Keyword: «team building»

The article examines the pedagogical conditions for organizing teamwork in a foreign language (using the example of the German language) with the aim of developing the communicative competence of future logistics specialists.

Having entered a secondary vocational educational institution, a first-year student is faced with completely new ways of organizing the educational process: on the one hand, high intensity of studying educational material, on the other hand, insufficient independ-ent work skills. In addition, the student is faced with new types of activities (mastering a profession, educational practice, industrial practice), and a new team of study groups. In this regard, the concept of “adaptation” can be clearly defined as the process of students adapting to new living conditions, a new social situation. For all freshmen, the process of adapting to the conditions of studying in college is associated with certain difficulties. At the Yakut Industrial Pedagogical College named after V.M. Chlenov, regular events were held to study the degree of adaptation of first-year students. Based on the results of these studies, a plan for further work of the college’s socio-psychological service was approved.

The modern business environment is richly endowed with terms and roles within organizations. Two such terms – «chief chief» and «chief executive» – are often used to refer to senior managers of organizations. Despite the similarity of these terms, they represent different roles with unique responsibilities and functions. In this scientific article, we will look at the definitions, responsibilities, and key differences between a «boss-boss» and a «boss-supervisor,» as well as analyze which of them is practical to be in terms of effectiveness in an organization.

In the context of the global transformation of higher education, there is a growing trend towards the atomization of the student environment, which significantly reduces the effectiveness of traditional administrative and directive methods of managing academic groups. A formal approach often ignores the adaptation stress of first-year students and hinders their engagement. Therefore, there is an urgent need to find new, flexible tools of pedagogical management capable of ensuring the value-driven and meaningful unity of the collective. The purpose of the article is the theoretical substantiation and development of a synergetic model of team building for a student group, based on the extrapolation of macro-level ideas of state administration from the ancient Chinese treatise "Guan-zi" to modern curator practice. The methodological basis of the research consists of systemic, hermeneutic, and cross-cultural approaches. The method of pedagogical modeling was used to construct the author's three-stage collective management technology. Research results and scientific novelty. For the first time, the effectiveness of applying the principles of "relying on people" and the "harmony of law and ritual" (the "Guan-zi" treatise) in the practice of micro-level pedagogical management has been proven. The isomorphism between ancient Chinese managerial wisdom and the modern tasks of the curator in overcoming the atomization of the student environment is revealed. The authors have developed a three-stage synergetic model of team building, including: 1) the diagnostic-adaptive stage, where the curator-tutor addresses the basic security and adaptation needs of first-year students; 2) the organizational activity-oriented stage, aimed at the self-organization of the group's active core with the support of the curator-facilitator; 3) the value-self-management stage, in which the curator, as a spiritual mentor, ensures the interiorization of norms and the harmony of law and ritual. Theoretical and practical significance. The theoretical significance lies in expanding the conceptual apparatus of pedagogical management through the introduction of cross-cultural managerial strategies. The practical significance consists in developing specific algorithms for the curator's actions, allowing for a transition from rigid control to soft mentorship and the development of students' agency, which ultimately ensures the autonomous functioning and sustainability of the group.