Psychology of management. Karpov A.V.

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Series PSYCHOLOGIA UNIVERSALIS

founded by the Gardarnki publishing house in 2000

psychology

Under the general editorship of Doctor of Psychological Sciences, Professor A.V. Karpov

and psychology specialties

ARDARIKI

U D K 159.9(075.8) BBK 88.3 0-28

Reviewers:

doctor of psychological sciences, professor V.A. Drummers; Department of Psychology, Yaroslavl State Pedagogical University them. K.D. Ushinsky

Collectives of authors:

cand. psychol. Sciences, Assoc. N.P. Ansimova; Dr. Psychol. Sciences, Prof. A.V. Karpov; cand. psychol. Sciences, Associate Professor E.V. Karpov; cand. psychol. Sciences,

Assoc. E.V. Koneva (accounting secretary); cand. psychol. sciences, prof.

Yu.K. Kornilov; cand. in Psychology, Assoc. E.N. Korneeva; cand. psychol. Sciences, Associate Professor N.V. Kosternna; Dr. Psychol. Sciences, Prof. V.A. Mazilov; cand. psychol. Sciences, Assoc. N.N. Mekhtikhanov; Art. teacher

I.A. Mozharovskaya; Dr. Biol. Sciences, prof.I.Yu. Myshkin; cand. psychol. Sciences, Associate Professor V.E. Eagle; Art. teacher A.V. Pankratov; cand. psychol. Sciences, Assoc. N.G. Rukavishnikov; cand. psychol. Sciences, Assoc. A.E. Simonovsky;

cand. psychol. Sciences V.K. Solondaev; cand. psychol. Sciences, Assoc.

A.Yu. Saturday; cand. psychol. Sciences, prof.L.P. Urvantsev; Dr. Psychol. sciences, prof. L.V. Cheremoshkia; cand. psychol. naukM.V. Yurkova

General psychology: Textbook / Pod osch. ed. prof. 0-28 L.V. Karpov. - M.: Gardariki, 2005. - 232 p.

ISBN 5-8297-0111-1

The textbook outlines the main sections of the training course in general psychology, presents traditional and modern approaches to solving theoretical problems in this field of psychology.

Intended for psychology students, graduate students and teachers of higher educational institutions.

UDC 159.9(075.8) LBC 88.3

CHAPTER 1 SUBJECT AND TASKS OF PSYCHOLOGY

§ 1. What is psychology? (5). § 2. Emergence of psychology (7). § 3. The subject of psychology (9). § 4. Methods of modern psychology (15). § 5. Structure of modern psychology (19). § 6. Place of psychology in the system of sciences (20)

§ 1. WHAT IS PSYCHOLOGY

Psychology ("psyche" - soul, "logos" - teaching, science) - the word Greek origin literally means "science of the soul". This is the basis of the well-known definition, according to which psychology is the science of the psyche. On the whole, this is correct, although some clarifications are required. In modern public consciousness, the words "soul" and "psyche" are in fact synonymous: scientific psychology prefers to use the term "psyche", religious thinkers and some philosophers speak of "soul".

The word "psychology" has many meanings. In everyday language, the word "psychology" is used to characterize the mental make-up of a person, the characteristics of a particular person, a group of people: "he (they) have such a psychology."

This tutorial will consider another meaning of the word "psychology", which is fixed in its etymology: psychology - the doctrine of the psyche, the soul. Domestic psychologist M.S. Rogovin (1921-1993) argued that three stages can be distinguished in the development of psychology as a science. These are the stages of pre-scientific psychology, philosophical psychology and, finally, on scientific psychology.

Prescientific psychology- this is the knowledge of another person and oneself directly in the processes of activity and mutual communication of people. In the words of the French psychologist P. Janet (1859-1947), this is a psychology that the people create even before psychologists. Here, activity and knowledge are merged together, due to the need to understand the other.

experience (everyday generalizations arising from observation of other people, oneself); 2) social experience (representations, traditions, customs that are passed down from generation to generation). The concepts of pre-scientific psychology coincide in their content with linguistic meanings. Rogovin emphasizes that the very essence of prescientific psychology corresponds to a method of explanation called "explanation from the standpoint of common sense". Prescientific psychological knowledge is not systematized, not reflected, therefore, it is often not recognized at all as knowledge. In prescientific knowledge, correct ideas can coexist with erroneous generalizations and prejudices.

Philosophical psychology- knowledge about the psyche, obtained with the help of speculative reasoning. Knowledge about the psyche is either derived from general philosophical principles, or are the result of reasoning by analogy. Philosophical knowledge about the psyche is usually ordered in accordance with certain initial principles. As Rogovin points out, at the level of philosophical psychology, the initially vague, integral concept of the soul is subjected to analysis and mental dismemberment, followed by unification on the basis of principles that directly follow from materialistic or idealistic worldviews. Compared with pre-scientific psychology, which precedes it and, especially in its early stages, has a great influence on it, it is characteristic of philosophical psychology not only to search for some explanatory principle for the mental, but also to establish general laws to which the soul must also obey. , as all natural elements obey them.

Scientific psychology emerged relatively recently - in the second half of the XIX century. Usually its appearance is associated with the use of the experimental method in psychology. There are undoubtedly some grounds for this: the "creator" of scientific psychology, W. Wundt, wrote that if we define the physiological psychology he developed by method, then it can be characterized as "experimental". Another thing is that the method of experiment remained with Wundt auxiliary, creating optimal conditions for proper psychological method- self-observation. In addition, Wundt himself repeatedly emphasized that experimental psychology is by no means the whole of psychology, but only a part of it. Although the 19th century gave many examples of the successful use of the experimental method, passed

enough time before psychology became a truly experimental science.

Knowledge in scientific psychology has an empirical, factual basis. Facts are obtained in a specially conducted research, which uses special procedures (methods) for this, the main ones among which are purposeful systematic observation and experiment. Theories constructed by scientific psychology have an empirical basis and are (ideally) subjected to comprehensive testing.

§ 2. ORIGIN OF PSYCHOLOGY

The outstanding German scientist G. Ebbinghaus (1850-1909) in his famous textbook on psychology (1908) wrote that psychology “has a long past, but a brief history". Why is the history of psychology short? The fact is that the age of scientific psychology is a little over a hundred years, so psychology (compared to many other scientific disciplines) is still a very young science.

By the "long past" Ebbinghaus understands that for many centuries psychological knowledge accumulated in the depths of other sciences, mainly philosophy and natural science. Reflections on the psyche, the human soul can be found among thinkers Ancient China, India, Egypt. Naturally, the “movement of the human soul” was also reflected in art. Everyday life experience has also contributed to the treasury of knowledge about the psychic.

If we talk about the emergence of pre-scientific psychology, then we can conditionally assume that this happened simultaneously with the emergence of human society.

Philosophical psychology appears much later. M.S. Rogovin notes that its beginning cannot be marked by any definite date, if only because the process of isolating it from prescientific psychology was a long one. Most likely, it can be attributed to the 7th-6th centuries. BC. “The emergence of philosophical psychology is natural in the sense that when human society reaches a certain stage of development productive forces and industrial relations, culture, statehood, a philosophical psychology arises - component primary and disparate scientific knowledge; due to the lack of special research methods and

8 CHAPTER 1. SUBJECT AND OBJECTIVES OF PSYCHOLOGY

the presence of a myth-creating element, it is still very close to the pre-scientific psychology.

In the second half of the XIX century. scientific psychology separates from philosophy, becomes an independent scientific discipline, acquires its own scientific subject, begins to use special methods, to rely in its theoretical constructions on an empirical basis. The historical mission of separating psychology into an independent scientific discipline was carried out by the German physiologist and philosopher W. Wundt (1832-1920). In 1863, in his Lecture on the Soul of Man and Animals, Wundt for the first time formulated a program for the development of physiological (experimental) psychology; in 1874, in the fundamental work Fundamentals of Physiological Psychology, an attempt was made in 1879, in Leipzig, Wundt opened the first laboratory for the experimental study of psychic phenomena. Therefore, 1879 is conditionally considered the "year of birth" of psychology as an independent scientific discipline. Note that, according to Wundt, only elementary mental phenomena can be studied in the laboratory. For the study of complex mental functions, such as memory, speech or thinking, the experimental method is not applicable. These functions should be investigated as products of culture with the help of non-experimental, descriptive methods, which should be done by the "second part" of psychology - the "psychology of peoples" (cultural or historical psychology). In 1900-1920. Wundt published the 10-volume Psychology of Peoples. Wundt's program was recognized by the scientific community. In 1881, the laboratory was transformed into the Psychological Institute, in the same year Wundt began publishing a special scientific journal Philosophical Investigations (Philosophische Studien). Wundt wanted to call his journal "Psychological Research", but changed his mind, since a journal with that name already existed (although it published not scientific, but occult works). Later, at the beginning of the 20th century, Wundt nevertheless renamed his journal, and it became known as Psychological Research.

One of the first to use the term "soul" in his philosophical reasoning was Heraclitus of Ephesus. He owns famous saying, the validity of which is obvious

Rogovn M.S. Psychological research. Yaroslavl: YarSU, 1979. S. 6.

today: “You cannot find the boundaries of the soul, no matter what path you take: its measure is so deep.” This aphorism captures the complexity of the subject of psychology. Modern science is still far from comprehending the secrets of the human soul, despite all the accumulated knowledge about the human mental world.

The first special psychological work can be considered a treatise Greek philosopher Aristotle (384-322 BC) "On the Soul".

The term "psychology" itself appears much later. The first attempts to introduce the term "psychology" can be dated to the end of the 15th century. In the title of works (the texts of which have not survived to this day) by the Dalmatian poet and humanist M. Marulich (1450-1524), for the first time, as far as one can judge, the word "psychology" is used. The authorship of the term is often attributed to F. Melanchthon (1497-1560), a German Protestant theologian and teacher, an associate of Martin Luther. “The lexicography attributes the formation of this word to Melanchthon, who wrote it in Latin (psychologia). But not a single historian, not a single lexicographer has found an exact reference to this word in his works. In 1590, a book by Rudolf Haeckel (Gocklenius) was published, in the title of which Greek this word is also used. The name of Haeckel's work, which contains the statements of many authors about the soul, is "Psychology, that is, about the perfection of man, about the soul and, above all, about its emergence ..."-. But the term “psychology” became generally accepted only in the 18th century. after the appearance of the works of X. Wolf (1679-1754). Leibniz in the 17th century used the term "pneumatology". By the way, the works of Wolf himself "Empirical Psychology" (1732) and " Rational psychology"(1734) is considered to be the first textbooks on psychology, and on the history of psychology - the work of a talented philosopher, a follower of I. Kant and F.G. Jacobi F.A. Karus. This is the third volume of his Scientific Inheritance (1808).

§ 3. SUBJECT OF PSYCHOLOGY

In the literal sense of the word, psychology is the study of the psyche. Psyche, or Psyche, - in Greek mythology personification

1 Bres I. Genesis and significance of psychology // Modern science: Knowledge of man. M.: Nauka, 1988. S. 124.

2 Ibid.

CHAPTER 1. SUBJECT AND OBJECTIVES OF PSYCHOLOGY

soul, breath. The psyche was identified with a living being. Breathing was associated with wind, breath, flight, whirlwind, so the soul was usually depicted as a fluttering butterfly or a flying bird. According to Aristotle, the Psyche is the "soul" and the "butterfly". On the basis of various myths about Psyche, the Roman writer Apuleius (c. 125 - c. 180 AD) created the book Metamorphoses, in which he presented in poetic form the wanderings of the human soul in search of love.

It is important to note that the concept of "soul" among all "tribes and peoples" is associated with the inner world of a person - his dreams, experiences, memories, thoughts, feelings, desires. The inner world of a person is very different from the outer one, as evidenced by the same dreams. M.S. Rogovin notes that the concept of the soul arises among all peoples as a generalization and reduction to some visual image of what the mind could grasp. ancient man in the sense of the psyche. In connection with the concept of the soul, man approached the concept of the driving cause, the source of action, the concept of the living in its opposition to the inanimate. Initially, the soul was not yet something alien to the body, some other entity, but acted as a double of a person with the same needs, thoughts and feelings, actions, like a person himself. “The concept of the soul as a completely different entity arose later, when, along with the development of social production and the differentiation of social relations, along with the development of religion, and then philosophy, the soul begins to be interpreted as something fundamentally different from everything that exists in real life. the world"1. Gradually visual image, which serves to designate the soul, pales, giving way to the concept of an incorporeal abstract force, heterogeneous to the body containing it.

Thus, already in pre-scientific psychology, the separation of the spiritual from the material is completed, each of which begins to act as some kind of independent entity.

For many centuries the soul has been the subject of discussion by philosophers and theologians. No special studies were carried out: thinkers limited themselves to reasoning, selection of appropriate examples to confirm their conclusions. Self-observation was not systematic, most often it was used in order to confirm the validity of the inference.

Rogovn M.S. Decree. op. S. 5.

Karpov Anatoly Viktorovich – Doctor of Psychology, Professor, Honored Worker of Science of the Russian Federation. In 1981, he defended his Ph. labor activity". From 1981 to the present, he heads the department of the university; since 2001 - Dean of the Faculty of Psychology of YarSU named after P.G. Demidov.
A.V. Karpov is the author of more than 550 scientific papers (including 12 monographs) published in Russia and abroad (Canada, Finland, Sweden, CIS countries, etc.). Among them are the fundamental monographs “Psychology of decision-making in professional activity"(1992), "Psychology of managerial decision-making" (1997), "Methodological foundations of the psychology of decision-making" (1999), "Psychology of reflexive control mechanisms" (1999), "General psychology of subjective choice" (2000), "Psychology group decisions"(2000), "Psychology of reflection" (2002), "Psychology of professional adaptation" (2003), "Psychology of decision making" (2003), "Psychology of reflexive mechanisms of activity regulation" (2004), "Metasystem organization of level structures of the psyche" ( 2004), "Psychology of metacognitive processes of personality" (2005).
Under the leadership of A.V. Karpov prepared more than 20 candidates and 3 doctors of psychological sciences. Now he supervises the training of 12 graduate students and 3 doctoral students. A.V.Karpov - Chairman of the doctoral dissertation council of the P.G.Demidov YarSU, member of the doctoral council of the K.D.Ushinsky YaGPU; was also a member of the doctoral council of the Institute of Psychology of the Russian Academy of Sciences (2000-2002). long time(1995-2005) he was a member of the Expert Council of the Russian Humanitarian Science Foundation; currently he is an expert of the Russian Foundation for Basic Research. A.V. Karpov - member of the Academic Council of the YarSU, Chairman of the Council of the Faculty of Psychology, Chief Editor“Bulletin of YarSU named after P.G. Demidov.
A.V. Karpov won the competition "Best Scientist of YarSU" three times in a row (1999, 2002, 2005), as well as the competition "Best methodologist of YarSU" (2001, 2005). The faculty headed by him has consistently ranked first in scientific work at the university for the past five years.
Scientific and pedagogical activity of A.V. Karpova was highly appreciated not only in the circles of the scientific community, but also at the level government organizations. He is an Honored Worker of Science Russian Federation, Honored Worker high school Russian Federation, full member Russian Academy in the Humanities, Academician of the International Academy of Sciences of Higher Education, International Academy of Psychological Sciences, Baltic Pedagogical Academy. A.V. Karpov is a laureate of the 1st and 2nd National Competition "Golden Psyche" in the main nomination - "Personality of the Year in Psychological Science" (2005, 2006). He was awarded the Honorary Badge of the Governor Yaroslavl region"For Merit in Science". He is the winner of regional competitions for the best scientific work in 2002 and in 2005. Twice he was a scholarship holder of the President of the Russian Federation (1998-2000; 2001-2003).
A.V. Karpov is a member of the editorial board of the Russian Psychological Journal, a member of the editorial boards of the journal Psychology, the Bulletin of the Yaroslavl Branch of the Russian Psychological Society, the journal Human factor”, “Bulletin of the Kostroma State University”, etc.
Recognition of the contribution of A.V. Karpov in the development of psychological science and psychological education, the fact that he is a member of the Presidium of the Russian Psychological Society and a member of the Presidium of the UMO for Psychology of Classical Russian Universities should also be considered. He is also the chairman of the Yaroslavl branch of the Federation of Educational Psychologists of Russia and the chairman of the Yaroslavl branch of the Interregional Ergonomic Association. A.V. Karpov has numerous awards and promotions different levels: is he awarded with a Diploma Ministry of Science and Education of the Russian Federation; three times - Honorary diplomas of the Governor of the Yaroslavl region "For merits in scientific and pedagogical activity"; has more than 20 commendations from the university management; has the title of Honorary Lecturer of the YarSU, was awarded the UNESCO Order "Creator of the Era", the medal "Human Factor. For merit in science.
A. V. Karpov developed and substantiated a fundamentally new methodological approach to the study of mental processes, as well as other mental phenomena and patterns - a metasystem approach that develops and significantly deepens fundamental principle scientific knowledge in general and psychological knowledge in particular - the principle of consistency.
It is well known that by now in the field of application of the principle systems approach In psychology, a rather ambiguous and contradictory situation has developed. Its wide and, in fact, “ubiquitous” use has been replaced by a pronounced decline in research based on it, a certain skepticism about its capabilities and various options negative attitude towards it - from emphasizing its limitations to denying the right to exist. And only a slight exaggeration is required in order to state that the systematic approach in psychological research is now in a state of systemic crisis, as a result of which similar ones are needed - that is, complex and sufficiently drastic measures in order to overcome it. In this regard, a more general question arises - does the systems approach have a future and, if so, what are its contours?
The methodological studies we are currently conducting reveal a number of possible directions for the development of the principle of consistency, one of the main ones being the following direction. In the methodology of the systematic approach, as is known, there is a very important, in our opinion, concept, which, however, is very “unlucky” in terms of attention to it, in terms of its specific study. This is the concept of the metasystem level of organization, the concept of metasystem as a whole. Already in the early works on the general theory of systems, this level is differentiated from other levels and it is indicated that the metasystem level is not only hierarchically higher, but also “open”; that through it the system interacts with other systems and develops in such interaction. However, this concept is still one of the most controversial, obscure and even somewhat paradoxical. This paradoxicality is connected, first of all, with the fact that the metasystem level, being considered as belonging to this or that system and, moreover, being interpreted as its highest level (by definition) is not really included, however, in its composition, since it is localized outside her in terms of her interactions with other systems. Historically formed, traditionally fixed and becoming a kind of axiomatic, "canonical" ideas in this area prefer to "ignore" (to maintain conceptual comfort) this inconsistency of the concept of the metasystem level of organization. According to them, any system (including, of course, the psyche) is characterized by two classes of processes - external and internal. The former ensure the inclusion of the system in the context of more general systems in relation to it, denoted by the concept of metasystems, interaction with them. These interactions make up the content - a kind of "fabric" of the metasystem level. They are these interactions, and, consequently, the metasystem level itself is therefore presented in an “extrasystemic” plan, so to speak, in an environment external to the system itself. In this regard, the question arises about the correctness and universality of these representations, about their "universality" and sufficiency for characterizing the entire variety of existing systems.
Indeed, is the proposition that the metasystem level is localized outside the system itself, general and universal for all classes of really existing systems? Or is this “extra-systemic” localization, although the most common, but still a private, and not a general, regularity in the organization of systems? In attempting to answer this question, we consider it necessary to emphasize the following. The attributive nature of the psyche, and at the same time its uniqueness (and this used to be referred to as its “reflective nature”) is such that in it the objective reality receives its “double being” in the form of subjective reality. Moreover, the more fully, adequately and more accurately the latter corresponds to objective reality, the greater the prerequisites are provided for solving general adaptive problems. Consequently, it can be stated that the metasystem with which the psyche initially interacts, in which it is objectively included and which is "external" to it, turns out to be represented in the structure and content of the psyche itself; it is transposed there, albeit in a very specific form - in the form of subjective reality (which, however, by its very essence and purpose should be as similar as possible in terms of its informational, meaningful characteristics to objective reality). Naturally, the most difficult and main research question is the problem of how exactly does this happen? In essence, this is the main question of psychology, and it is not yet ready to give an exhaustive answer to it. But the fact that this generation itself and, consequently, the existence of subjective reality as a “doubled” objective reality takes place, is beyond doubt. Moreover, it “does not cause” to such an extent that this fundamental fact is very often simply taken for granted, but is not really taken into account in studies based on the principle of systemicity, and also, which is even more negative, in the content of the systemic approach itself.
Thus, the essence of the psychic is such that in its own content, that metasystem is represented and gets its existence, which is in relation to it initially "external" and in which it is objectively included. We emphasize that we are talking about a certain form of existence of this objective reality, but, of course, not about its ontological representation in the psyche. Moreover, we repeat, the more complete, adequate and, so to speak, “global” is such a representation of the metasystem in the very content of the psyche, the “better for it itself” - the higher the adaptive and all other possibilities of the psyche.
All the questions discussed above are very general and are based on fundamental and even initial general psychological concepts. At the same time, they are currently assimilated to a very weak degree by the methodology of systemicity. It seems paradoxical and even surprising that a systematic approach, that is, a methodology that, by definition, is “aimed at” solving the most general issues, until now "ignores" these - we repeat - the basic and fundamental provisions. And vice versa, an attempt to synthesize them with the methodological imperatives of a systematic approach allows us to draw a number of conclusions that are significant, in our opinion, and can also contribute to the development of views on the very principle of systematicity.
Thus, from these positions it is necessary to recognize that the structural and functional organization of the psyche presupposes the involvement of the metasystem level in its very content, in its very structure. The metasystem level thus acquires an “intra-systemic” status. The metasystem itself, which in relation to the psyche is the entire objective reality "external" to it, receives its "double being", its "second existence" in the content of the psyche. It is, of course, not identical to ontological representation, but takes qualitatively different forms. The cardinal difference of all these forms from the “original being” of the metasystem is that they all have, as it were, the opposite character in relation to it - they have not a material, but an ideal nature. To designate them in psychology, many concepts have been developed (subjective representation, mental representation, cognitive scheme, cognitive map, script, image of the world, inner world, mental space, etc.) And vice versa, the metasystem level itself synthesizes in itself all these most important mental formations, and the concept of the metasystem level is generic in relation to each of them as a specific one.
One should also bear in mind the very important circumstance that the study of these forms of subjective representation of objective reality is currently the main, mainstream trend in general psychological research, which is especially clearly represented in modern cognitive psychology and metacognitivism. These studies are aimed at revealing the mechanisms and patterns of the structural and functional organization of subjective representations. At the same time, it is important to understand not only these mechanisms and patterns, but also the general meaning, purpose and status of these formations in the general structure of the mental. And their status is precisely determined by belonging to a special - metasystem level, representing in its content the "other being" of objective reality in the form of subjective reality, in the form of ideal models and representations of knowledge systems.
The ideas developed above determine the formulation of a number of methodological and theoretical questions and, in particular, the following one. What are the consequences of the inclusion of the metasystem level into the structural-level organization of the psyche precisely as its own level, and not only as a level localized outside it - in its interactions with metasystems, in which it itself is objectively included? The main of these consequences, in our opinion, is that it is precisely due to such a “embedded” metasystem level in the system itself that the prerequisites are created for the emergence of qualitatively new and unique mechanisms, principles. structural organization and functioning of the psyche. Thus, thanks to this level, as a level that is both included in the content of the system and “carried out” outside of it, a fundamental opportunity opens up for a kind of objectification by the system of itself as an object of its own organization and management. The system, without violating the framework of its integrity and "ontological isolation", at the same time, is able to go beyond its own boundaries and, having objectified itself, make itself the subject of its influences, its activity. The most clear and undoubted phenomenological "indicator" of this feature is the totality of the so-called "reflexive phenomena". In other words, the emergence of a “built-in” metasystem level means not only the appearance in the structure of the whole (psyche) of “one more” – even if it is a higher, most important – level. The point is also that this level is attributively connected with a new principle, with a new mechanism of the functional organization of the psyche (and is even based on it). It consists in the fact that it is precisely thanks to the metasystem level (as a level that is simultaneously localized both inside the system and outside it) that the system acquires the ability to make - by entering this level external to it - itself as a whole the object of its own influence. . Thus, the psyche at the metasystem level and due to its presence simultaneously implements the functions of both the subject and the object, and the regulator and the regulated. At the same time, without violating the framework of integrity in any way and without going beyond its own boundaries, the psyche, nevertheless, nevertheless goes beyond them, overcomes its own “systemic limitations”. Remaining "itself", it simultaneously receives a means of objectifying itself as its own subject (analysis, management, influence, organization, etc.).
All of the above can be designated as a metasystem principle of the functional organization of the psyche. We repeat, it is associated with the inclusion of the metasystem level itself in its structure and, moreover, is its basis. It has significantly greater explanatory possibilities, and most importantly, it corresponds to a much greater extent to the attributive nature of the psyche, its basic principles and patterns of structural and functional organization.
So, the above analysis showed that on the basis of its results, real and quite specific directions for the development of a systematic approach, the definition of the main "vector" of its evolution, are opened. He - this "vector" suggests the need to transform the systemic approach into a metasystemic approach. The second acts in relation to the first not only as a natural product of its development, but also as its new stage as the main perspective of its development.
In the context of our book, it is extremely important that the metasystem approach is a methodological substantiation of transpersonality, transpersonality of individual free consciousness, psyche, soul. But at the same time, this highest level does not break away from the internal and external reality, it is “embedded” in the structure of the whole (psyche) as the most important integrating, reflecting component.

Psychology of management. Karpov A.V.

M.: 2005. - 584 p.

The fundamentals of the psychology of management are outlined on the basis of its central category - managerial activity. The psychological structure, composition and content of the manager's activity, the system of his managerial functions and their main psychological patterns are revealed. For the first time in the educational literature, all the main components of the psychological structure of the personality of the leader - the subject of managerial activity (mental processes - perception, memory, thinking; mental states, personality traits, intelligence, reflection, decision-making skills, abilities, emotional-volitional sphere, communication processes and etc.). The latest psychological data are presented that contribute to their understanding and assimilation.
For students of psychological faculties of higher educational institutions. Of interest to managers.

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Table of contents
From author 5
Section I. CONTENT AND STRUCTURE OF MANAGEMENT ACTIVITIES
Chapter 1. Development of management science 11
1.1. Background of management science 11
1.2. Major Schools of Management Science 15
1.3. General approaches in control theory 23
1.4. The current state of control theory 33
Chapter 2. Essence of managerial activity and basic approaches to its research 38
2.1. The essence of management activities 38
2.2. Basic approaches to the study of management activities 47
2.3. Determination of the system of basic management functions 62
Chapter 3. Elements of Organization Theory 65
3.1. Essence of organization 65
3.2. Hierarchical structures 68
3.3. Adhocracy (organic) structures 71
3.4. Basic concepts of organization theory 75
Chapter 4
4.1. The essence of the goal-setting function 84
4.2. Typology of organizational goals 87
4.3. Requirements for the implementation of the goal-setting function. . . 91
Chapter 5 Prediction Function 98
5.1. Defining the Prediction Function 98
5.2. The main types and types of forecasting in management activities 101
Chapter 6 Planning Function 108
6.1. The role and place of planning in organizational functioning 108
6.2. Structure of the planning process 110
6.3. Typology of planning and its principles 113
Chapter 7. Function of the organization 118
7.1. The concept of organizational function 118
7.2. Delegation processes 120
Chapter 8 Decision Functions 126
8.1. The specificity of the decision-making function in the activities of the head 126
8.2. Organizational factors management decisions 130
8.3. Normative structure of the management decision-making process 133
8.4. Typology of management decisions and regulatory requirements for them 136
Chapter 9
9.1. Definition of the motivation function 143
9.2. Concepts of performance motivation 148
9.3. Basic approaches to the implementation of the motivation function 151
Chapter 10 Communicative Function 159
10.1. Definition of a communicative function 159
10.2. Types of organizational communications 162
10.3. The normative structure of the communication process and its "barriers" 166
Chapter 11 Monitoring and Correction Function 175
11.1. general characteristics control and correction function 175
11.2. Principles for the implementation of the control and correction function 181
Chapter 12. Personnel functions of the head 187
12.1. Definition of a system of personnel functions. 187
12.2. The main areas of personnel work of the head 189
12.3. The functions of the manager when working with personnel ". 196
Chapter 13. Production and technological functions 202
13.1. Definition of a system of production and technological functions 202
13.2. Characteristics of the main production and technological functions 205
Chapter 14. Derivative (Complex) Control Functions 215
14.1. The concept of derivative control functions..... 215
14.2. Characteristics of derivative control functions 216
Section II. PSYCHOLOGY OF THE SUBJECT OF MANAGEMENT ACTIVITY
Chapter 15. Perceptual processes in managerial activity 229
15.1. The concept of perceptual processes 229
15.2. Specificity of perceptual processes in managerial activity 230
Chapter 16. Mnemic processes in managerial activity 246
16.1. The concept of mnemonic processes and their composition. 246
16.2. Specificity random access memory in the activities of the head 251
16.3. The specificity of long-term memory in the activities of the leader 256
16.4. Personal professional experience as a regulator of managerial activity 263
Chapter 17. Thinking processes in managerial activity 273
17.1. General psychological concept of thinking 273
17.2. The specificity of thinking in the activities of the leader 276
17.3. Basic properties practical thinking in the activities of the head 289
Chapter 18
18.1. The concept of intelligence in psychology 296
18.2. Intelligence and efficiency of managerial activity 306
18.3. The specifics of the intellectual qualities of a leader 310
Chapter 19. Regulatory processes in management activities 324
19.1. General characteristics of regulatory processes. . . 324
19.2. The specifics of the main regulatory processes in management activities 334
Chapter 20 . 351
20.1. General characteristics of managerial decision-making processes 354
20.2. Characteristics of the procedural organization of managerial decision-making 369
20.3. Structural organization of managerial decision-making processes 380
20.4. Phenomenology of managerial decision-making processes 400
20.5. individual differences management decisions 414
Chapter 21. Communication processes in management activities 425
21.1. Communicative behavior of the leader 426
21.2. Communicative phenomena and processes in management activities 433
21.3. Reflexive processes in management activity 438
Chapter 22
22.1. The concept of emotional-volitional regulation of states 446
22.2. Stress and its management in the activities of the head 453
22.3. The specifics of the regulation of states in management activities 461
Chapter 23
23.1. Content theories of motivation 472
23.2. Process theories of motivation 479
23.3. The concept of intrinsic motivation 486
Chapter 24 Management and leadership 495
24.1. Formal and informal organizations. Management and leadership 496
24.2. Typology of power 501
24.3. Leadership Theories and Management Styles 506
Chapter 25
25.1. The concept of abilities in psychology 525
25.2. Determination of the composition of managerial abilities 527
25.3. Managerial Characteristics 530
25.4. Corporate Capabilities 538
25.5. General and special abilities in managerial activity 542
Brief terminological dictionary 548
Appendix 566
Literature 569

The Center for Information and Library Services announces the receipt of a five-volume edition in the library: Karpov A.V. "Psychology of activity"

Karpov A.V. Psychology of activity [Text]: In 5 vols. T.I: Metasystem approach/ A.V. Karpov. – M.: RAO, 2015. – 546 p. – ISBN 978-5-87984-055-1.
This book is the first volume of a monograph under common name"Psychology of activity". It attempts to cover with a single theoretical and methodological approach the main aspects of the fundamental general psychological problem of activity, which are a set of basic epistemological research plans - metasystemic, structural, functional, genetic and integrative. All the materials contained in this volume are aimed at the implementation of the first of them - the metasystem one.

Karpov A.V. Psychology of activity [Text]: In 5 vols. T.II: Structural organization/ A.V. Karpov. – M.: RAO, 2015. – 408 p. – ISBN 978-5-87984-045-2.
This volume of the monograph presents the results of theoretical-methodological and empirical-experimental studies of the regularities of the structural organization of activity. Thus, it implements the second (after the metasystem) stage of a comprehensive strategy for researching the fundamental general psychological problem of activity - the structural

Karpov A.V. Psychology of activity [Text]: In 5 vols. T. III: Functional patterns/ A.V. Karpov. – M.: RAO, 2015. – 496 p. – ISBN 978-5-87984-051-3.
This volume presents the results of the implementation of one of the most important epistemological aspects in relation to the problem of activity - functional, aimed at establishing and explaining the corresponding category of patterns of its organization.

Karpov A.V. Psychology of activity [Text]: In 5 vols. T.IV: Genetic dynamics/ A.V. Karpov. – M.: RAO, 2015. – 504 p. – ISBN 978-5-87984-047-6.
The fourth volume of the monograph "Psychology of Activity" presents the results of theoretical, methodological and empirical-experimental studies of one of the most important categories of regularities in the organization and dynamics of activity - genetic ones. New directions of implementation in relation to this problem of the most constructive concept - the concept of system genesis of activity - have been discovered and implemented. The principles of systemogenesis, which have not been described so far, as well as new spheres, levels and manifestations of its action, have been identified and disclosed.

Karpov A.V. Psychology of activity [Text]: In 5 vols. T. V: Qualitative heterogeneity of the organization/ A.V. Karpov. – M.: RAO, 2015. – 528 p. – ISBN 978-5-87984-053-7.
This final volume of the monograph "Psychology of Activity" presents implementation materials in relation to common problem activities of the final epistemological plan - integrative. It involves the development of this problem on the basis of the general scientific methodology of qualitative analysis and requires its comprehensive disclosure on the basis of the most important epistemological category - the category of quality.

The fundamentals of the psychology of management are outlined on the basis of its central category - managerial activity. The psychological structure, composition and content of the leader's activity, the system of his managerial functions and their main psychological patterns are revealed. For the first time in the educational literature, all the main components are given psychological structure the personality of the manager - the subject of managerial activity (mental processes - perception, memory, thinking; mental states, personality traits, intelligence, reflections, decision-making skills, abilities, emotional-volitional sphere, communication processes, etc.). The latest psychological data are presented that contribute to their understanding and assimilation.

For students of psychological faculties of higher educational institutions. Of interest to managers.

Section I CONTENT AND STRUCTURE OF MANAGEMENT ACTIVITIES

Chapter 1. DEVELOPMENT OF THE SCIENCE OF MANAGEMENT

Chapter 2. ESSENCE OF MANAGEMENT ACTIVITY AND MAIN APPROACHES TO ITS RESEARCH

Chapter 3. ELEMENTS OF ORGANIZATION THEORY

Chapter 4. GOAL-SETTING FUNCTION

Chapter 5. PREDICTION FUNCTION

Chapter 6. PLANNING FUNCTION

Chapter 7. THE FUNCTION OF ORGANIZATION

Chapter 8. DECISION-MAKING FUNCTION

CHAPTER 9. THE FUNCTION OF MOTIVATION

Chapter 10. COMMUNICATION FUNCTION