and so-called internal insights. This level of consciousness is deeply immersed in the human “I” and is responsible for the internal analysis of one’s own subconscious and, if possible, then the soul. At this level, the main conceptual problems of creativity, sincere beliefs, emotional love and self-realization of a person as a being of the common spiritual world of spiritualized beings are solved. This level is directly attacked by unresolved mental conflicts, psychological trauma, unfulfilled expectations, and unrequited love. Failure to engage this level of consciousness leads to the fact that internal problems stemming from the subconscious begin to attack more external levels of consciousness, occupied with work or scientific problems, as well as everyday issues. As a result, the work of consciousness is destabilized at all levels, which leads to the development of neuroses, as well as, in simple terms, problems at work and at home.
A thinking person latently observes a similar division of his consciousness into levels. The ability to self-organize, consistently using different levels of consciousness, is necessary for the normal functioning of the individual and, thus, forms the basis of human personality.
We can say that this division into levels of consciousness is universal. The only difference is how well this organization is expressed and maintained in functional order.
Having acquired such an effective tool as a developed three-level consciousness, a person can allow himself to move forward in the direction of satisfying his needs. The best description of these needs is Maslow's hierarchy of needs. In his landmark work Motivation and Personality, Abraham Maslow formulated a positive theory of motivation that satisfied theoretical requirements and at the same time corresponded to existing empirical data, both clinical and experimental. His theory drew heavily on clinical experience, but at the same time continued the functionalist tradition of James and Dewey; in addition, it absorbed the best features of the holism of Wertheimer, Goldstein and Gestalt psychology, as well as the dynamic approach of Freud, Fromm, Horney, Reich, Jung and Adler.
Maslow called his theory holistic-dynamic - after the names of the approaches integrated into it.
Maslow's theory of human motivation can be applied to almost any aspect of individual and social life. According to Maslow, each individual is an integrated, organized whole. However, seven groups of needs can be distinguished: basic needs, including primarily physiological: breathing, water, food, housing, sleep, sex, safety, as well as the need for love and the need to be accepted by society; higher needs: the desire for knowledge, beauty, and, finally, self-actualization.
Understanding these two concepts (the presence of three levels of consciousness that allow one to effectively analyze and satisfy the needs of the individual, and awareness of these needs in their entirety) is the key to a happy and meaningful existence.
The list of needs is quite universal for all people. It’s just that the ways to satisfy these needs can vary significantly, which is expressed in a wide variety of versions of human morality, which in no case can serve as an example of universality. Thus, a cannibal will try to satisfy his need for food by killing and eating another person, while a convinced vegetarian will not even resort to indirect killing of an animal to satisfy his hunger.
It is difficult to establish the highest needs of a cannibal savage, but it can be a stretch to assume that the beginnings of these needs are present in almost all representatives of human communities; another thing is that in most cases they remain unsatisfied. Even in developed societies, only ten percent of the population reaches the level of self-actualization, and those who rise to a higher level and help others self-actualize are even fewer.
Advances in computer technology, which led to the creation of a virtual living environment, can contribute to the work of three-level consciousness to satisfy higher needs, and the automation of production and the reorganization of political structures can contribute to the satisfaction of basic human needs.
Organization and self-organization as personality traits: a comparative analysis of concepts
Let us present a comparative analysis of the terms “organization” and “self-organization”.
Modern explanatory dictionary edited by S.I. Ozhegov and N.Yu. Shvedova considers the adjective “organized” as systematic, distinguished by a harmonious order, disciplined, acting accurately and systematically. The generally accepted understanding includes planning, orderliness and discipline among the main characteristics of organization, i.e. characteristics that determine the stylistic features of the implementation of organized behavior. From an everyday perspective, organization is an instrumental and stylistic quality that is formed individually.
Self-organization is one of the volitional qualities of a person. The manifestation of will (more precisely, “willpower”, volitional effort) in various specific situations makes us talk about the volitional qualities (properties) of the individual. At the same time, both the very concept of “volitional qualities” and the specific set of these qualities remain very vague, which makes some scientists doubt the actual existence of these qualities. So, there are still great difficulties in deriving or identifying the concepts of “organization” and “self-organization”, which denote volitional activity.
In one of his works V.A. Ivannikov notes that all volitional qualities can have a different basis and are only phenomenologically united into a single whole - will. “Analysis shows,” he writes, “that all these qualities are derived from other sources and are associated not only with the will, and therefore cannot claim to be the distinctive signs of the will.” In addition, in one situation a person demonstrates volitional qualities, and in another situation he shows their absence. That's why he talks about the so-called volitional qualities, although he does not deny that they reflect mental realities. However, after a few years V.A. Ivannikov changes his position. In joint work V.A. Ivannikova and E.V. Eidman has already stated that there are volitional qualities as private (situational) characteristics of volitional behavior and volitional qualities as constant (invariant) characteristics of volitional behavior, i.e. as personal properties.
F.N. Gonobolin divides volitional qualities into two groups associated with activity and inhibition of unwanted actions and mental processes. He attributes determination, courage, perseverance and independence to the qualities of the first group, and endurance (self-control), endurance, patience, discipline and organization to the qualities of the second. We emphasize the importance of the formation of these volitional qualities in any modern personality.
IN AND. Selivanov also considers the dynamics of the processes of excitation and inhibition to be an objective basis for distinguishing between different volitional qualities. In this regard, he divides volitional qualities into those that provoke, enhance or accelerate activity, and those that inhibit, weaken or slow it down. He includes initiative, determination, courage, energy, courage in the first group; to the second group - endurance, endurance, patience.
In modern domestic studies, organization is highlighted as one of the basic personality traits. Despite this distinction, the phenomenon of organization is still little studied, partly due to the fact that in modern psychological science there is no consensus on the nature of this property. The phenomenon of self-organization can be explained in a similar way.
A.N. Lutoshkin, I.S. Mangutov, L.I. Umansky consider the problem of organization in the process of studying the characteristics of organizational activity; S.L. Cherner - in the process of forming the business qualities of an individual; Yu.K. Vasiliev and I.A. Melnichuk turns to organization, exploring issues of economic upbringing and education. A number of scientists associate the organization of future managers with their educational activities, but not with their professional orientation. HELL. Alferov considers organization as a necessary prerequisite for nurturing a student’s responsible attitude to learning; E.S. Rabunsky connects the development of organization in students with their independent learning activities; M.I. Shilova believes that organization in learning reflects the student’s attitude towards mental work.
In general, in psychological and pedagogical research (L.I. Bozhovich, A.V. Zosimovsky, T.E. Konnikova, T.N. Malkovskaya, etc.), organization is considered as intensified, intense activity aimed at realizing the assigned tasks. This is also a form of self-expression and self-affirmation of the individual, not caused by external, forced necessity, but by a consciously made decision to intensively acquire knowledge, skills and abilities for the sake of professional development. These aspects in relation to students in modern conditions are especially relevant. Unfortunately, an analysis of practice shows that in the process of studying in educational institutions this is not given due attention, and schoolchildren and bachelors do not realize the significance of the above-mentioned characteristics, and more often see only the attractive external side of a particular profession.
Continuing to analyze scientific works devoted to the study of organization, it is necessary to divide them into theoretical-methodological (N.D. Levitov, N.I. Reinvald, V.I. Selivanov, A.A. Smirnov) and practical-methodological (A.I. Vysotsky, T.A. Egorova, N.F. Prokina, S.G. Yakobson).
Representatives of the first direction are rather interested in researching the nature of organization and characterizing its distinctive features, while representatives of the second direction focus on developing specific techniques and methods for developing this property, relying on certain concepts in its interpretation.
Analysis of philosophical, psychological, pedagogical literature allowed us to conclude that organization is considered as a personality quality characteristic of any person with a normal psyche (V.N. Myasishchev, L.I. Umansky), as a condition for the formation of abilities (A.G. Kovalev ), as a volitional quality, property, trait, habit of character (E.P. Ilyin, N.D. Levitov, V.I. Selivanov, V.S. Yurkevich).
In the studies of V.I. Selivanov, V.I. Vysotsky, T.A. Egorova paid special attention to the behavioral and motivational characteristics of organization. Here we consider both regulatory-dynamic ones - constant self-control over behavior, bringing the job started to the end, and motivational-semantic ones - the presence of the need to plan and create the conditions and means for implementing one’s behavior according to the plan, mental skills of orientation and planning one’s actions in time - characteristics of organization. Moreover, the parameters for measuring organization most often include such external behavioral (formal-dynamic) signs as adherence to external order in the workplace and in the process of activity, rational use of time taking into account the situation, planning one’s actions and their reasonable alternation, the ability to contribute to activities of a certain organization when circumstances change. An important factor determining the dynamic manifestations of organization is the degree of formation of the individual’s volitional habits: bringing what is started to the end, systematic and consistent actions, the ability to overcome difficulties, complete what is planned on time, etc. In general, most of the listed authors tend to place the main emphasis in the analysis of the nature of organization on its volitional component, asserting the priority role of formal-dynamic characteristics in the structure of the property being studied. This is confirmed by the fact that organization is classified as a group of volitional qualities that characterize the dynamism and mobility of the individual (N.D. Levitov), as well as the introduction of the concept of “organization of the will” into psychological terminology (V.I. Selivanov). This provision seems justified, since, according to S.L. Rubinstein, character is closely connected with will, which is, as it were, the “backbone of character” and determines its firmness, determination, and perseverance. In volitional actions, character, on the one hand, develops, and on the other, it manifests itself. Separately, it is necessary to emphasize that willpower and volitional qualities also occupy an important place in self-organization.
A.K. Osnitsky, in particular, notes that significant shifts in the formation of the quality of self-organization are observed in adolescence and youth, when self-regulation of activity and self-regulation of the individual reach their peak, when the individual is no longer interested only in the results of his efforts, but also in his position, his capabilities in interaction with other people. His research A.K. Osnitsky devoted himself to studying the qualities of self-organization in adolescents.
He notes that by this time, a system of ideas about their capabilities has been more or less formed in the student’s mind: 1) in goal formation and goal retention (you must not only be able to understand the proposed goals, be able to form them yourself, but also maintain goals until they are realized, so that their place is not taken by others who are also of interest); 2) in modeling (you must be able to identify the conditions that are important for achieving the goal, find in your experience an idea of the object of need, and in the surrounding situation find an object that corresponds to this object); 3) in programming (you need to be able to choose a method for transforming given conditions that corresponds to the purpose of the activity and conditions, select the appropriate means for implementing this transformation, and determine the sequence of individual actions; 4) in evaluation (you need to be able to evaluate the final and intermediate results of your actions; subjective criteria for evaluating results are not should be very different from the specified ones); 5) in correction (you need to imagine what changes can be made to the result if some details do not meet the requirements).
Having considered the concepts of independence and organization, we present the definition of the term “self-organization”. Self-organization is the activity and ability of an individual associated with the ability to organize oneself, which are manifested in determination, activity, validity of motivation, planning of one’s activities, independence, speed of decision-making and responsibility for them, criticality in assessing the results of one’s actions, and a sense of duty. So, the basis of self-organization as a personality quality is not only knowledge and activity characteristics, but also volitional and evaluative ones. However, this is only the basis for the further formation of this quality in the learning process. Analysis of practice and our empirical experience shows that this is not paid attention to in educational institutions. As a rule, the knowledge component comes to the fore, i.e. mastering general humanitarian and professional knowledge.
The study of the basic requirements for education and a comparative analysis of the concepts of “organization” and “self-organization” made it possible to identify the leading scientific and methodological approaches that underlie the process of developing a culture of self-organization among students: psychological and pedagogical, objectification, cultural, integrative-modular, systemic, personality-oriented , level. The essence of these approaches is as follows:
psychological and pedagogical approach. In the context of this direction, the relationship of self-organization with various phenomena of educational activity was studied - independent work of schoolchildren and students (V. Graf, I.I. Ilyasov, P.I. Pidkasisty, etc.), creative activity of students (R.M. Granovskaya, Yu S. Krizhanskaya, V. A. Kan-Kalik, N. D. Nikandrov, V. A. Slastenin, etc.), personal self-awareness, etc. The authors of studies related to this approach believe that since the central, integrating element of a personality is its self-awareness, self-organization is based on processes of self-determination and acts as an active development and transformation by a person of external conditions of life into his own attitude;
objectification approach. Scientists developing this approach (G.A. Volkovitsky) consider the self-organization of the individual to be a necessary form of its objectification in the processes of self-determination, self-expression, self-realization, and self-realization. By this they emphasize that the process of personal self-organization is two-vector - from understanding and rethinking the content of one’s self-awareness to the highest relationships of the individual and from higher relationships to methods of their objectification;
cultural approach. A group of authors (V. Graf, I.I. Ilyasov, V.Ya. Lyaudis), addressing the problem of personal self-organization, indicates the temporary organization of activity as its attributive criterion. They believe that the temporary organization of all human behavior in the conditions of modern culture becomes a special conscious task and that the action of organizing time is inseparable from meaning formation and goal setting - these important components of the self-organization of the individual;
integrative-modular approach. According to scientists, this approach provides justification for the structure of the content of general and professional training on the basis of basic and special courses, their generalization at the level of laws, concepts, fundamental provisions, the formation of an integral system of knowledge, actions, which contributes to the understanding of integral professional activity and the development of culture among students self-organization;
systems approach. The approach ensures the integrity of the structure and the interrelation of individual components of the content of basic and special disciplines. Within the framework of a systematic approach, scientists pay attention to various features of self-regulation that influence the effectiveness of an individual’s activities and behavior. This is the study of self-regulation of human behavior (B.M. Ananyev, V.A. Yadov, N.N. Yarushkin, etc.), self-regulation of decision-making processes (T.V. Kornilova, V.V. Kochetkov, I.G. Skotnikova and etc.);
personality-oriented. Within the framework of this approach, the focus of the process of general and professional education is ensured on the development of personal qualities capable of active creative activity, awareness of oneself as a subject of general and professional culture in new socio-economic and socio-cultural conditions;
level approach. In the basic provisions of this approach, researchers designate a rather peculiar relationship between psychological self-regulation and personal self-organization. The term “psychological self-regulation” (O.A. Konopkin) in a broad sense refers to one of the levels of activity regulation living systems, which is characterized by the use of mental means of reflecting and modeling reality.
In addition, when substantiating the process of developing a culture of self-organization among students, we took into account the activity-based (V.P. Bespalko, T.A. Ilyina, A.N. Leontyev, S.L. Rubinshtein, etc.) and competence-based (I.A. Zimnyaya , N.V. Kuzmina, G.N. Serikova, V.A. Slastenin, Yu.N. Petrov, etc.) approaches.
Thus, in accordance with the designated concepts and leading scientific and methodological approaches, the structure of self-organization of the individual was determined, which in the process of education and professional training is transformed into the parameters of future professional activity (design, performance, control and evaluation). The structure of self-organization of students includes the following qualities and skills: design (the ability to plan their activities, navigate time, predict the consequences of their decisions, formulate strategies for their development and self-improvement); executive (make decisions independently, take responsibility, conduct business communication constructively); control and evaluation (adequately evaluate the results of one’s activities, monitor one’s activities).
Bibliography
1. Gonobolin F.N. Will, character, activity. - Minsk: Nar. Sveta, 1966. - 211 p.
2. Ivannikov V.A. Psychological mechanisms of volitional regulation. - M., 1991. - P.49.
3. Ozhegov S.I. Dictionary of the Russian language: 70,000 words / ed. N.Yu.Shilova. - M.: Rus. lang., 1989.- 924 p.
4. Osnitsky A.K. Self-regulation of activity and preparation for professional self-determination // Psychological support for choosing a profession: scientific method. allowance - M.: Flinta, 1998. - P. 14-26.
5. Pedagogy: a large modern encyclopedia / comp. E.S. Rapatsevich. - Minsk: Modern Word, 2005. - 720 p.
6. Rubinshtein S.L. Problems of general psychology. - Ed. 2nd. - M., 1976. - P. 85.
7. Selivanov V.I. Selected psychological works: will, its development and education. - Ryazan: Ryazan State Publishing House. ped. University, 1992. - 574 p.
If we are lazy and we don’t understand the plan of action, then we need to organize ourselves. In this case, we simply need to organize the process ourselves, during which we create and reproduce all the necessary plans, dreams and ideas.
Human self-organization- the process of spontaneous ordering and the ability to organize oneself: to work, to fulfill agreements with oneself and others, to achieve one’s goals. Self-motivation is a carrot or a stick in relation to oneself, motivating and pushing oneself to fulfill desires and intentions.
Self-organization is a person’s ability to properly organize his life, environment, work, and leisure.
N.I. Kozlov believes that “self-organization is such an arrangement of a situation and such an organization of life when everything that should happen happens easily and naturally, by itself.<..>To organize yourself independently, you need will, the skill of overcoming yourself, your laziness and your fears. The will can and should be developed, but if it is still lacking, you can help yourself by other reasonable means. Practical self-organization is such arranging a situation and such an organization of life when everything that should happen happens easily and naturally, by itself.”
Types of self-organization: technical, biological and social.
The mechanisms of self-organization in them are based on different principles:
- technical - based on a program for automatically changing the action algorithm in case of changing conditions;
- biological - based on the genetic program for the conservation of the species and on the Darwinian triad: variability, heredity, selection;
- social - based on a public social program for the harmonization of social relations, including priorities, values, and laws that change over time.
Technical self-organization
In the technical self-organization of a person, creativity, innovative development, professional growth and increasing the prestige of work play an important role.
Biological self-organization
In biological self-organization, taking care of your health, expedient and purposeful life activities, and the desire for happy longevity play an important role.
Social self-organization
Social self-organization presupposes:
- the presence of a predetermined goal, towards which everything strives independently, self-organizes around it.
- flexibility, variability and adaptability of management structures with increased synergistic relationships that ensure an increase in the overall effect;
- diversification, decentralization, increasing productivity with new work motivation and transfer of information, knowledge, know-how, etc.;
- combination of management and self-government;
- self-education, self-education, self-control.;
- accumulation of structural information, development of a new goal and change of structure.
The most important task of understanding self-organization is the relationship between the processes of purposeful self-organization and spontaneous self-organization.
Organizing your own life by external means
Material http://www.psychologos.ru/articles/view/organizaciya_sobstvennoy_zhizni_vneshnimi_sredstvami
To navigate the outside world, control one’s state and behavior, a person can use external memory, external attention and external motivations.
This is an analogue of the psyche, but on the outside. When a person, for the purposes of orientation in the external world, managing his state and behavior, begins to use the external - external memory, external attention and external impulses, this is not called the psyche.
External memory
You may have an excellent natural memory, but with the amount of information that we need every day today, no brain is enough to remember everything. Then another, external, artificial memory comes to our aid - our ability to collect the necessary information and the habit of recording it on external media so that we can always easily find everything we need.
To effectively organize their own lives, an increasing number of business people use external media: a notepad, voice recorder, PDA or laptop. This is our external, artificial memory.
External attention
Being attentive and being able to concentrate on what is important to you is a great skill, but if everything around you is distracting, it gets in the way. Why not put external circumstances at your service so that they direct your attention in the right direction? What you want to be important to you - let it be, if possible, in your field of vision. From the field of vision it will fall into the field of attention - remember, think about it, and perhaps start doing something necessary in this direction. The most important thing is to let it be in front of your nose.
You may not consider yourself a lover of candy and Pepsi, but if you have a bottle of Pepsi and candy on your table, you can be sure that you will be pouring yourself a drink and eating it in the very near future. It just happens because it gets your attention.
If you want to actively engage in sports, then it is better to place the sports equipment in the line of attention: the dumbbells in the room should not be placed neatly out of sight, but in plain sight.
Organizing your own life using internal means
Material
http://www.psychologos.ru/articles/view/organizaciya_sobstvennoy_zhizni_vnutrennimi_sredstvami
To navigate the external world, manage one’s state and behavior, a person can use internal (natural) memory, internal attention and internal motivations. In general, this is called using your psyche.
Organizing your own life by external means
It is important to remember that to navigate the outside world, control one’s state and behavior, a person can use external memory, external attention and external motivations. This is an analogue of the psyche, but on the outside. When a person, for the purposes of orientation in the external world, managing his state and behavior, begins to use the external - external memory, external attention and external impulses, this is not called the psyche.
Self-regulation
Every person wants to become a “master of himself,” to master self-regulation skills to create values that are meaningful to him. Of course, this serious and responsible task cannot be completed in one day. This is, first of all, the ability to force yourself to do something necessary. Each of us faces serious work in developing habits and requires serious and long-term work.
Self-regulation is the disclosure of a person’s reserve capabilities. The use of self-regulation techniques presupposes active volitional participation and, as a result, is a condition for the formation of a strong, responsible personality.
What are the main conditions for developing self-regulation skills?
1. 1. Specifically define the task, formulate a specific goal for yourself and learn to manage your time, that is, become an organized person (What is the goal, task of your activity? How and when should it be carried out? What can or should happen?).
2. 2. Be sure to develop criteria for success and failure (if the result is not what it should be, the goal has not been achieved).
3. Write down in a special notebook all the stages of achieving your goals.
3. It is necessary to check all the small results, what and how is happening at the moment, whether it leads to the desired result.
4. 4. If you suddenly discover an error or see something that deviates far from your plan, go back and find the error, the place where the deviation first appeared.
5. 5. Remember that in life there are practically no situations in which you cannot find a solution on your own and you can always ask for help from those who know what to do.
6. 6. Develop your ability to assess the possible course of events and be able to anticipate and foresee possible consequences.
7. 7. It is advisable (where possible, of course) to alternate between easy and difficult tasks.
And so self-regulation is the regulation of activity. It includes:
the goal of activity accepted by the subject
subjective model of significant conditions
performance program
a system of subjective criteria for achieving a goal (success criteria)
control and evaluation of real results
decisions on correction of the self-regulatory system
Emotional self-regulation
Three levels of emotional self-regulation of the individual can be distinguished:
1. unconscious emotional self-regulation. 2. conscious volitional emotional self-regulation. 3. conscious semantic emotional self-regulation.
First level emotional self-regulation is ensured by psychological defense mechanisms that operate at the subconscious level and are aimed at protecting consciousness from unpleasant, traumatic experiences associated with internal and external conflicts, states of anxiety, remorse and discomfort. Here the following mechanisms are distinguished: denial, repression, suppression, isolation, projection, regression, devaluation, intellectualization, rationalization, sublimation, etc.
Second level– conscious volitional emotional self-regulation. It is aimed at achieving a comfortable emotional state through volitional effort. This also includes volitional control of external manifestations of emotional experiences (psychomotor and vegetative).
Most methods and techniques of emotional self-regulation belong precisely to this level, for example: suggestive methods (auto-training and other types of self-hypnosis and self-hypnosis), Jacobson's progressive muscle relaxation, relaxation based on biofeedback, breathing exercises, switching attention and distraction from unpleasant experiences, activation of pleasant memories, psychotechnics based on visualization, emotional release through physical activity, work, volitional influence directly on feelings - suppressing them or activating them, reacting emotions through screaming, laughter, crying (catharsis), etc.
At this level of emotional self-regulation, conscious will is aimed not at resolving the need-motivational conflict underlying emotional discomfort, but at transforming its subjective and objective manifestations. Therefore, in their essence, the mechanisms of this level are symptomatic and as a result of their action the causes of emotional discomfort are not eliminated. This feature is common to conscious volitional and unconscious emotional self-regulation.
Third level– conscious semantic ( value) emotional self-regulation is a qualitatively new way of solving the problem of emotional discomfort. It is aimed at eliminating its underlying causes - at solving the internal need-motivational conflict, which is achieved by understanding and rethinking one’s own needs and values and generating new life meanings. The highest aspect of semantic self-regulation is self-regulation at the level of existential needs and meanings. This is the deepest and, at the same time, the highest level of self-regulation available to a person at the present stage of his development.
To carry out emotional self-regulation on semantic level, you need the ability to think clearly, recognize and describe in words the most subtle shades of your emotional experiences, be aware of your own needs behind feelings and emotions, and find meaning even in unpleasant experiences and difficult life circumstances. These listed skills fall within the competence of special integrative mental activity, which has been intensively studied in science over the past decades and has been called “ emotional intellect(emotional intelligence).” The main functions of emotional intelligence include: emotional awareness, voluntary control of one's own emotions, the ability to self-motivate, empathy and understanding of emotional experiences other people and managing the emotional state of other people.
Emotional regulation system
As is known, in humans the morphological substrate of emotional regulation is the ancient (subcortical) and most recently emerged (frontal) brain formations. In their basal (basic) foundations, emotions are associated with instincts and drives, and in their most primitive forms they even function through the mechanism of unconditioned reflexes.
A special role in this process belongs to memory and speech. Memory creates the conditions for preserving traces of emotional experiences. As a result, not only current events, but also the past (and based on them, the future) begin to cause emotional resonance. Speech, in turn, designates, differentiates and generalizes emotional experiences. Thanks to the inclusion of emotions in speech processes, the former lose in their brightness and spontaneity, but gain in awareness, in the possibility of their intellectualization.
The emotional system is one of the main regulatory systems that provide active forms of vital activity of the body.
Like any regulatory system, emotional regulation consists of afferent and efferent links (afferent and efferent nerves, i.e. nerves that bring and refer irritation). Its afferent link is one side facing the processes occurring in the internal environment of the body, and the other is facing the external environment.
From the internal environment, it receives information about the general state of the body (which is globally regarded as comfortable or uncomfortable), and about physiological needs. Along with this constant information, in extreme, often pathological cases, reactions to signals arise that usually do not reach the level of emotional evaluation. These signals, often associated with vital distress of individual organs, cause states of restlessness, anxiety, fear, etc.
Regarding the information received from the external environment, then the afferent link of the emotional system is sensitive to those of its parameters that directly signal the possibility in the present or future of meeting current needs, and also responds to any changes in the external environment that pose a threat or its possibility in the future. In the range of phenomena fraught with danger, information synthesized by cognitive systems is also taken into account: the possibility of a shift in the environment towards instability, uncertainty, and information deficiency.
Thus, cognitive And emotional systems jointly provide orientation in the environment.
Moreover, each of them makes its own special contribution to solving this problem.
Compared to cognitive information, emotional information is less structured. Emotions are a kind of stimulator of associations from different, sometimes unrelated areas of experience, which contributes to the rapid enrichment of initial information. This is a system of “quick response” to any changes in the external environment that are important from the point of view of the needs.
The parameters on which the cognitive and emotional systems rely when constructing an image of the environment often do not coincide. So, for example, intonation, an unfriendly expression in the eyes, from the point of view of the affective code, are more important than statements that contradict this unfriendliness. Intonation, facial expression, gestures and other paralinguistic factors can act as more significant information for decision making.
Discrepancies between cognitive and emotional assessments of the environment and the greater subjectivity of the latter create conditions for various transformations, attribution of new meanings to the environment, and shifts into the realm of the unreal. Thanks to this, in the event of excessive environmental pressure, the emotional system also performs protective functions.
The efferent link of emotional regulation has a small set of external forms of activity: these are various types of expressive movements (facial expressions, expressive movements of the limbs and body), timbre and volume of the voice.
The main contribution of the efferent link is participation in the regulation of the tonic side of mental activity.
Positive emotions increase mental activity and provide an “attitude” to solve a particular problem. Negative emotions, most often reducing mental tone, determine mainly passive methods of defense. But a number of negative emotions, such as anger, rage, actively enhance the body’s defenses, including at the physiological level (increased muscle tone, blood pressure, increased blood viscosity, etc.).
It is very important that simultaneously with the regulation of the tone of other mental processes, the toning of individual parts of the emotional system itself occurs. This ensures stable activity of those emotions that currently dominate the affective state.
Activation of some emotions can facilitate the flow of others that are not currently amenable to direct influence. Conversely, some emotions can have an inhibitory effect on others. This phenomenon is widely used in the practice of psychotherapy. When emotions of different signs collide (“emotional contrast”), the brightness of positive emotional experiences increases. Thus, the combination of a little fear with a feeling of security is used in many children's games (an adult throwing a child up, riding downhill, jumping from a height, etc.). Such “swings,” apparently, not only activate the emotional sphere, but are also a kind of “hardening” technique for it.
The body's need to maintain active (sthenic) states is ensured by constant emotional toning. Therefore, in the process of mental development, various psychotechnical means are created and improved, aimed at the prevalence of sthenic emotions over asthenic ones.
Normally, there is a balance of toning by the external environment and autostimulation. In conditions when the external environment is poor and monotonous, the role of autostimulation increases and, conversely, its share decreases in conditions of diversity of external emotional stimuli. One of the most difficult issues in psychotherapy is the choice of the optimal level of toning, at which emotional reactions would proceed in a given direction. Weak stimulation may be ineffective, while over-strong stimulation may negatively change the entire course of the emotional process.
When studying self-regulation by schoolchildren of negative mental states, four main methods were identified:
1. communication as an empirically found method of group self-regulation;
2. strong-willed regulation – self-orders;
3. regulation attention functions– shutdown, switching;
4. motor(muscular) discharge.
These empirically identified methods of emotional self-regulation can be correlated with the work of basal levels of emotional regulation in the process of normalizing a person’s emotional state (Table).
Table. Comparison of children's methods of self-regulation of negative emotional states with the activity of various levels of the basal system of emotional regulation.
Levels of the basal system of emotional regulation. Methods of overcoming emotional discomfort 1. Level of field reactivity - passive forms of mental adaptation Self-hypnosis, passive discharge; “I stay on my own”, “I try to relax, stay calm”, etc.2. The second level is the development of affective stereotypes of sensory contact with the world. Motor activity; “I hug, stroke”, “I walk, run, ride a bike”, “watch TV, listen to music”3. The level of expansion is active adaptation to an unstable situation. Volitional actions; creation of affective images: “I draw”, “I dream, I imagine”; “I fight”, “I interfere in the actions of those who cause unpleasant experiences”4. Level of emotional control – emotional interaction with other people Communication; “I’m asking for forgiveness or telling the truth”, “I’m talking to someone”, “I’m asking an adult for help”
Literature.
How to organize yourself and your time
If you came to read the article with the title: how to organize yourself, then apparently you feel absent-minded, do not have time to do the necessary things on time, and also feel that you want to change your life. As often happens, you start a new thing, for example, going to the gym every day, and after 2 weeks you give up everything. If you start devoting 1 minute every day to pumping your abs, then it will be easier for you to organize yourself, because 1 minute is not so much. Start small, check out the list of necessary steps to organize yourself and choose the most suitable steps for yourself.
STEP #1 Everything is in its place
1. Organize your space. Wherever you are at home or at work, your bedroom, kitchen, closet and desk should be tidy and organized. You should open the drawer and see what is there, and get rid of things that you have not used for a long time. Each folder must be signed and contain the necessary documents.
— Organized does not mean just neat. The purpose of organizing all things and objects is to quickly find the required item. However, organizing things can also help keep them clean and tidy by providing a quick, logical system for finding things, adding things, and removing things from the “system.”
Example: Documents may be folded into neat piles, but this does not mean that you will quickly find the required agreement. But if you put it into folders: contracts, accounting documentation, etc., then finding the contract will be much more convenient. And if in a folder, the contracts are arranged alphabetically or by date, then it will take you just a few minutes. Adding a new contract is also not difficult. If you organize your workspace, you will save a lot of time, which you can use in the right direction.
2. Always put things and documents in their place. If you decide to organize yourself, then you will have to organize the space around you. One is not possible without the other. Every thing should have its place. They took the thing, used it, and put it in its place. Place it right away, not later, later, etc.
Example: If you always keep your keys in the same pocket of your purse, then you will spend a couple of seconds searching for them, but if your bag is very large, has many pockets, and is filled with various small items, then searching for the keys may take several minutes. Saving time and your nerves in person.
STEP #2 Use a calendar, diary or your phone
![](https://i1.wp.com/blogkaty.ru/wp-content/uploads/kalendar.jpg)
STEP 3 Make lists
1. Write down everything you need. Everything you need to remember you must write down. A note is always better than a memory, because the note will catch your eye, you will always remind yourself of the required task. Even if you have a great memory, no one is perfect. It's not that difficult to write down on paper. Record phone numbers, appointments, shopping lists, birthdays, etc. Keep your notes where you can always find them and refer to them daily. Don’t clog your brain with unnecessary information; let it spend its energy better in a different direction.
2. The daily to-do list must be realistic to complete. If you set yourself impossible tasks every day, then after a couple of days you will give up making a to-do list for self-organization. Experience will come with time. Perhaps at first you will not have enough time to complete all your planned tasks, or, on the contrary, there will even be too much time. Just force yourself to make a daily list of tasks for a week, and after this period you will feel that you have time to do an order of magnitude more things. And your attention will be focused on getting things done, and not on sloppiness.
Make to-do lists for the week, month, and even year. To-do lists can be made both in notepads and using stickers that can be stuck in a wide variety of visible places.
STEP 4 Stick to a schedule
- Go all the way. There's no point in creating to-do lists if you can't discipline yourself to complete all the tasks you set out to do. There are several ways to practice self-discipline to complete your to-do list. Stop wasting time on nonsense, such as social networks. Remove or try to ignore distractions. If something is keeping you at the very top of the list, then reconsider this task. Is it really that important? Is it urgent? Put this task aside. Don't focus on one thing for too long.
- Set a time frame. Setting a time frame for completing a task is one of the methods of self-organization. Knowing that the time allotted for completing a task is running out, you will begin to rush yourself, thereby trying to get rid of distractions and focus on completing the task. However, do not rush to finish working on a task if time is running out, complete the task and do your work efficiently. When in a hurry, you can always mess up.
- Combine identical and similar tasks. For example, make phone calls or do all your shopping in one trip.
Example: Your phone bill comes on the 1st, and your utility bills come on the 5th. Both receipts must be paid by the 10th. It would be wiser to wait for utility bills and pay bills at the same time, rather than waste time traveling, standing in line, etc. 2 times.
STEP 5 Multitasking
1. Try to learn how to do several things at the same time. This is a very effective way of self-organization. If, for example, one task does not require mental expenditure, but requires physical activity, then you can think about other tasks while performing it. For example, in the evening, while watching a video or report, you can play sports, for example, run on a treadmill or exercise on an exercise bike. Just remember that for some people, multitasking reduces the ability to focus on one thing at a time. If you are in a bad mood, then a selection of cool photos will help you lift it.
STEP 6 Delegate
1. Delegate your responsibilities to other people. Make sure that the person you assign to complete the task can handle it. Remember that sometimes it is better to teach a subordinate how to do some work correctly once and then delegate this part to him. It's difficult to organize yourself and your time if you tend to do all the work yourself.
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A joke for humor lovers :)
— Signed my wife up for karate.
- Well?
“I learned how to vacuum and cook, but I just hate doing laundry!”